DOCUMENT RESUME

ED 467 882 CE 083 723

TITLE Colorado Agriculture Education Tech Prep Curriculum Guide.

SPONS AGENCY Colorado State Community Coll. and Occupational EducationSystem, Denver.

PUB DATE 2002-00-00NOTE 74p.; Developed by the Colorado Agriculture Education Tech

Prep Consortium using funds made available through the CarlD. Perkins Vocational/Technical Education Act. Contains smallprint.

AVAILABLE FROM For full text:http://www.cterc.cccoes.edu/colostatestandards/AgriculturalEducat ionCompetencies.pdf.

PUB TYPE Guides Non-Classroom (055)

EDRS PRICE EDRS Price MF01/PC03 Plus Postage.DESCRIPTORS *Academic Standards; Agribusiness; *Agricultural Education;

Agricultural Engineering; Agricultural Sciences; Articulation(Education); Community Colleges; *Competency Based Education;Core Curriculum; *Curriculum Development; Definitions;Educational Resources; Environmental Education; EvaluationMethods; Guidelines; High Schools; Models; Performance BasedAssessment; Program Guides; Scoring Rubrics; StandardSetting; State Curriculum Guides; State Standards; StatewidePlanning; *Student Evaluation; Teaching Methods; *Tech Prep;Two Year Colleges; World Wide Web

IDENTIFIERS *Colorado

ABSTRACT

This guide is intended to provide local agriculturaleducation tech prep programs throughout Colorado with a framework forupdating their own curriculum and developing articulation with postsecondaryinstitutions. First, a primer to standards-based education explains the roleof the following items in standards-based education in agriculture: (1)

rubrics (written narratives used to evaluate individual students' attainmentof particular standards); (2) enablers (subskills that students must possessto demonstrate the ability demanded in a standard); and (3) authenticassessment (tools used to evaluate whether individual students have trulyattained the skills and abilities demanded in a standard). Next, a user'sguide to standards-based education in agriculture outlines the process ofdeveloping a curriculum guaranteeing that students completing the programhave met specified standards of knowledge and skill. Suggested standards inagricultural education are listed by grade level and by the followingcourses: agricultural mechanics; agricultural business; agricultural science;environmental science; agriculture education I; and agriculture education II.Each standard is accompanied by a rubric, sample enablers, and sampleassessments. Next, an agricultural tech prep resource guide lists theaddresses of 23 resource organizations and the items each supplies.Concluding the guide is a list of 12 useful World Wide Web sites foragricultural education teachers. (MN)

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TO THE EDUCATIONAL RESOURCESINFORMATION CENTER (ERIC)

1 COLORADOAGRICULTURE EDUCATION TECH

PREP CURRICULUM GUIDE

C Developed by:

The Colorado Agriculture EducationTech Prep Consortium

Bill DeMoss, Curriculum Chairman, Valley High SchoolBen Rainbolt, Consortium Co-Chairman, Valley High SchoolBen Keefer, Consortium Co-Chairman, Mesa State College

Mark Kokes, Consortium Secretary, CSUJoe Kimmel, Prairie Jr/Sr High School, New Raymer

Bill Lewis, San Juan Basin Technical SchoolAllen Meyer, Northeastern Junior College

Ed Rice, Agriculture Education Tech Prep Project CoordinatorRon Vorderstrasse, Lamar Community College

Randy Stahley, Northeastern Junior College

in cooperation with:

Ernie Gill, Program Manager, Agriculture Education, CCCOESMary Stecklein, Tech Prep Coordinator, CCCOES

U.S. DEPARTMENT OF EDUCATIONOffice of Educational Research and Improvement

EDUCATIONAL RESOURCES INFORMATIONCENTER (ERIC)

AThis document has been reproduced asreceived from the person or organization

rtr) originating it.

40 Minor changes have been made to

Oimprove reproduction quality.

° Points of view or opinions stated in thistL document do not necessarily represent

official OERI position or policy.

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Agriculture Education Tech Prep Curriculum Guide EU Page 1

Table of Contents

Topic Page Number

Introduction and Acknowledgments 3

Standards Based Education in Agriculture- A Primer 4

Standards Based Education in Agriculture- A User's Guide 6

Suggested Standards in Agricultural Education by Area and Suggested Grade Level 9

Ag Mechanics Standards, Rubrics, Enablers and Assessments 11

Ag Business Standards, Rubrics, Enablers, and Assessments 21

Ag Science Standards, Rubrics, Enablers, and Assessments 28

Environmental Science Standards, Rubrics, Enablers and Assessments 35

Ag-Ed II Standards, Rubrics, Enablers, and Assessments 48

Ag-Ed I Standards, Rubrics, Enablers, and Assessments 60

Ag-Ed Resource Guide 71

Short List of "Cool Sites" for Ag Teachers 74

Agriculture Education Tech Prep Curriculum Guide 11:13 Page 2

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Introduction

The Colorado Ag Tech Prep Curriculum Guide which you have h your possession is the culmination ofthree years of concerted effort on the part of many people involved in agricultural education in Colorado.This guide was produced using funds made ava0able by the Carl D. Perkins Vocational/ TechnicalEducation Act through a grant from the Colorado Community College and Occupational EducationSystem. The guide s meant to provide a framework for bcal aged programs to use to update their owncurriculum as well as to provide a means for develophg articulation with post-secondary institutions. Mostimportantly, this guide was developed in order to put in place a system of agricultural education which willgo beyond the traditional 9-12 model to provide a system of K-16 agricultural education which will place ahigher trained employee in the industry. If this goal is met this project and curriculum guide will be asuccess.

Before we continue, we must come to the understanding that the implementation of tech prep is not simplya matter of changing what we teach. Rather, tech prep is a systemic change which will change the wayag-ed is perceived by ag teachers, students, parents, professors, and industry. With tech prep, it s notimportant where (and by whom) a skill is taught so much as that the skill is taught and assessed in anauthentic manner in order to guarantee the quality of the program graduate as he or she enters theindustry of agriculture.

Acknowledgments

The Colorado Ag Tech Prep Consortium would like to thank the following individuals for their efforts indeveloping, reviewing and validating the Cobrado Ag Tech Prep Curriculum Guide:

Tim Anderson- Farm Credit Services, Colorado SpringsJerry Bruck- Farm Credit Services, Grand JunctionJim Geist- Colorado Corn Growers Association, EnglewoodDrew Gordanier- Farmer/Rancher, CortezDr. James Heird- Associate Dean, College of Agricultural Sciences, CSU, Ft. CollinsJohn Holt- Coors Brewing Company, GoldenBill Jackson- Agricultural Editor, The Greeley Tribune, GreeleyJudy Kelly- Farmer/Rancher, GreeleyJan Kochis- Farmer/Rancher, MathesonMike Livengood- Farmer/Rancher, New RaymerBrett Martin- Ford/New Holland Dealer, Dove CreekKent Peppier- Farmer, LongmontLeon Sanders- FmHA, LakewoodRod Ulrich- Farmer/Rancher, LaSalleJerry Weiser- Principal, Valley High School, GilcrestDr. David Whaley- Program Chair, Agricutural Education, CSU, Ft. CollinsDr. Karl Topper-Mesa State College,Grand JunctionLauren Hall-Paonia,Co.Jona Fury-CSU,Ft.ColinsDr.Glen Rask-CSU,Ft. Collins

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Agriculture Education Tech Prep Curriculum Guide El] Page 3

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Standards Based Education in Agriculture- a Primer

Webster's Student Dictionary defines a standard as: "n; something set up by authority or generalconsent as a rule for measuring or as a model (standards of good manners)" or: "adj.; constituting orconforming to a standard established by law or custom (standard weight)."

In the wave of educational reform which we are experiencing at the moment, standards are looselydefined as those measurable and observable skills which the community, parents, and potential employerscan expect our students to perform once they have successfully completed our programs of study.

With this in mind, the Colorado Ag Tech Prep Consortium undertook the task of developing modelperformance standards for ag-ed students in Colorado in the areas of Agricultural Mechanics, AgriculturalBusiness, Agricultural Science, Environmental Science, Ag Education II, and Ag Education I. On thefolbwing pages you wil find these standards along with the tools needed to implement them.

On each page you will find the standard listed along with its suggested grade level. For example, AM11/12.1 would designate an Agricultural Mechanics performance standard suggested for the 11th and/or12th grade level. Below the standard you will find 4 columns which list rubrics in descending order of 4-3-2-1. Rubrics are written narratives which are used to evaluate an individual student's attainment of aparticular standard. Since students learn at different rates and perform at different skill levels, it isnecessary to define those skill levels for the student, parent, potential employer, etc. in a concise manner.It should be understood that rubrics are not necessarily a substitute for grades (although they could beused to calculate grades), rather they are a narrative "rating scale" which defines the student's level ofperformance. It should be further understood that in this model ony the levels of 4, 3, and 2 are deemedacceptable.

At this point we have defined the standards and the means for rating student performance, but we havenot shown how we will, through sound instruction, raise student achievement to the level established bythe standards or the actual measures we will use.

The means for raising student performance to the established standard is the enabler or enabling skill.Think of an enabler as a sub skil that a student must possess in order to demonstrate their ability on thestandard. An example might be that a student must be able to strike an arc and run a flat bead in order tocomplete a lap weld. These enablers are Isted in descending logical sequence at the bottom of eachpage. As you peruse these enablers you will find some that you already teach and some which you don't(or never intend to teach). This is okay since the enabling skills which are taught will, and should, varydepending upon bcal community interests, needs, and interpretation of the standards. You will notice thatfor some standards the enablers may be broken out by content or unit area (ex:arc and oxyacetylenewelding). It should be understood at this point that this list of enablers is incomplete, and will remain sountil your input is included in the total document.

The final component of a standards based curriculum is authentic assessment. Authenticassessments, put simply, are tools used to evaluate whether or not a student has truly attained the skillsand abilities defined in the standard. What makes these assessments truly authentic is that theassessment must, as closely as possible, mirror the actual skill defined in the standard. An example maybe given for AB 11/12.2 ; "The student will be able to communicate a knowledge of current agriculturalissues." In this example, the enabling skills may be: "write an outline for a speech", "use the DTN orFarmDayta to research a current issue", and "access information by utdizhg the Internet". These enablingskills are certainly worthy and noble skills, but they don't show us what the student can do in actuality. Inorder to test what the student knows and can do, it may be necessary to have the student research,outline, and present a 3-5 minute extemporaneous speech on an agricultural topic. In this example, the 3-5 minute extemporaneous speech would be the authentic assessment which proved that the student hadattained the skills defined by the standard. This is hardly groundbreaking for agricultural education, but itshould serve as a reminder of those traditional philosophies and habits which have made agriculturaleducation what it is today.

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For each standard there are listed from one to five sample assessments which may be used as abasis for writing your own assessments. Wherever possible, we have omitted "written test" assessmentsas you are no doubt using these already. Written tests by themselves are not a poor assessment andshould be included in your assessment of student skills, but here we are trying to go one step further,wherever possible, to develop assessments which take testng of student skals to the application andsynthesis levels.

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Standards Based Education in Agriculture-A User's Guide

Now that you know what standards based agricultural education is, hopefully you are asking questionslike, "What am I supposed to do with this curriculum?", or, "How am I supposed to use this curriculum?"The answer to the first question is an easy one- whatever you wish to do. You have the option of using allor part of this curriculum or not at all. The answer to the tougher question, "How am I supposed to use thiscurriculum?" will take some effort to answer. Luckily, the answer may come from this guide or throughcurriculum inservice provided to your district by the Ag Tech Prep Consortium. Regardless of what theanswers to these questions may be in your individual situations, one thing is certain; should you choose toput your program on the "tech-prep pathway", you will be embarking on a period of change which willchallenge you as a teacher and improve the quality of students completing your program of study.

Implementation of the Ag Tech Prep curriculum should begin first and foremost with your advisorycommittee. The curriculum you see before you is simply a shopping list of ideas. It will be up to you todetermine what parts, if any, you will use in your local programs. It is our suggestion that you include youradvisory committee during each phase of selection and implementation of your updated curriculum.

The process involved in developing curriculum which guarantees that each student completing theprogram has met certain standards of knowledge and skill requires that we use the "design down anddeliver up" model. We design the curriculum with the end result in mind- "What do we want the student toknow and be able to do?" Ultimately, the standards we select will shape the graduates we produce.When we design down, we start with the product and build the curriculum downward at each grade orclass level all the way to the program entry level (in the case of this curriculum, the Ag-Ed I level). At eachof these levels, the local teacher and advisory committee must determine what standards are appropriatefor each level (Ag-Ed I, Ag-Ed II, etc). In this model curriculum, some standards may be assigned tograde levels which may not be appropriate for all programs. In this case, you must assign standards tothe grade level which best suits your students and theil- needs. The phenomena which tie all of thesestandards together regardless of grade or class level are called strands. If you look at the modelstandards in total, you will find that the themes (strands) which are common to all levels. The strandsused in this model are: communication, current issues, technical knowledge and skill, practical experienceand teamwork. You may choose to use your school district's standards to determine the strands you willuse in your program, since your program standards will need to dovetail with your local district standards.Once the curriculum is in place, we begin delivering at the entry level and enforce standards at each levelas students move upward in the program.

As you select standards to apply to your own program, keep in mind the definition of a standard whichwas outlined on the previous page. Standards are measurable, concrete, and simple. If it cannot bemeasured, it cannot be enforced. If it is not concrete, students, parents and patrons will notunderstand it. If it is not simple, nobody will use it. When writing your standards please keep thesethree facts in mind. Remember that patrons of your school district will never support something that theydon't understand- save the educationese for your doctoral dissertation and keep your curriculumdocument simple. The end document which you produce should be understood by the average parent,patron, or student with only a minimal amount of explanation.

One final note on standards before we continue. For standards to do theirjob in guaranteeingcompetence in agriculture education graduates they must be enforced. In adopting standards we aresaying to patrons, parents, students and employers that our graduates me et an acceptable level of s kill inthose areas covered in our standards and we are informing these groups as to what our standards are. Ifa student who is not an identified special needs student (special needs students will have an individuaizededucation plan, or IE P which will set standards for them individually, and are thus exempt from thisprocess) does not meet all of the standards selected for your program, then you cannot alow the studentto exit your program (or a given level in your program) with a satisfactory grade. When we say that we areimplementing standards in our programs, we are, in effect, saying, "If Johnny can't read, Johnny won'tpass."

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In order to provide empbyers, parents, patrons and students with an idea of what a program completer"looks like", we utilize a tool called a rubric. Previously, we said that standards are based upon a picturewe have of a program completer. Obviously, not all program completers look the same. Since this is thecase, we provide a narrative description of the student's actions and performance called a rubric. Therubric for each stand ard should describe the attainment of the standard on several different levels. In thiscurriculum model, the rubric descrbes the student on four levels with three of these levels beingconsidered satisfactory. These rubrics are used to rate a student's performance on a given standard andare not a substitute for grades. Rather, the rubrics are used to provide a narrative description of the"picture of a program completer." A we0 written rubric may be used to descrbe a student to someone whohas never met him/her.

When writing rubrics, keep in mind the actions of those students who performed outstandingly well at aparticular set of tasks which relate to the standard you are writing the rubric for. In addition, consider theactions of students who performed in an "above average" manner, those who performed in an "acceptablemanner", and those who performed in an "unacceptable" manner. Use the actions of each of these sets ofstudents to write the rubric for each standard. Once you have written your rubrics, you may use them asan evaluation tool when calculating grades, documenting the attainment of the standards, describing astudent's performance to a parent, or in combination.

So far we have described the standards, the standards development process, and a rating scale todefine the attainment of the standards by students. What has been left out is the "meat" of the curriculum,that is, what you must teach students in order to get them to an acceptable performance level for eachstandard. The tool used for this purpose is the enabling skill or enabler, for short. Simply put, enablersare those skills which you must teach in order for the student to reach the level of skill required by thestandard. As you bok at the sample list of enablers for each standard, you may find that there is no waythat you will ever teach all of these skills. Or you may teach skills which are not listed under the standard.As you develop your curriculum with your advisory committee, you will need to determine which skills aremost valuable in your community as they pertain to the standards. For example, identifying range grassesmay not be a valuable skill in some communities, but identifying crop plants may be a critical skill.Chances are, both of these skills would pertain to the same standard, but only one might be used due todifferences in local values. In this model, the enablers are listed in a bgical sequence n descending orderwith the most basic enablers listed first. You might also notice that for many of the enablers if you were toadd an "ing" to the first word in the sentence, it becomes a job or lesson title.

Probably the biggest key to the success of a standards based curriculum is the enablers. If enablersare written correctly, they accomplish three purposes. The most important purpose e to teach higher levelskills in agriculture. Many of us are finding that in order to attract an keep quality students in ourprograms, we must crank our level of instruction up a notch. A challenging set of enablers for a standardaccomplishes this purpose. Since these enablers were written with industry input and validated byindustry, we are confident that they can bring any program up to speed with the changes and challengesfacing the industry of agriculture. Secondly, a well planned and thought out standards based curriculumallows for the integration of academic and vocational education. Finally, a challenging set of enablers mayallow programs to articulate credit to post-secondary institutions for standards attained in high school. Inorder for this to hap pen, we must first write standards and enablers which are of adequate rigor to assurepost-secondary institutions that our students are meeting the same requirements that they would in theirclasses.

The final component of a standard based curriculum is authentic assessment. Authentic assessment isa means of determining what a student knows and is able to do. If we bok at knowledge in three levels asunderstanding, application, and synthesis, we can understand how authentic assessment may test astudent's level of knowledge. Understanding, the most basic level of knowledge we will bok at, requiresthat the student explain a problem, while application may require that the student solve the problem.Synthesis may require that the student solve the problem in several different ways by manipulatingvariables in the problem. Assessments, in this situation, are tools which are designed to test the student'sskills to verify that he/she has developed the necessary skills required by the standards. Authenticassessment may include such things as written tests or group and individual projects. The key to effective

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authentic assessment is that it must test students using the highest level possible. For example, if astandard says that a student is to be an effective communicator, a written assessment on the types ofspeeches would not be acceptable if it were possible for the student to research, prepare and present aspeech which would prove him or her to be an effective communicator. As has been stated before,authentic assessment is nothing new to agricultural education and we don't need to reinvent the wheel,rather we need to see that this type of assessment remains at the forefront when we evaluate ourstudents.

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Suggested Standards in Agriculture Education by Area and Suggested Grade Level

Agricultural Mechanics

AM 11/12.1AM 11/12.2

AM 11/12.3

AM 11/12.4

AM 11/12.5

AM 11/12.6

The student will identify a safe work environment and demonstrate safe practicesThe student will be able to develop, interpret, and read plans and/or blueprints as well asread and interpret technical manualsThe student will devebp products which have a practical purpose and reflectcraftsmanship.The student wit demonstrate how to be a cooperative contributor who participateseffectively to accomplish a group activity in agricultural mechanics.The student will demonstrate the use of current technology and princples of agmechanics.The student will gain skills in agricultural mechanics through practical experience.

Agricultural Business

AB 11/12.1AB 11/12.2

AB 11/12.3

AB 11/12.4

AB 11/12.5AB 11/12.6

The student will possess a knowledge of business ethics.The student will be able to communicate a knowledge of current agricultural issues.

The student will be able to formulate and analyze financial records and use information forevaluation and planning.The student will understand the influences of the agricultural economy and its influence onthe o vera II economy.The student will gain skills in agricultural business operation through practical experience.The student will demonstrate teaming sk ills through pro blem solving activities inagricultural business management.

Agricultural Science

AS 11/12.1

AS 11/12.2

AS 11/12.3

AS 11/12.4

AS 11/12.5

AS 11/12.6

The student will demonstrate/ communicate an understanding of current issues relating toagri-science.The student will gain practical experience in agriscience through laboratory and field work.

The student will demonstrate an understanding of physiological processes in agriculturallyimportant animals.The student will demonstrate an understanding of physiological processes in agriculturallyimportant plants.The student will demonstrate teaming skills through problem solving activities inagriscience.The student will demonstrate the use of current technology.

Environmental Science

ES 11/12.1

ES 11/12.2ES 11/12.3

ES 11/12.4

ES 11/12.5

The student will demonstrate the ability to understand and solve environmental sciencerelated tasks.The student will demonstrate the abiity to use computer resourcesThe student will demonstrate understanding of and abilty to use current environmentallab and field technobgy and instrumentation to study and resolve an environmentalproblemThe student will gain practical experience within the field of environmental sciencethrough work experience.The student will work effectively in teams in group problem solving activities addressingsome specific environmental problem

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ES 11/12.6 The student will communicate an understanding of work and environmental ethics withinthe industry, the community, the region, and internationally.

ES 11/12.7 The student will understand the relationships between, and impacts of, industrial andagricultural practices on environmental systems and natural resources.

ES 11/12.8 The student will be able to complete elementary envronmental and/or ecologicalassessment activities.

ES 11/12.9 The student will know and understand the processes and interactions of Earth's majorsystems and be able to identify, interpret and utilize this understanding in a multi-disciplinary approach to environmental problem solving.

ES 11/12.10 The student will demonstrate understanding of the princples of natural resourcemanagement in the context of systematics.

ES 11/12.11 The student will demonstrate knowledge of legal and administrative structures whichaffect natural resource and environmental planning and management.

Agriculture Education II

AG II 10.1 The student will select an agricultural career of interest for further development and study.

AG II 10.2AG II 10.3AG II 10.4

AG II 10.5

AG II 10.6

AG II 10.7AG II 10.8AG II 10.9

AG II 10.10AG II 10.11AG II 10.12

The student will implement plans for improvement of the SAE program.The student will demonstrate the use of computers.The student will demonstrate communication skills by selecting, planning, and leading adiscussion on an agricultural topic.The student will demonstrate skills in ag mechanics through small group work in projectconstruction.The student will demonstrate proficiency in arc and oxyacetylene welding as evidenced bythe completion of quality lap, butt and tee welds and cutting processes.The student will demonstrate power tool safety practices.The student will demonstrate an understanding of the bases of livestock selection.The student will demonstrate an understanding of soil fertility and its effect on cropproduction.The student will identify the major crop and weed plants of Colorado.The student will identify safe agricultural chemical use practices.The student will participate in the operation of the FFA Chapter.

Agriculture Education I

AG I 9.1AG I 9.2AG I 9.3AG I 9.4AG I 9.5

AG I 9.6AG I 9.7AG I 9.8AG I 9.9AG I 9.10AG I 9.11

The student will comprehend the scope of careers available in agriculture.The student will prepare and implement plans for and SAE program.The student will recognize computer applications in agriculture.The student will develop skills in speech communication.The student will develop ag mechanics skills through small carpentry project construction.

The student will describe and demonstrate arc and oxyacetylene welding practices.The student will understand his/her role in the FFA Organization.The student will demonstrate power tool safety practices.The student will identify the major breeds of livestock.The student will identify the major crop and weed plants of the local corn munity.The student will demonstrate safe operation of tractors.

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Standard: AM 11/12.1 - The student will identify a safe work environment and demonstrate safepractices

Rubric: 4 3 2 1

I always completesafety tests withouterror.

I always complete safetytests without error afterfurther study following thefirst test.

I complete safety testswithout error afterconsiderable further studyand require severalattempts to do so.

I seldom complete safetytests without error even ifI review following eachtest.

I always maintain a safeworking area and assistothers in keeping theirwork areas safe.

I consistently maintain asafe work area and assistothers in keeping theirwork areas safe whenrequested to do so.

I maintain a safe workarea when requested todo so.

I seldom maintain a safework area even if I amreminded.

I always followapproved safetypractices when usingthe ag mechanicsfacility and encourageothers to do the same.

I always follow approvedsafety practices whenusing the ag mechanicsfacility.

I follow approved safetypractices when using theag mechanics facility afterbeing reminded.

I occasionally followapproved safety practiceswhen using the agmechanics facility

Sample Enablers:

Understand emergency procedures for the ag-ed facilitycm Store tools and equipment properlycm,rd Understand and use established shop procedures (policies).Oc Organize and maintain a clean, orderly work environment.

Identify tools used in advanced agriculture mechanics skillsCm,oc Understand and demonstrate safe use of tools and power equipment.Oc Use appropriate personal safety equipment (coveralls, safety glasses, footwear).Oc Demonstrate safe electrical practices.Oc Use emergency equipment (fire extinguisher, fire blanket, eye wash).Cm,rd Interpret and comply with Material Safety Data Sheets.

Understand OSHA requirements as they relate to the farm shopCm,rd Interpret information on labels and signs.Oc Use proper lifting and carrying techniques.Cm,sc Store flammable materials.Oc Identify safety zones around equipment.Cm Identify proper tools for job requirements.Oc Understand tractor safety.Oc Understand refueling safety.Oc,cm Conduct a farm safety assessment (CSU Extension)sc,cm Ide ntify disposal l methods for comm on hazardous agricultural materials

Sample Assessments:

Daily lab and shop grades based upon performance and constant observationCompletion of written general shop safety test with 100% accuracyCompletion of written safety test pertaining to fire safety with 100% accuracyCompletion of written safety test pertaining to electrical safety with 100% accuracyCompletion of written safety tests pertaining to each piece of power equipment with 100% accuracySuccessful completion of a fie dral and evacuatbn exercise

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Identify safe handling, health precautions, and proper disposal directions on a Material Safety DataSheet

Standard: AM 11/12.2 - The student will be able to devebp, interpret, and read plans and/orblueprints as well as read and interpret technical manuals

Rubric: 4 3 2 1

I always utilize awritten plan whenconducting projectwork in ag mechanics.

I usually utilize a writtenplan when conductingproject work in agmechanics.

I utilize a written planwhen conductingproject work in agmechanics whenrequired to do so.

I seldom folbw awritten plan whenconducting projectwork in agmechanics.

I always utilizeavailable resourcematerials in solvingproblems in agmechanics.

I utilize availableresource materials insolving problems in agmechanics whendirected to do so.

I seldom use my owninitiative to seeksolutions by utiliingavailable resources inag mechanics.

I always use trial anderror to solveproblems in agmechanics ratherthan consultingresources.

I develop a written planfor ag mechanicsproject work when nosuch plan exists.

I modify existing writtenplans for ag mechanicsproject work to silk myneeds.

I utilize existingwritten plans for agmechanics projectwork.

Sample Enablers:

rd,cm Read and interpret equipment operator's manualsrd,cm Read and interpret equipment service manualsrd Read blueprintscm Develop a procedure listm,cm Figure a bill of materialsm Develop a working drawingm Estimate the cost of a projectrd Read a schematic diagram

Sample Assessments:

Complete an information sheet on a small gas engine or piece of equipmentDevelop a working drawing, fabrication procedure list, and bill of materialsDevelop a written estimate and fabrication procedure list from a blueprint

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Standard: AM 11/12.3 - The student will devebp products which have a practical purpose andreflect craftsmanship

Rubric: 4 3 2 1

I always complete usefulag mechanics projects ina timely manner.

I usually complete usefulag mechanics projects ina timely manner.

I sporadcally completeuseful ag mechanicsprojects in a timelymanner.

I seldom completeuseful ag mechanicsprojects in a timelymanner.

My product meets all ofthe expectations of a highquality product.

My product meets most ofthe expectations of a highquality project. Afterrevision, my project meetsall expectations.

My product meets most ofthe expectations of a highquality product only afterconsiderable revision andreworking.

My product meets fewof the expectations of ahigh quality producteven after revision.

Sample Enablers:

wr,cm Develop and use a procedure listwr,cm Determine a timeline for project constructioncm Identify and correct project defects using approved methodsoc Demonstrate time saving habitscm,m Select a project and design a project plan

Use appropriate squaring toolswr,cm List tools needed to complete a project

Distinguish between English and metric measurement unitsm Accurately measure building materials (i.e. steel, wood, concrete, etc.)cm Determine processes needed for project completion (ex: GMAW vs. SMAW)

Select metal materials by weightcm Select appropriate ma teria Ism Construct a plumbing projectm,cm,oc Construct an ag mechanics project utilizing a variety of processes and materialswr,m Survey the community for ag mechanics projects needs

Sample Assessments:

Construct an ag mechanics project

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Standard: AM 11/12.4 - The student MI demonstrate how to be a cooperative contributor whoparticipates effectively to accomplish a group activity in agricultural mechanics.

Rubric: 4 3 2 1

I always stay on task andtake whatever role isneeded to help the groupaccomplish its goal.

I usually stay on task andtake an assigned rde tohelp the group do well.

I sometimes must bereminded to stay on taskand need assistance todetermine my role in thegroup.

I consistently requirea reminder to stay ontask.

I participate without beingasked and encourageothers to participate.

I participate in group workwithout being asked.

I require someencouragement toparticipate in groupactivities.

I seldom contributefully in groupactivities.

I consistently assume aleadership role in a group.

I frequently assume aleadership role in a group.

I occasionally assume aleadership role in a group.

I seldom assume aleadership role in agroup.

Sample Enablers:

oc Respect, accept and work with al individuals in the workplaceoc Plan a team project and identify individual member's responsibilitiesoc Perform engine disassemblyoc Perform engine assemblym,oc Lay out a foundationm,oc Lay out a fencelnem,oc Ope rate a transitm,oc Use a line levelcm Evaluate your own performance as a member of a groupcm Plan and construct a BOAC projectm Measure landm,oc Pour cementcm Conduct a farm safety assessmentm,cm,oc Design and construct an irrigation system

Sample Assessments:

Build a storage shed as a group projectBuild a trader as a group projectRebuild an engine as a group projectConstruct/carryout a BOAC group projectHave students evaluate themselves and their team members at the conclusion of the project

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Standard: AM 11/12.5 - The student MI demonstrate the use of current technology and principles ofag mechanics.

Rubric: 4 3 2 1

I utilize appropriatetechnology to improve myproduct.

I consistently utilizeappropriate techndogy toimprove my product.

I utilize appropriatetechnology to improve myproduct after considerabledirections.

I do not utilizeappropriate technologyto improve my product.

I utilize my own resourcesand technological skills tosolve problems prior toseeking assistance.

I usually utilize my onresources andtechnological skils tosolve problems prior toseeking assistance.

I sometimes utilize myown resources andtechnological skills tosolve problems prior toseeking assistance.

I consistently rely onothers to solveproblems in agmechanics.

Sample Enablers:

FarmPoweroc Disassemble, repair, and reassemble a small gas engineoc Service ignition system

Install /adjust breaker pointsoc Service exhaust systemoc Service cooing systemoc Service lubrication systemoc Service fuel systemoc Understand carburetioncm Understand engine nomenclature and operating principlescm Troubleshoot enginescm Understand requirements for engine storageoc Service hydraulic systemsoc Identify tire care proceduresoc Service wheel bearingscm Understand oil classificationoc Select and service spark plugscm Determine battery needsoc Service batteriescm Determine maintenance schedulesoc Hitch equipmentoc Start and stop diesel enginesoc Perform tractor prechecksoc Operate a tractor safelyoc Identify tractor electrical componentsoc Identify electronic equipment components and their functions

Weldingcm,oc Selection and use of welding equipment and materialsoc Complete the following welds using the GMAW and SMAW processes: vertical up,

vertical down, overhead, and horizontaloc Weld cast ironoc Weld stainless steeloc Weld aluminumoc Hardface steeloc Control distortion

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oc Braze mild steelcm Identify metaloc Identify methods of cutting metalm,oc Cut metal to size and shapem,oc Construct welding jigs and templates

Concrete

m Estimate quantities of material for a jobLayout a building site using a transit and batterboards

m,oc Lay out, set, and treat formsm,oc Construct support forms

Calculate cement slumpIdentify material proportions for concrete

m,oc Mix and pour cementoc Finish cementm Reinforce concreteoc Set anchors in concreteoc Lay concrete blocksm Determine appropriate admixturescm Understand different applications/uses for concreteoc Lay brick and cinderblockoc Drill and place anchors in concrete

CarpentryLayout a building site using a transit and batterboards

m,oc Lay out and design a buildingr.cm Identify local building permit requirementsr,cm Identify requirements of the Uniform Building Code

Utilize computer aided design programs in designing a structurer,cm Define construction terminologycm Select construction materialsm Estimate materials and costs

Place/attach sill plates and joistsm,oc Frame and plumb a floor, roof, and wallm,oc Frame window and door openingsm,oc Build trusses

Cut and install common, hip, valley, jack and lookout raftersm,oc Apply subfbor/subroofm,oc Roof a buildingm,oc Select appropriate ins ulat ion mate rials

Select and apply appropriate waterproofing materials and vapor barriersm,oc Apply siding and sheathingm,oc Install doors and windows

Install, tape and texture drywallm,oc Trim and paint a buildingm,oc Select and mix paintoc Apply paint with low and high pressure sprayerst,m,oc Set up transit/farm levelm Measure elevationm Lay out a contour line

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Electricityoc Identify electrical components

Identify appropriate electrical testing devicesm,oc Identify wire types, sizes and uses

Make appropriate wire splicesr,cm Understand circuit theory and design

Identify series and parallel circuitsm Calculate the cost of electrical poweroc Wire a single pole switch, 3 way switch, duplex outlet and light fixture

Test an electrical circuit ushg the appropriate testing deviceBend and fasten conduit and B X cable

oc Start, stop and install electric motorsoc Identify and select electric motorsr,cm Understand practical applications of the National Electric Codecm Identify overcurrent devices and applicationssc,cm, Understand/determine electrical chargesPlumbing

Identify/select plumbing materials and their applicationsIdentify/select plumbing fittingsIdentify plumbing tools and their usesUnderstand the Uniform Building Code as it applies to simple plumbing projectsSweat joints in copper pipeIdentify the different types of plastic pipe and their applicationsCut and thread galvanized ppeCut and thread steel pipeCut, prep, and glue plastic ppeInstall flare nuts and compression fittingsIdentify uses for assorted valvesCalculate the required slope of waste pipeMeasure line flow in gallons per minute

Painting Understand surface preparation requirements for common building materials/substratesSelect the correct paint for common substratesSelect the correct primer for common substratesUnderstand methods of paint applicationApply paint with a high pressure paint gunApply paint/stain with a high volume/low pressure (HVLP) paint gunApply paint with an airless sprayerClean paint brushes, rollers, guns and sprayersIdentify correct solvents, thinners and admixtures/stabilizers

Hydraulics

Farm

Identify hydraulic system componentsRecognize safe procedures for using/servicing hydraulic equipmentAttach and operate hydraulic equipmentSelect hydraulic fluidsReplace 0 rings h a hydraulic systemLocate and stop leaks in a hydraulic systemDrain and flush a hydraulic systemBleed a hydrault systemReplace line and hose connections in a hydraulic systemTroubleshoot a hydraulic system

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Machine ry

IrrigationSystems

Locate the proper service manual fora given piece of equipmentIdentify the different categories of farm equipmentDescribe the basic types of work performed by each category of farm equipmentChange oil and oil filtersChange air and fuel filtersDrain and refill transmissions and differentialsMaintain and service batteriesCalibrate sprayersDetermine proper spray patternsCalibrate plantersCalibrate grain drillsPrepare equipment for storageCalibrate a fertilizer spreaderIdentify 6 causes of engine failureService the radiator and cooling systemService and adjust brakesService and adjust clutchesIdentify engine by fuel typeAdjust drawbar heightAttach drawbar mounted equbmentAttach 3 point mounted equipmentDetermine wheel and suitcase weight requirementsAdjust wheel spacingCalculate wheel slippageDetermine horsepower requirements for farm equpment

Start, stop and service a deep well turbine pumpUnderstand applications, operating procedures and service procedures for deep well turbine,low lift and booster pumpsCalculate the amount of water needed fora field to be planted to a specified local cropDetermine motor and pump efficiency levelsUnderstand applications of furrow, contour furrow, contour ditch, level border, center pivot,side-roll and surge irrigation systemsIdentify field irrigation system componentsMeasure the amount of water applied by means of a weir or flumeIdentify control systems (pump timers, waterman valves, etc.) and their applicatbnsUnderstand local requirements for irrigatbn schedulingPull a level or contour ditchLay out gated pipeDetermine siphon tube size requirementsDetermine head requirements for soil type, crop, and length of runSelect the correct irrtation system based on affordability, soil type, crop, and topography

Sample Assessments:

Rebuild a small gas engineComplete coupon welds (butt, lap, and tee n horizontal, vertical up and vertical down positionsusing arc and oxyacetylene processesPour a cement padConstruct a storage shedBuild a dummy wall

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Wire a single pole switch, three way switch, duplex outlet, and light fixture accordingto the NECConstruct a metal fabrication projectPerform the 10 hour service procedures on a tractorHitch an implement to a tractorShoot elevations with a transitSquare a mock building site with batterboards and determine needed cuts and fill with a transitConstruct a lawn sprinklerPaint an ag mechanics projectAttach hydraulic equipmentService a hydraulic system

BEST COPY AVAILABLEAgriculture Education Tech Prep Curriculum Guide 021 Page 19

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Standard: AM 11/12.6 - The student MI gain skills in agricultural mechanics through practicalexperience.

Rubric: 4 3 2 1

I conduct a realistic SAEprogram which may leadto future employment inan ag mechanicsoccupation.

I conduct a realistic SAEprogram which may leadto future employment inan agriculturaloccupation.

I conduct an SAEprogram which lackseither realism or scopeyet may lead to furtheremployment in anagricultural occupation.

I conduct anunrealistic SAEprogram which lackssize and scope.

I always maintain acomplete, up to daterecordboo k.

I consistently maintain acomplete, up to daterecordboo k.

I infrequently maintain acomplete, up to daterecordboo k.

I seldom have acomplete, up to daterecordboo k.

I actively seek out jobshadowing experiencesin ag mechanics.

I require encouragementto seek out job shadowingexperiences in agmechanics.

I seek out job shadowingexperiences in agmechanics only whenrequired to do so.

I do not seek out jobshadowingexperiences in agmechanics.

Sample Enablers:

cm,wr,m Maintain an SAE recordbook for use in analyzing the enterprise for efficiencycm Schedule regular SAE visitsoc Construct projects relating to the SAE programcm Explore career opportunities in ag mechanicsoc Complete a job shadowing experiencewr Develop a resume and cover letterwr Complete an empbyment applicationsp Interview for a jobcm Plan a field trip to an ag mechanics businesscm Tour a post-secondary ag mechanics programm,wr,cm Complete proficiency award application in ag mechanics

Sample Assessments:

Complete and update SAE re cordbooks on a monthly basisComplete the job interview process (resume, application, interview)Complete a job shadowing experienceComplete the proficiency application and/or State FFA Degree applicationComplete a major project in agricultural mechanics

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Standard: AB 11/12.1 - The student will possess a knowledge of business ethics.

Rubric: 4 3 2 1

I always exhibit ethicalbehavior in myinteractions with myfellow students.

I consistently exhibitethical behavior in myinteractions with my fellowstudents.

I usually exhibit ethicalbehavior in myinteractions with my fellowstudents.

I seldom exhibit ethicalbehavior in myinteractions with myfellow students.

Sample Enablers:oc Identify and evaluate employer expectations regarding performance, work habits, attitude, personal

appearance and hygiene 2

cm,oc Distinguish between the skills and traits contributing to agribusiness empbyee success and failure 2

cm Understand employment practices 1

sp,cm Understand telephone etiquette 2

cm Understand principles of labor efficiency 1

cm Understand labor relations 1

oc Utilize official dress at relevant functionssp,oc Demonstrate effective public relations skills

Sample Assessments:

Successfully complete a cooperative placement SAE programComplete a self - inventoryInterview agribusiness personnel regardhg the importance of sound ethic in business

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Standard; AB 11/12.2 - The student w01 be able to communicate a knowledge of current agriculturalissues.

Rubric: 4 3 2 1

I explain the pros and I consistently utilize I utilize appropriate I do not utilizecons of complex issues appropriate technology technology to solve appropriate technologyrelating to agriculture in to solve complex complex problems after to solve complex issues.a manner that my fellow problems and to arrive considerable direction isstudents canunderstand.

at a solution. given.

I demonstrate my I usually utile my (win I sometimes utilize my I consistently rely onknowledge of resources and own resources and others to sdve problemsagricultural issues in a technology to solve technologcal skills to in ag business.manner which my fellow complex problems prior solve problems prior tostudents canunderstand by utilizingverbal and writtenmeans.

to seeking assistance. seeking assistance.

Sample Enablers:

sp,cm Present an extemporaneous and/or prepared public speech on an agricultural topicwr Compose a business letter and office memorandumwr Write a position paper on an agricultural topict,cm Collect and organize information from the Internet, satellite information services, library databases,

scientific journals, magazines, newspapers and/or other current mediacm Understand legislative processes as they relate to agriculturecm Understand farm legislationcm,rd Identify government legislation and regulations and their effects on agriculturecm Understand water lawcm Understand wastewater requirementsrd,cm Review Ag-Ed Today on a daily basiscm Understand the implications of Workman's Comp regulationscm Understand property taxescm Understand the income tax structurecm Understand the environmental impact of agriculturesc,cm Identify animal welfare issuessc,t Understand biotechnologycm Understand grazing issuescm Identify the impact of urbanization on agriculturecm Identify landowner's rights issuescm Identify the legal aspects of open rangecm Identify local groundwater issuessp,cm Present a Food For America Program

Sample Assessments:

Present a 3-5 minute extemporaneous speech on a current issue in agriculturePresent a 6-8 minute prepared speech on a current issue in agricultureWrite a position paper on an agricultural topicPeriodic quizzes on current agricultural issues

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Standard: AB 11/12.3 - The student will be able to formulate and analyze financial records and useinformation for evaluation and planning.

Rubric: 4 3 2 1

I synthesize information I understand the I am able to complete I cannot completederived from financial information derived from financial records but financial records orrecords for the purpose financial records and need assistance to understand theof analyzing the can use that information analyze records. information generatedefficiency of anenterprise as it relatesto enterprise planning.

to make managementdecisions.

from those records.

Sample Enablers:

m,oc Identify the components of a farm/agribusiness accounting systemm,cm Develop and utibze inventories and depreciation schedulescm Distinguish between fbced and variable costscm Distinguish between types of assets and liabilitiescm Understand purchasing proceduresm,cm Complete and analyze cash flow projections, income statements, and balance sheetswr,m Complete a ban applicationcm Understand the 5 c's of creditm,cm Use financial measures (ratios and trends)m,cm Determine capital debt rep ayment ca pacityrd,wr Determine requirements of contractsm Develop a partial budgetm Develop an enterprise budgetm Develop a whole farm budgetm Calculate cost of creditcm Understand credit risksm Establish break even costt,m Utilize computer accounting and analysis softwarem Understand cash and accrual accounting methodsm Set up and use a general ledger and chart of accountscm Distinguish between supplementary, complementary, competitive, and independent

enterprisescm Develop a farm business planm,cm Understand loan repaymentm,cm Understand types of interestm,cm Understand depreciationm,cm Understand taxationcm Describe the types of tax creditscm Understand sources of creditcm Understand estate planningcm Understand property deedscm Understand business structurecm Define the types of insurancecm Determine insurance needscm Understand liability laws relating to agriculturecm Describe the property rights of landownerscm Identify the legal requirements of contractscm Understand leasescm Understand government programsm,wr,cm Complete proficiency award applicationm,wr,cm Complete State FFA Degree Application

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Sample Assessments:

Complete an income statement, cash fbw projectbn, and balance sheetComplete a credit applicationUtilize financial ratios to determine the health of a businessDevelop a farm business planComplete a proficiency and/or State FFA Degree application

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Standard: AB 11/12.4 - The student w01 understand the influences of the agricultural economy andits influence on the overall economy.

Rubric: 4 3 2 1

I consistently I can demonstrate my I listen to discussions of I do not understand howdemonstrat my knowledge of the the agricultural economy the ag economyknowledge of the agricultural economy but cannot demonstrate functions.agricultural economythrough activediscussion, questioning,and listening.

through discussion. my understanding of theissues.

I demonstrate my I describe the law of I partially describe the I do not understand theunderstanding of the law supply and demand. law of supply and law of supply andof supply and demand inall applicable classactivities.

demand. demand.

Sample Enablers:

m,cm Understand the law of supply and demandcm Illustrate how supply and demand influence pricecm Identify major economic indicators (GNP, GDP)m,cm Understand the law of diminishing returnscm Utilize raw statistical data (U.S. Census of Agriculture, Colorado Agricultural Statistics)m,cm Determine the economic impact of a marketing chaincm Define internal and external trends and issues which affect bcal marketswr,sp,cm Explain the economic importance of world trade to U.S. agriculturem,cm Identify the economic costs of environmental regulatbnscm Understand cooperativeswr,cm Develop a marketing plancm Understand market alternativesm,cm Understand the futures marketcm Understand forward contractsm,cm Determine livestock shrinkage losscm Identify storage requirements for graincm Understand business organizations

Sample Assessments:

Develop a marketing plan for an agricultural businessComplete the Commodity Challenge activityComplete the FFA Agricultural Marketing activity

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Standard: AB 11/12.5 - The student will gain skills in agricultural business operation throughpractical experience.

Rubric: 4 3 2 1

I conduct a realistic SAEprogram which may leadto future employment inagribusiness.

I conduct a realistic SAEprogram which may leadto future employment inan agriculturaloccupation.

I conduct an SAEprogram which lackseither realism or scopeyet may lead to furtheremployment in anagricultural occupation.

I conduct an unrealisticSAE program whichlacks size and scope.

I always have acomplete, up to daterecordboo k.

I consistently maintain acomplete, up to daterecordboo k.

I infrequently maintain acomplete, up to daterecordboo k.

I seldom have acomplete, up to daterecordboo k.

I actively seek out jobshadowing activities inagribusiness.

I require encouragementto seek out jobshadowing experiencesin ag business.

I seek out jobshadowing experiencesin ag business onlywhen required to do so

I do not seek out jobshadowing experiencesin ag business.

Sample Enablers:

wr,m,cm Maintain an SAE recordbook for use in analyzing the enterprise for efficiencywr,m Develop an entrepreneurship programwr,cm Develop a business planoc Schedule regular SAE visitsoc Explore career opportunities in agribusinessoc Complete a job shadowing experience in agribusinesswr,oc Develop a resume and cover letterwr Complete a job applicationoc Obtain occupational informationoc Understand job requirementsoc,cm Prepare for an interviewoc Evaluate personal traits for job requirementssp,oc Interview for a joboc Plan a field trip to and agricultural businessoc Participate in CSU Opportunity Daym,wr Complete a proficiency award applicationoc Participate in or conduct a school career fair

Sample Assessments:

Complete the job application process (resume, application, interview)Complete a job shadowing experience in an ag businessDevelop and maintain a school based agricultural businessSuccessfully complete an SAE program in an ag business areaComplete and update an SAE recordbook on a monthly basis

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Standard: AB 11/12.6 The student w01 demonstrate teaming skills through problem solvingactivities in agricultural business management.

Rubric: 4 3 2 1

I always stay on taskand take whateverrole is needed to helpthe group reach itsgoal.

I consistently stay ontask and take differentroles in the group.

I needencouragement tostay on task andparticipate in groupactivities.

I do not stay on taskand seldomparticipate in groupactivities.

I participate withoutbeing asked andencourage others toparticipate.

I participate in groupactivities withoutbeing asked.

I consistently assumea leadership role in agroup.

Sample Enablers:

cm Identify situations where compromise is necessarysp,wr,cm Give and receive constructive criticismcm Conduct a sales/promotionactivitysp Prepare and present a group presentationoc Participate in carrying out the POAm,cm Participate in the Commodity Marketing Activitycm Conduct an ag product marketing activity

Sample Assessments:

Complete the FFA Ag Marketing ActivityEvaluate your performance as a group memberEvaluate the performance of others in your groupDevelop and present a business plan as a group activityDevelop and present a marketing plan as a group activity

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Standard: AS 11/12.1 - The student w01 demonstrate/ communicate an understanding of currentissues relating to agriscience.

Rubric: 4 3 2 1

I explain the pros andcons of complex issuesrelating to agriscience ina manner that my fellowstudents canunderstand.

I identify the pros andcons of complex issuesrelating to agriscienceand communicate thosetraits to my fellowstudents.

I identify current issuesrelating to agriscience.

I do not identifysubstantially the currentissues relating toagriscience.

Sample Enablers:

sp Present an extemporaneous and/or prepa red public speech on an agricultural topicWI" Write a research paper and/or prepare a display on an agricultural topiccm Collect and organize information from the Internet, satellite information systems, library databases,

scientific journals, magazines, newspapers, and/or other current mediawr Write a position paper on an agriscience issuewr Write a news article on an agricultural topiccm,sp Present a Food For America Programcm Review Ag-Ed Today on a daily basis

Sample Assessments:

Present a 6-8 minute prepared speech on an agricultural topicPresent a 3-5 minute extemporaneous speech on an agricultural topicWrite a position paper on an agricultural topicPeriodic quizzes on current ag issues

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Standard: AS 11/12.2 - The student will gain practical experience in agriscience through laboratoryand field work.

Rubric: 4 3 2 1

I understand andexplain the factorswhich affect thegrowth anddevelopment of plantsand animals.

I conduct a realisticSAE program whichmay lead to futureemployment n anagriculturaloccupation.

I conduct an SAEprogram which lackseither realism orscope yet may lead tofuture em ployment inan agriculturaloccupation.

I conduct anunrealistic SAEprogram which lackssize and scope.

I apply economicprinciples to thegrowth anddevelopmentprocesses of plantsand animals.

I consistently maintaina complete, up to daterecordbook.

I infrequently maintaina complete, up to daterecordbook.

I seldom have acomplete, up to daterecordbook

I always utilize a IIcurrent resources insolving problems inagriscience.

I requireencouragement toseek out jobshadowingexperiences inagriscience.

I seek out jobshadowingexperiences inagriscience whenrequired to do so.

I do not seek out jobshadowingexperiences in agmechanics.

Sample Enablers:

m,oc,t Analyze soilm,oc,t Analyze wateroc,t Conduct plant tissue analysis

Conduct laboratory experiments utilizing plants and animalsoc Conduct a job shadowing experiencewr Utilize proper research reporting formatcm,m Determine fertilizer requirementscm,m Select an irrigation methodcm,m Utilize scientific data to formulate best management practices (BMP)cm Understand the scientific method of problem solvingcm Analyze rations for efficiencycm Design an animal health plancm Understand livestock grades and gradingcm Evaluate live animalscm Identify methods of selectionoc Identify major plant diseases and pestsoc Castrate swine, beef or sheepoc Control parasites in livestockcm,oc Recognize and control diseases in Ivestockm,oc Measure land and calculate acreageoc,wr,m Write legal land descriptionsoc Groom livestockoc Identify livestock exhibition techniquesoc Collect a soil samplecm Interpret a soil test reportcm Evaluate a range sitecm Determine stocking rates

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ocm,oc

Participate in CSU Opportunely DayComplete a proficiency award application

Sample Assessments:

Conduct a nutrient test on crop plants and organize data to make conclusionsConduct a nutrient test on a soil sampleConduct a nutrient test on a feed sampleEvaluate market livestock- live and carcassMeasure land and calculate area

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Standard: AS 11/12.3 -The student will demonstrate an understanding of physiological processes inagriculturally important animals.

Rubric: 4 3 2 1

I explain theinterrelationships whichexist betweenphysiological processesin livestock.

I identify and explain thefunctions ofphysiological processesin livestock.

I identify the importantphysiological processesin livestock.

I cannot identify theimportant physiologicalprocesses in livestock.

Sample Enablers:

cm,sc Understand the functions of the digestive systemcm,sc Understand the digestion and absorption of feeds by livestockcm,sc Understand the functions of the major body systems (circulatory, respiratory, nervous,

lymphatic, etc.)cm,sc Determine nutrient requirements for beef, swine, sheep, and dairycm,sc Determine the sources and uses of nutrientscm,sc Identify vitamins, minerals and essential amino acids, their sources and functionst,m,sc,cm Develop a balanced rationsc,cm Determine rations for different classes of livestocksc,cm Identify feed additives and their functionssc,cm Identify proper feed preparation techniquessc,cm Understand the use of growth regulatorsm,sc.cm Evaluate rations using the net energy methodsc,cm Identify the symptoms of and causes of nutritional diseasessc Identify the parts of the male and female reproductive tracts and their functionssc Understand principles of inheritancesc,cm Understand protein synthesissc,cm Understand gene interactionssc,cm Understand sex determinationsc,cm Estimate genetic changesc,cm Determine factors affecting livestock growth and devebpmentsc,cm Understand artificial insemination, embryo transfer, and estrus synchronizatbnsc,cm Understand production cyclessc,cm Identify breeding systemssc,oc Recognize breeds of swine, sheep and beefcm Understand selection principles for swine, beef, and sheepoc,t Identify equipment for A.I.t,oc,cm Understand A.I. proceduresoc Detect heat in livestockoc,cm Determine facility requirements for A.I.oc Maintain breeding recordssc,cm Identify symptoms, causes, and treatments of common infectious diseasessc,cm Identify vital signs in livestocksc,cm Identify control methods for internal and external parasitesm,sc,cm Calculate dosages of medications

Sample Assessments:

Develop a balanced rationArtificially inseminate livestockConduct a feed trialDevelop a breeding calendarSelect/evaluate a breeding herd using performance data as a guide

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Standard: AS 11/12.4 - The student will demonstrate an understanding of physiological processes inagriculturally important plants.

Rubric: 4 3 2 1

I explain the I identify and explain I identify the mportant I cannot identify theinterrelationships the functions of physiobgical importantwhich exist between physiobgical processes in physiobgicalphysiobgical processes in agriculturally processes inprocesses in agriculturally important plants. agriculturallyagriculturally important plants. important plants.

1 important plants.

Sample Enablers:

oc,cm Select varieties of economically important cropsoc Identify economically important crop and weed plants and their seedssc,cm Understand plant taxonomy and classificationcm Determine weed control measuressc,cm Understand nutrient uptake in plantssc,cm Understand plant propagation and fertilizationsc,cm Understand photosynthesis and respirationsc Identify plant structures and their functionssc,cm Understand tropic influences on plantssc,cm Identify plant life cycles and their importanceoc,cm Determine harvest methods for major cropsoc,cm Determine primary and secondary Wage methods for major cropsoc,cm Select an appropriate irrigation methodoc,cm Determine planting methods and procedures for major cropssc,cm Understand the requirements for seed germinationsc,cm Identify sources of plant stress

Sample Assessments:

Develop a cropping planConduct a field trialPropagate plants in the greenhouseDevelop an Integrated Pest Management plan for a farmScout a field to identify stress factors

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Standard: AS 11/12.5 - The student will demonstrate teaming skills through problem solvingactivities in agriscience.

Rubric: 4 3 2 1

I always stay on taskand take whatever roleis needed to help thegroup reach its goal.

I consistently stay ontask and take differentroles in the group

I need encouragementto stay on task andparticipate in groupactivities.

I do not stay on task andseldom participate ingroup activities.

I participate withoutbeing asked andencourage others to dothe same.

I participate withoutbeing asked.

Sample Enablers:

oc Identify situations where compromise is necessaryoc Give and receive constructive criticismoc Conduct a sales/promotion activitysc,oc Conduct a group experimentcm,oc Participate on judging teams

Sample Assessments:

Evaluate your performance as a group memberEvaluate the performance of others in your groupConduct a fertility experiment on crop plants in the greenhouseTest soil samples as a group activityConduct a variety trial as a group activity

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Standard: AS 11/12.6 - The student will demonstrate the use of current technology.

Rubric: 4 3 2 1

I always utilize currenttechnology to solvecomplex problems andto arrive at a solution.

I consistently utilizeappropriate technologyto solve complexproblems and to arriveat a solution.

I utilize appropriatetechnology to solvecomplex problems afterconsiderable direction- isgiven.

I do not utilizeappropriate technologyto solve complexproblems.

I always utilize my ownresources andtechnological skits tosolve problems prior toseeking assistance.

I usually utilize my ownresources andtechnological skits tosolve problems prior toseeking assistance.

I sometimes utilize myown resources andtechnological skits tosolve problems prior toseeking assistance

I consistently rely onothers to sdve problemsin agriscience.

Sample Enablers:

t,oc Utilize computerized data entry and analysist,oc Utilize soil testing equipmentt,oc Utilize water testing equipmentt,oc Utilize microscopest,oc Utilize artificial insemination equipmentm,t,oc Utilize tissue analysis equipmentm,t,oc Utilize feed analysis equipmentt,oc Access information utilizing computerized mediat,oc,cm Interpret precision farming technology (satellite mapping)

Sample Assessments:

Test soil samples for nutrient contentTest water samples for nitrate, salinity, etc.Test plant tissue samples for nutrient contentTest feed samples for nutrient contentUtilize a microscope to evaluate sperm viability and motility

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Standard: ES 11/12.1 -The student will demonstrate the ability to understand and solveenvironmental science related tasks.

Rubric: 4 3 2 1

I always recognize the I usually recognize the I recognize the nature of I seldom recognize thenature of an nature of an an environmental nature of anenvironmental problem environmental problem problem after environmental problemand derive an after further study and considerable further even after considerableappropriate solution. derive an appropriate study and can derive an further study and am

solution. appropriate solution withguidance.

unable to derive anappropriate solution withguidance.

Sample Enablers:

cm Show understanding of the steps taken in field identification of an environmental problem orquestion that requires testing

cm Describe the bgical progression required to determine potential presence or absence ofsensitive resources on site

cm List the sequence of problem solving methodobgies appropriate to the taskcm Acquire and evaluate previous research, use and express good judgment through establishing

criteria for validity based upon experience and knowledge gained in classroom and fieldexercises

t,oc Select appropriate technobgy and geographic tools for problem assessment in the field such asGlobal Positioning System and Geographic Information Systems or maps such as USGSquads, Landsat Photographs, and SCS Soil Series maps

cm,oc Acquire and evaluate various kinds of field datasc,oc Determine soil pH and other characteristics using commonly used tools such as field test kits

and Munsell Chartscm,oc Become familiar with the kinds of information contained in a commercial soil test reportcm,oc Become familiar with the kinds of information contained in professionally prepared site

assessment for hazardous wastessc Discuss the basics of watershed morphobgy and create a map of a local watershed that

includes: ridgelines, hydrology by stream classification, vegetation communities, geology, soilsand wildlife

t,oc,m Conduct the following tests for water quality: biological oxygen demand, dissolved oxygen,chemical dissolved oxygen, total dissolved solids, total suspended solids, total volatile solids,total solids, chbrine, pH, organic nitrogen, ammonia, nitrate, nitrite, orthophosphate, totalorganic carbon, total phosphorus, total coliform, fluoride, arsenic,

t,oc Participate in the water sampling tests such as spectrophotometer and titrationsc,wr Discuss various concepts associated with fish and wildlife habitat relationships such as habitat

components and concepts, habitat management techniques, watershed planning andmanagement approaches

sc Visit and assess relative use and success of habitat restoration and enhancement projects andstructures undertaken by resource management agencies and private landowners

cm,oc Collect and evaluate data on the condition of fish and wildife habitat

Sample Assessments:

Design and perform a test or experiment which shows and understanding of the scientific methodGive an oral presentation of research methodology and findingsGiven elevations and contours, render an accurate horizontal sketch or series of cross-sections ofthe landscape understudy

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Standard: ES 11/12.2- The student will demonstrate the ability to use computer resources

Rubric: 4 3 2 1

I understand well and I usually understand and I can understand and I seldom understandoften utilize computer can utilize computer utilize computer and utilize computertechnology and technology and technology and resources of any kind toequipment to solve equipment to solve equipment to solve solve environmentalcomplex environmental complex environmental complex environmental science problems andscience problems and science problems and science problems and am not able to produceproduce a professional produce a professional produce a professional a professional reportreport with little or no report with little report only after without closesupervision or further supervision or further considerable further supervision.study. study. study.

Sample Enablers:

Understand the capabilities of computer networking through the Internet or other resourcesAccess information using computerized media

cm Organize and maintain files of informationUse computerized data entry and analysis

rd,cm Organize written materials in logical fashion using standard formats as part of a project reportt,cm Be able to create a report on an environmental science topic using word processing and computer

graphics

Sample Assessments:

Produce a report using a common word processing program on a personal computer. Know thethesaurus and spell check features. Use correct grammar and sentence structure. Interpretinformation and present findings through a written report that identifies the major parametersinvolved in the formation of, and solutions to, an environmental problemPublish a brochure on an environmental science theme using desktop publishing and graphicsprograms such as PageMaker, Paintbrush, Microsoft Word, WordPerfect or others

Agriculture Education Tech Prep Curriculum Guide CU Page 38

Standard: ES 11/12.3- The student will demonstrate understanding of and ability to use currentenvironmental lab and field technology and instrumentation to study and resolve anenvironmental problem

Rubric: 4 3 2 1

I understand well the I usually understand the I often need help to I need close supervisionprinciples and proper basic principles and understand the basic and further study beforeuse of technology and proper use of principles and proper I can handle instrumentsinstruments to analyze technology and use of technology. I can in the field of laboratory.environmental problems instruments to analyze handle instruments with I can handle theand can demonstrate environmental problems supervision. I will be equipment with furtherthis knowledge to other and can sometimes able to handle the instruction but must bestudents with little or no demonstrate this equipment with further checked out on propersupervision or further knowledge to other instruction. procedures before I canstudy. students with little or no handle the equipment

supervision or further myself.study.

Sample Enablers:

t,cm,oc Practice using field and laboratory equipment, know proper maintenance or equipmentand be able to perform elementary repairs in the field and laboratory

cm,oc Learn and follow protocol for personal and equipment safetym Measure objects correctly with a ruler, tape, calipers, and micrometerm Calculate and solve basic measurement problems such as calculation of board feet, cubic

measurements and standard liquid measurementsm Show familiarity with units of measure used by each piece of equipment or procedurem Differentiate between U.S. Customary and metric measurement units and be able to

calculate and convert lhear, areal, weight, and volumetric quantitiesm Use various methods to determine the mass and volume of regularly and irregularly

shaped objectscm,m Understand calbration and standards involved in use of testing and monitoring equipmentt,oc Use water quality, as quality, and soil testing and monitoring tools with precision and

competencecm,oc Demonstrate ability to interpret results yielded by field and laboratory equipmentt,oc Perform field equipment/computer interface for data analysist,oc Discuss watershed habitat monitoring methods (measurement of sediment loads and

stream temperatures) and explain reasons why the continual collection of such data isimportant for the management of natural resources and environmental quality

t,oc Demonstrate the use and maintenance of electronic and mechanical measuring andmetering devices such as stream flow recorder, stream temperature recorder, gauges,planimeters, levels, stadia, compass, clinometer, logger's tape, prism, and densimeter

Sample Assessments:

Research and design a monitoring plan for one of the various "non-game" populationsindigenous to your area. Include baselne data in the report collected in the field.Identify four types of water caused erosion (take photographs from local fields, no copies fromtextbooks allowed). Describe conservation practices that can be used for each.Determine the acre feet of water required to efficiently irrigate 20 acres of a local crop allowingfor no more than 10% surface run-off

Agriculture Education Tech Prep Curriculum Guide Page 39

Standard: ES 11/12.4- The student will gab practical experience within the field of environmentalscience through work experience

Rubric: 4 3 2 1

I participated in anappropriate SAEprogram which may leadto future employment inenvironmental science.

I participated in anappropriate SAEprogram which may leadto future employment inenvironmental science.

I participated in an SAEprogram.

I participated in an SAEprogram.

I actively pursueinternship possibilitieswithin the industry.

I am somewhatinterested in internshippossibilities within theindustry.

I am almost ready toexplore internshippossibilities within theindustry but needadequate supervision.

I am not ready for aninternship in the industryuntil I have gainedfurther academicdiscipline andexperience undersupervision.

I am reliable and selfmotivated.

I am fairly reliable andsometimes showinitiative.

I am reliable after beingreminded of itsimportance.

Sample Enablers:

Wr,CM List and describe the types of supervised experience programscm Obtain occupational informationcm Establish a training plancm Plan and carry out a supervised environmental science experience planoc Identify skills improvement projects and supplementary exercisest,m,oc Set up a computerized cooperative experience recordkeeping systemoc Complete self interest and skills inventoryoc Identify future empbyment opportunities in environmental sciencecm,oc Understand employer's expectations for technicians and professionals in environmental science

workoc Demonstrate pride in work and aspire to craftsmanshipoc Show willingness to help and receive help from others and show respect for persons,

equipment and deadinesrd,cm Read and listen to directions with care, show flexibility and adjust to changes

Sample Assessments:

Conduct a supervised environmental science experience program

Agriculture Education Tech Prep Curriculum Guide IA Page 40

39

Standard;

Rubric:

ES 11/12.5- The student will work effectively in teams in group problem solving activitiesaddressing some specific environmental problem

4 3 2 1

I always stay on task I usually stay on task I often stray from the I have difficulty workingand take whatever role and often take whatever task at hand but can with groups and canis needed to help the role is needed to help contribute some of the seldom contribute to thegroup accomplish its the group accomplish its time. Some group roles goals of the group..goal. I participate goal. I often partidpate are not appropriate forwithout being asked andencourage others toparticipate.

without being asked. me and I need peerencouragement to helpthe group accomplish itsgoal.

I can assume a role of I might assume a I seldom participate I seldom participateleadership in the groupas appropriate to thegroup's needs.

leadership role in thegroup if called upon todo so.

without being asked. without being asked

Sample Enablers:

cm,sp Participate as a leader on a group projectcm Particpate as a subordinate on a group projectcm,sp Give and receive constructive criticism in a way that builds stronger teamworkcm Explore and practice interpersonal skills necessary to efficient team workcm Identify situations where compromise is necessarycm Learn to identify and utilize the special skills and talents of each team member, self included, on

a team projectcm,oc Understand employer's expectations for technicians and professionals in environmental science

workcm Participate in a simulation which expbres compromise and problem solving between conflicting

user or special interest groups

Sample Assessments:

Participate in a simulation which expbres compromise and problem solving between conflictinguser and special interest groups. Write up your experience from a third person perspective,being as objective about your own and other's words and actions as F you were a newspaperreporter covering the meeting rather than participating in it.

Agriculture Education Tech Prep Curriculum Guide ID Page 41

40

Standard: ES 11/12.6- The student will communicate an understanding of work and environmentalethics within the industry, the community, the region, and internationally.

Rubric: 4 3 2 1

I always exhibit ethical I usually exhibit ethical I sometimes exhibit I seldom exhibit ethicalbehavior in my behavior in my ethical behavior in my behavior in myinteractions with fellow interactions with fellow interactions with fellow interactions withstudents, instructors,and SAE supervisors.

students, instructors,and SAE supervisors.

students, instructors andSAE supervisors.

students, instructors,and SAE supervisors.

I understand the I understand most of the I don't always I don't understand theprinciples and principles and the understand the principles ofimportance of importance of principles and environmental ethicsenvironmental ethics environmental ethics importance of and need considerableand can express the and can express basic environmental ethics work in this area.basic concepts of ethics ethical concepts. and need more work inwithout difficulty. this area.

Sample Enablers:

cm Form an individual awareness and personal ethic relative to the work place and theenvironment

cm Show how individual and collective ethics affect the community, region and global environmentssp Articulate understanding of ethics h mock orals or other simulated situationsm,oc Plan and carryout a supervised environmental science experience programoc Understand employer's expectations for technicians and professionals in environmental science

workoc,cm Discuss watershed management concepts focusing on management versus stewardshipoc,cm Discuss water as a non-renewable resource; supply vs. demand, aquifer mining, etc.oc,cm Discuss policies which regulate the operation of dams for fbod control, irrigation and power

generationsp,cm Debate the ideas of cost to society for cleanup of polluted air, land and water vs. cost to

business for prevention and treatmentcm Discuss regulations pertaining to nonpoht pollutioncm,oc Understand the economic, social, and legal factors which lead to environmental problems from

global to regional in scales,cm,oc Examine and discuss environmental change caused by human interaction and be able to

project probable future scenarios

Sample Assessments:

Present a prepared speech on a current environmental science topic, including defensibleconclusions drawn from research in various media

Agriculture Education Tech Prep Curriculum Guide CO Page 42

41

Standard; ES 11/12.7- The student will understand the relationships between, and impacts of,industrial and agricultural practices on environmental systems and natural resources.

Rubric: 4 3 2 1

I understand the basic I can explain most of the I can explain some of I have dfficultyconcepts of interactions basic concepts of the basic concepts of understanding andbetween human caused interactions between interactions between explaining theinfluences on the human caused human caused interactions betweenenvironment and earth's influences on the influences on the human causednatural systems. environment and earth's environment and earth's influences on the

natural systems. natural systems. environment and earth'snatural systems.

I can fluently discuss the I usually understand the I need more work to I need considerablepros and cons of major pros and cons of understand the major work to understand thecomplex and environmental issues. pros and cons of the major environmentalcontroversial issuesrelating toenvironmental systemswith fellow students.

issues. issues.

Sample Enablers:

cm Understand the economic, social, and legal factors which lead to environmental problemsfrom global to regional in scale

cm Examine and discuss environmental change caused by human interaction and be able toproject probable future scenarios

sc Explore environmental factors that can affect plant functions such as transpirationsc Discuss the concept of stress on plants and animals and the environmental factors that

cause or alleviate stresssc,cm Identify requirements necessary for seed germination and discuss environmental factors

that might decrease seed germination ratescm Distinguish between pest prevention, suppression, and eradicationsc,cm Define integrated pest management and explain the differences between cultural,

mechanical, biological, and chemical pest controlsc,oc Identify and discuss the impacts of herbicides on the environment, and identify the

difference between a contact and systemic pesticide and compare and contrast theenvironmental impacts of each

sc,cm Describe the four toxicity categories of pesticides and the safety regulations governingthem

cm,oc Discuss the effects of wind erosion and list management procedures used to control itcm,oc Discuss contemporary concepts in Fish and Wildlife Management such as holistic

resource management, managing for biodiversity, transitioning from game to non-gamemanagement and landscape/ecosystem planning

cm Discuss the impact of introduced speciescm Discuss treaties and Indian tribes and the U.S. Government and their relationships with

fish and wildlife management, harvest management, and protection and restorationcm,oc Discuss applications of taxonomy in the field of agriculture and environmental sciencem,oc Explain the importance of fish/wildlife resource impacts on the local and regional economycm Describe the ways in which supply and demand affect fish and wildlife resources

Sample Assessments:

Evaluate data on the condition of fish and wildlife habitat and present a written summary offindingsDetermine the acre feet of water needed to efficiently rrigate 20 acres of a bcal crop

Agriculture Education Tech Prep Curriculum Guide Page 43

42

Standard: ES 11/12.8- The student will be able to complete elementary environmental and/orecological assessment activities.

Rubric: 4 3 2 1

I consistently use the I often use the I use the knowledge and I require moreknowledge and skills knowledge and skills I skills I have gained to knowledge and skillsthat I have gained to have gained to correctly delineate the and considerable furthereffectively delineate the delineate the parameters of an study before I canparameters of an parameters of an environmental/ delineate ecological/environmental/ecobgica environmental/ ecological problem or environmentalI problem or area. ecological problem or

area.area only after furtherstudy.

parameters.

I always understand and I usually use the I sometimes require I usually requireutilize the appropriate appropriate tools for the assistance in using the assistance andtools for the job. job. appropriate tool for the

job.supervision in using thetools for the job.

Sample Enablers:

cm Discuss the National Environmental Policy Act and know the parameters of environmentalcompliance

wrmcm Be familiar with standard formats for presenting written findings based on field research andlaboratory analysis

sc,cm Concisely describe the environment under study from a geological, biological, hydrobgical andchemical standpoint

sc,cm Know the principles of plant and animal classification (morphology, physiobgy and evolution)wr,oc Display observational skills and keep a field notebook recording observationsoc Discuss the general approaches used to monitor various populations of fish and widlife (e.g.

mark/recapture, transect surveys, pellet groups, roadside counts, breeding bird surveys, in-stream amphibian searches, ungulate herd composition)

cm Explain the importance of and specific methods for monitoring various indicator speciesoc Identify general methods for testing soil deficiency and/or hazardous wasteoc Be familiar with general methods for identifying potential archeological, historical, aesthetic, or

recreational resourcescm Describe methodology used in analysis in clear, concise termsm,sc,oc Collect data using a variety of tools, perform field tests and assessments and represent this

data using statistical processesm,oc Interpret results using inductive reasoning and be able to predict changes over time based upon

likelihood of eventscm Be able to fonn recommendations for minimizing harm, performing remediatbn or any

combination of actions for problem solvingcm,pc Discuss various concepts associated with fish and wildlife habitat relationships such as habitat

components and concepts, habitat management techniques, watershed planning andmanagement approaches; know the legal status of fish and wildlife law enforcement as itpertains to management and conservation of populations.

Cm Discuss the legal status of fish and wildlife with focus on law enforcement as is pertains tomanagement and conservation of populations

cm Discuss the roles of existing federal and state agencies, tribes, and other entities relative to fishand wildife management

cm Discuss policies for designation of widerness, primitive and roadless areascm Discuss zoning issues which affect natural resourcescm Discuss restrictions on land use for protection of threatened and endangered species and

understanding the meaning and implications of associated terms such as "takings", "jeopardy","candidate species", and "listed."

t,cm Research federal, state and bcal acts that affect water, timber, and mineral resources such asthe National Clean Water Act, the Surface Mining and Reclamation Act and others

Agriculture Education Tech Prep Curriculum Guide Ea Page 44

Sample Assessments:

Keep a field notebook recording field observations which wlil be due at the end of the courseEvaluate data on the condition of fish and wildlife habitat and present a written summary offindingsMeet with or conduct a telephone interview with local agency personnel on a recent change inlegislation affecting that agency. Compare that agency's past mandates and practices withwhat will be expected under new laws or policies. Provide a complete transcript of the interviewto the instructor abng with summary containing personal observations on the iniplicatbns ofeffects of changes discussed on the environmentPrepare and initial report which defines and delineates an environmental problem using onlyremote sensed data. Then perform and on-site field inspection and prepare a supplementaryreport reflecting ground-truthing. Compare and contrast the findings of the primary report withthe supplementary report.

Agriculture Education Tech Prep Curriculum Guide 1121 Page 45

44

Standard: ES 11/12.9- The student will know and understand the processes and interactions ofEarth's major systems and be able to identify, interpret and utilize this understanding in amulti-disciplinary approach to environmental problem solving.

Rubric: 4 3 2 1

I can always recognize I often recognize that I sometimes recognize I seldom recognizethe different factors and different factors and that different factors and different factors andprinciples which are principles are involved in principles are involved in principles involved ininvolved in environmental problems environmental problems environmental problemsenvironmental problems and frequently draw and after further study even after considerableand draw upon the skills upon the skills and can determine the skills study. I requireand knowledge needed knowledge needed to and knowledge needed. assistance in makingto characterize all characterize most I often require connections betweendimensions of the dimensions of the assistance in disciplines and find theproblem. problem. characterizing the

dimensions of theproblem.

interconnectionsconfusing.

I can communicate my I usually communicate I can occasionally I am unable toperceptions and suggest my perceptions and communicate my communicate the basicsolutions. sometimes suggest

solutions.perceptions. concepts.

Sample Enablers:

sc,cm Understand how systems interact and how disturbances in one can lead to problems in anothersp,wr Be able to draw upon a number of disciplines and skills from many areas to work on group and

individual projectst,rd,cm Explore library resources and other media that explain the factors that effect the distribution and

characteristics of local ecosystemscm,t Know where and how to access natural and physical science resources to discover cause and

effect linkageswr,cm Discuss the attributes and formation of soil horizons and sketch a profile of a soil series in your

area using the USDA classification systemcm Discuss the concept of stress on plants and anirnals and the environmental factors that cause

or alleviate stresst,cm Perform field, laboratory, computer and classroom exercises designed to reflect environmental

complexitiessp,wr,m,o Show and ability to converse fluently (both orally and in writing) about the concepts and tools

involved in the most common disciplines needed for environmental analysism,cm Be able to analyze probabilities invoked in all courses of action discussed through the use of

algebra, statistics and other quantitative means

Sample Assessments:

Design, build and maintain a heathy native plant terrarium. Final grade will depend upon thevitality of your artificial ecosystem at the end of the course as well as note keeping ofobservations, initial plantings and soil treatments, corrective actions for emerging problemsdetected during the course.

Agriculture Education Tech Prep Curriculum Guide Page 46

45

Standard: ES 11/12.10- The student will demonstrate understanding of the principles of naturalresource management in the context of systematics.

Rubric: 4 3 2 1

I fully understand the I generally understand I understand somewhat I cannot understand thecyclical nature of natural the cyclical nature of the cyclical nature of cyclical nature of naturalresource management natural resources natural resource resource managementand can converse on management and the management but need without considerablethe long-term versus theshort-term productivelyand sustainability.

principles of long-termversus short-termproductivity andsustainability.

more study. further study.

I am familiar with the I understand most of the I understand a few of The implications ofcurrent trends and implications of the the implications of the current trends andeconomics and their current trends and current trends and economics of naturalimplications for earth economics of natural economics of natural resource managementsystems. resource management. resource management. are not clear to me.

Sample Enablers:

sc,cm Understand how systems interact and principles of natural and artificial fluctuations inecological systems

sc,cm List and discuss the principles of dynamic equilibrium, biodiversity, sustainable harvest, andecosystem stability

sp,wr,cm Incorporate into oral and written reports understanding of the constants, patterns and cycles inthe natural world

sc,oc Participate in field studies which describe and illustrate normal and abnormal conditions innatural systems

sc,oc Participate in field trips to observe and become familiar with the irnportant ecosystems in theregion

t,oc Show understanding of the rote of the environmental science technician in restoring integrity todisturbed natural systems through emerging technologies

t,oc Be familiar with old and new technologies for environmental restoration and show ability toselect approaches appropriate to the situation

cm Be able to defend decisions for recommendations based upon sound bgic and investigativeskills

Sample Assessments:

Prepare and curate a museum exhbit; collect and mount three beneficial insects and discusshow they are helpful; collect and mount five harmful insects and list their natural predators;collect, press and mount ten weeds common to your area (concentrate on fbwering) and listinsects and other herbivores which consume them. In text, or with graphics, showinterrelationships.

Agriculture Education Tech Prep Curriculum Guide ELI Page 47

46

Standard: ES 11/12.11 -The student will demonstrate knowledge of legal and administrativestructures which affect natural resource and environmental planning and management.

Rubric: 4 3 2

I know and can discuss I understand many of I understand some of I am not familiar with thecurrent laws and the current laws and the current laws and current laws andpolicies on policies on policies on policies onenvironmental environmental environmental environmentalcompliance and how compliance and can compliance can discuss compliance and willthese laws and policies discuss most impacts to implications for the need considerableimpact the industries of environmental science industry after further further study before Ienvironmental science and natural resource study. can discuss implicationsand natural resourcemanagement.

management. for the industry.

Sample Enablers:

cm,oc Understand constraints on the ndustry presented by local, state, and federal lawscm,oc Understand environmental protection laws, policies, and guidelines and how environmental

science workers fit within a framework of local, state and federal regulationscm,oc Know how laws and constrants can affect the envi-onmental worker's decision making process

when planning investigations and remediation/restoralion activitiescm,oc Know relevant safety restrictions and the regulations associated with themcm,oc Be familiar through classroom and field exercises with the current laws and policies involved in

conservation of natural resourcescm Be able to demonstrate knowledge of the laws in a field settingcm,wr Incorporate this knowledge in all reports on projects in which compliance is an issuecm,sp Know the reasons behind legislation and laws and be able to discuss them with understanding

in a mock situation

Sample Assessments:

Agriculture Education Tech Prep Curriculum Guide IQ Page 48

4%

Standard: AG II 10.1.- The student will select an agricultural career of interest for furtherdevelopment and study.

Rubric: 4 3 2 1

I select a career forstudy, conduct aninterview and preparea report.

I select a career forstudy, research thecareer usingdepartment resourcesand prepare a report.

I select a career forstudy and prepare areport.

I have not selected acareer for furtherstud y.

Sample Enablers:

oc Select a career of interestsp Interview a resource person in this careerwr,cm Prepare a written report on a career of interestsp,cm Present an oral report on a career of interest

Sample Assessments:

Complete a job shadowing experiencePresent a 3-5 minute oral report on an agricultural careerComplete a 3-5 page written report on an agricultural career

Agriculture Education Tech Prep Curriculum -Guide t Page 49

48

Standard: AG 11 102 - The student will implement plans for improvement of the SAE program.

Rubric: 4 3 2 1

I always have acomplete, up to daterecordbook.

I usually have acomplete, up to daterecordbook.

I require outsidemotivation to maintaina complete, up to daterecordbook

I do not maintain acomplete, up to daterecordbook

I have expanded mySAE program inscope and quality.

I have expanded mySAE program inscope or quality.

The scope of my SAEprogram is realistic.

The scope of my SAEprogram is notrealistic.

Sample Enablers:

oc,wr Revise your long time plant,m,wr,cm,oc Complete a proficiency applicationwr,rd Complete the Chapter FFA Degree Applicationt,m,wr,cm,oc Complete a prelminary State FFA Degree applicationcm,oc Understand secondary enterprises

Sample Assessments:

Complete a long-time planComplete a proficiency applicationSuccessfully earn the Chapter FFA Degree

Agriculture Education Tech Prep Curriculum Guide Ill Page 50

49

Standard: AG 11 10.3 -The student will demonstrate the use of computers.

Rubric: 4 3 2

I always maintain a I require assistance in I require assistance I do not maintain acurrent, up to date order to maintain a and outside current, up to daterecord of my SAE current, up to date motivation in order to record of my SAEprogram using the record of my SAE maintain a current, up program using theapproved recordbook program using the to date record of my approved recordbookprogram. approved recordbook

program.SAE program usingthe approvedrecordbook program.

program.

I always use the word I usually use the word I use the word I do not use the wordprocessor when processor when processor when processor to com pletecompleting written completing written completing written written assignmentsassignments. assignments. assignments if

required to do so.even when I amrequired to do so.

Sample Enablers:

cm,t,oc Understand word processingcm,t,m,oc Understand computer spreadsheetscm,t,m,oc Understand computer databasest,cm,oc Understand the use of on-line communication

Sample Assessments:

Complete a written paper utliziig a word processing programDevelop a spreadsheet with addition, subtraction, multiplication and division capabilitiesUtilize a database to develop a mailing list

Agriculture Education Tech Prep Curriculum Guide CO Page 51

50

Standard: AG 11 10.4 - The student will demonstrate communication skills by selecting, planning, andleading a discussion on an agricultural topic.

Rubric: .4 3 2 1

I always state mythesis clearly andcheck to see that myaudience understandsit.

I always state mythesis clearly.

I must sometimesrestate my thesis inorder for the audienceto understand it.

I do not clearly statemy thesis.

I show respect for theideas of others andencourage myclassmates to do so.

I show respect for theideas of others andencourage myclassmates to do so.

I show respect for theideas of others.

I do not show respectfor the ideas ofothers.

I listen actively andask questions.

I listen actively andask questions whencalled upon.

I listen actively andask questions whenthe topic is of directinterest to me.

I do not ask questionseven if the topic is ofinterest to me.

Sample Enablers:

sp,cm Effectively lead a group discussioncm,oc Participate in a POA committeerd,cm,t Research a current agricultural topicoc Understand group dynamicssp,rd Present a Food For America Programsp,cm,oc Participate in District/Area FFA Contests

Sample Assessments:

Effectively lead a 15 minute discussion on an agricultural topicConduct an informative discussion with 4th graders as a part of the Food For America program

Agriculture Education Tech Prep Curriculum Guide CO Page 52

51

Standard: AG II 10.5 - The student will demonstrate skills in ag mechanics through small group workin project construction.

Rubric: 4 3 2 1

I always stay on task I always stay on task I stay on task but I seldom stay on task.and take whatever and take whatever require direction inrole is needed to help role is needed to help taking a role in thethe group do well. the group do well. group.

I participate without I participate without I usually participate I require outsidebeing asked and being asked without being asked motivation in order toencourage others to My product meets all My product meets all participateparticipate of the expectations of of the expectations of My product does notMy product meets all a high quality product a high quality product meet expectationsof the expectations ofa high quality product.

after minor revision. after several attempts. after several attemptsto revise and improvethe product

Sample Enablers:

cm,oc,rCM

Plan and carryout a team project and identify individual member's responsibilitiesEvaluate my own performance in the group

Sample Assessments:

Construct a BOAC project as a group activityBuild a small storage shed as a group activityBuild a small utility trailer as a group activity

Agriculture Education Tech Prep Curriculum Guide EU Page 53

52

Standard : AG 11 10.6 - The student will demonstrate proficiency in arc and oxyacetylene welding asevidenced by the completion of quality lap, butt and tee welds and cutting processes.

Rubric: 4 3 2 1

I always complete I usually complete I complete coupon I do not completecoupon welds which coupon welds which welds which are of coupon welds whichare of high quality are of high quality acceptable quality are of acceptablefollowing instruction. following instruction. following group

instruction andindividual assistance.

quality even afterindividual assistanceis rendered.

I always practice I usually practice I require direction in I do not practice thewelds until their welds until their order to practice assigned weld untilquality improves to an quality improves to an welds until their quality improves.acceptable level for acceptable level for quality improves to angrading. grading. acceptable level for

grading.

Sample Enablers:

t,sc,oc,cm Identify welding processest,sc,oc Select electrodescm,t,sc Understand the characteristics of each gas in the oxyacetylene processt,sc,oc,cm Identify the function of oxyacetylene welding unit componentst,sc,cm Understand the fusion processt,sc,oc,cm Select amperage based upon the type of metal and electrode to be usedt,cm,oc Complete an outside corner bead without rod- oxyacetylenet,cm,oc,sc Complete a built up pad- arct,cm,oc,sc Complete a butt weld- oxyacetylene and arct,cm,oc,sc Complete a lap weld- oxyacetylene and arct,cm,oc,sc Complete a tee weld- oxyacetylene and arct,cm,oc,sc,m Cut with an oxyacetylene torcht,cm,oc,sc,m Cut with a plasma arc torcht,cm,oc,sc,m Cut with an abrasive saw, hydraulic shear, and bandsaw

Sample Assessments:

Complete butt, lap, tee and outside corner welds in the flat position utilizing the oxyacetyleneprocessComplete a built up pad, butt, lap and tee welds in the flat position utilizing the arc welding processComplete a cut in 1/2" steel using the oxyacetylene cutting torch

Agriculture Education Tech Prep Curriculum Guide ILI3 Page 54

53

Standard; AG II 10.7 -The student will demonstrate powertool safety practices.

Rubric: 4 3 2 1

I always follow I always follow I always follow I seldom followapproved safety approved safety approved safety approved safetypractices when using practices when using practices when using practices when usingthe ag mechanics the ag mechanics the ag mechanics the ag mechanicsfacility and encourage facility and usually facility. facility unless I amothers to do the encourage others to

do the same.reminded.

_same.I always successfully I usually complete I successfully I do not successfullycomplete safety tests safety tests on power complete safety tests complete safety testson equipment with 100% on power equipment on power equipmentpower equipment with accuracy on the first with 100% accuracy with 100% accuracy100% accuracy. attempt. after further

instruction folbwingthe first attempt.

after furtherinstruction followingthe first attempt.

Sample Enablers:

oc,rd,cm Demonstrate proper operation techniques with power toolscm,oc Understand safety rulesrd,wr,cm Complete safety testscm,rd,oc Understand safety procedures for all power toolsoc,rd Follow a cleanup schedule

Sample Assessments:

Complete written tests on general shop, electrical, and lira safety and each piece of powerequipment with a score of 100%Successful completion of a fire drill and evacuation exerciseDaily lab and shop scores based upon performance and constant observation

Agriculture Education Tech Prep Curriculum Guide EU Page 55

54

Standard: AG II 10.8 - The student will demonstrate an understanding of the bases of livestockselection.

Rubric: 4 3 2 1

I interpret andevaluate visual,pedigree andperformance datawhen selectinglivestock.

I utilize visual,pedigree andperformance datawhen selectinglivestock.

I utilize visual datawhen selectinglivestock.

I rely solely on visualdata when selectiriglivestock.

I utilize pedigree andperformance datawhen selectinglivestock if directed todo so.

I cannot evaluatelivestock based onperformance andpedigree.

Sample Enablers:

cm,sc,occm,m,sc,rd,occm,rd,sc,occm,rd,sc,m,ococ,scrd,wr,cm,sc,oc

Select livestock to fit a production programUnderstand and interpret performance dataRead and evaluate a pedigreeUnderstand expected progeny differences and indexesIdentify parts of an imalsDefine livestock terms

Sample Assessments:

Evaluate a class of livestock and present oral reasons

Agriculture Education Tech Prep Curriculum -Guide (II Page 56

55

Standard: AG II 10.9 - The student will demonstrate an understanding of sod fertility and its effect oncrop production.

Rubric: 4 3 2 1

I identify soil structureand texture classesand their effect onmajor crops.

I identify soil structureand textural classesand their effect onmajor crops.

I identify soil structureand textural classesand their effect onmajor crops.

I do not identify soilstructure and texturalclasses or their effecton major crops.

I evaluate land sitesfor multiple usesbased upon physicalcomposition of thesoil and topography.

I evaluate land sitesfor multiple usesbased upon physicalcorn position of the soiland topography.

I evaluate land sitesand makerecommendations forproduction practices.

Sample Enablers:

sc,cmsc,ocsc,oc,cmsc,oc,mm,ocrd,cm,sc,oc,mcm,sc,mcm,sc,msc,cmsc,cm,m,ocsc,cm,ocsc,cm,occm,sc,m,occm,sc,m ,oc,rd

Understand the soil formation processIdentify soil texture and structureIdentify soil cobr and its causesDetermine slope's effect on land useMeasure slopeUnderstand the USDA Land Classification SystemUnderstand soil pH's effect on fertility and land useUnderstand soil organic matter's effect on fertility and land useUnderstand soil environmentMake fertilzer recommendationsDetermine appropriate land use and classificationIdentify causes of soil erosionEvaluate a homes iteUtilize the local soil survey

Sample Assessments:

Evaluate a homesite using the homesite scorecardEvaluate a field site using the land classification scorecardComplete an information sheet on a land site using the soil surveyEvaluate a field site for fertility using a soil test kit

Agriculture Education Tech Prep Curriculum Guide ED Page 57

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Standard: AG II 10.10 - The student will identify the major crop and weed plants of Colorado.

Rubric: 4 3 2 1

I consistently identifyall major crop andweed plants followinginitial instruction

I consistently identifyall major crop andweed plants followinginitial Instruction.

I identify all majorcrop and weed plantsfollowing tribalinstruction and furtherstud y.

I do not identify allmajor crop and weedplants following initialinstruction and furtherstudy.

I identify thedamaging aspects ofspecific weed plants.

Sample Enablers:

sc,t Identify plant structuressc,oc Identify crop life cyclessc,oc Identify locally important agricultural plantssc,oc Define/differentiate between grain and forage cropssc,oc Define prohbited noxious, restricted noxious, and common weeds

Sample Assessments:

Identify grain crop plants and seeds by sightIdentify forage crop plants and seeds by sightIdentify prohibited, restricted and common weed plants and seeds by sight

Agriculture Education Tech Prep Curriculum Guide 1:12 Page 58

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Standard; AG II 10.11 - The student will identify safe agricukural chemical use practices.

Rubric: 4 3 2 1

I identify the safepractices to beutilized when handingand applyingpesticides.

I identify the safepractices to be utilizedwhen handling andapplying pesticides.

I identify the safepractices to be utilizedwhen handling andapplying pesticides.

I do not identify thesafe practices to beutilized when handlingand applyingpesticides

I always identify thetoxicity categories ofpesticides with 100%accuracy.

I always identify thetoxicity categories ofpesticides with 100%accuracy.

I identify the methodsof applying pesticidesfor differentconditions, targetpests and crops.

I read and interpretthe label prior to theapplication of anypesticide.

I read the label priorto the application ofany pesticide.

I read the label priorto the application ofany pesticide.

Sample Enablers:

cm,rd,sc Read and understand a pesticide labelcm,rd,sc,oc Understand the different manners in which chemicals do their job: (i.e. systemic, contact, selective, non

selective)oc,sc,m Identify the different methods of applying chemicalscm,oc,sc Understand the uses of chemicals (i.e. herbicide, insecticide, fungicide)cm,oc,sc Select pesticides according to the class of pestcm,oc Identify safety equipment for pesticide applicationcm,oc,rd Understand Worker Protection Standards for use with pesticides

Sample Assessments:

Complete the EPA Private Applicator Pesticide Certification QuestionnaireCalibrate a sprayerMake pesticide application recommendations using a pesticide label as a guide

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Standard: AG II 10.12 - The student will participate in the operation of the FFA Chapter.

Rubric: 4 3 2 1

I always take anactive role in FFAactivitiesand encourage othersto do so.

I always take anactive role in FFAactivities.

I require outsidemotivation to take anactive rote in FFAactivities.

I do not take an activerole in FFA activities.

I always work toreach the group'sgoals and help othersto do so.

I always work to reachthe group's goals.

I require direction inorder to work to reachthe group's goals.

I do not work to reachthe group's goalseven after direction isprovided.

Sample Enablers:

oc,spocsp,cmt,m,wr,cm,ocwr,rdococsp,cm,ocm,sp,oc,rd,cmoc

Participate in a POA committeeAttend FFA meetingsDemonstrate 5 pariamentary procedure abilitiesComplete a proficiency applicationComplete the Chapter FFA Degree ApplicationAttend district leadership conferenceAttend State FFA Leadership ConferenceParticipate in judging contests at the local levelParticipate in fundraising activitiesParticipate in at least one community service activity

Sample Assessments:

Demonstrate 5 pariamentary procedure abilitiesComplete a proficiency applicationParticpate in the district leadership conferenceParticipate in at least one fundraising activityParticipate in at least one community service activity

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Standard: AG I 9.1 - The student wll comprehend the scope of careers available in agriculture.

Rubric: 4 3 2 1

I describe the 7 major I describe the 7 major I describe several I cannot describe thecareer areas in career areas in career areas in major career area s inagriculture and thecareers found ineach.

agriculture. agriculture. agricultureI do not have adetailed career plan.

I develop a detailed I develop a detailed I develop a detailedcareer plan for myself career plan for myself career plan afterwhich includes plans which includes plans several attempts andfor education,leadership and SAEdevelopment.

for education,leadership and SAEdevelopment.

considerableindividual instruction.

Sample Enablers:

cm,rd,oc Understand the agriculture industrycm,oc Identify the 7 major career areas in agriculturecm,rd Select an agricultural career which is of interest to merd,t,cm Research an agricultural career which is of interest to merd,wr,sp,cm Report on an agricultural career which is of interest to meoc,wr Complete a bng time plan for agricultural education

Sample Assessments:

Present a 3-5 minute report on an agricultural careerComplete a bng-time plan for agricultural education

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Standard: AG I 9.2 -The student will prepare and implement plans for an SAE program.

Rubric: 4 3 2 1

I have prepared andimplemented plans foran SAE program whichis of adequate size andscope given my ownresources.

I have prepared plansfor an SAE programwhich is of adequatesize and scope given myown resources.

I have prepared plansfor an SAE programwhich is of adequatesize and scope given myown resources.

I have not preparedplans for an SAEprogram which is ofadequate size andscope given my ownresources.

I have opened aColorado Vo-AgRecordbook, a ColoradoCooperative PlacementRecordbook, or both.

I have opened aColorado Vo-AgRecordbook or ColoradoCooperative PlacementRecordbook.

I have opened aColorado Vo-AgRecordbook or ColoradoCooperative PlacementRecordbook.

I have not started aColorado Vo-AgRecordbook or ColoradoCooperative PlacementRecordbook.

I have scheduled atleast two SAE visits withmy instructor.

I have scheduled atleast two SAE visits withmy instructor.

I have scheduled atleast two SAE visits withmy instructor.

I have not scheduled atleast two SAE visits withmy instructor.

Sample Enablers:

cm Understand the types of SAE programsrd,cm Evaluate resources needed for SAE programswr,oc,t Write a parent/student agreementm,wr,t,oc Complete a beginning inventorym,wr,t,oc Complete an enterprise budgetm,wr,t,oc Maintain an expense recordm,wr,t,oc Maintain an income recordm,t,cm,oc Maintain a financial summary (income statement)m,t,cm,oc Complete a beginning net worth statementm,cm,oc,t Set production goals and determine efficiency factorswr,t,oc Maintain a diarywr,t,oc Maintain a breeding recordwr,t,oc Write a description of a placement stationwr,t,oc Complete a placement and training agreementm,wr,t,oc Complete a placement budgetwr,t,oc Maintain a training recordwr,t,oc,m Maintain a record of work experiencewr,t,oc,m Maintain a record of wages earned

Sample Assessments:

Complete an updated SAE recordbook on a monthly basisEstablish a relevant SAE program which is of adequate size and scopeComplete an SAE visit upon enrollment in the program for the purpose of SAE planningComplete an SAE visit once the program is in place for the purpose of evaluation

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Standard: AG I 9.3 - The student w61 recognize computer applications in agriculture.

Rubric: 4 3 2 1

I complete a project I complete a project I complete a project I do not complete autilizing the word utilizing the word utilizing the word project utilizing theprocessor,spreadsheet and

processor,spreadsheet and

processor,spreadsheet and

word processor,spreadsheet and

database without database without database without database.error. error following

revision.error folowing severalrevisions.

Sample Enablers:

t,cm,oc Identify computer components and their functionst,cm,oc Identify keyboard components and their functionst,cm,oc Log on to the networkt,oc Boot up a computer programt,oc Save information to a disk or filet,oc Print information from a disk or a filet,oc Initialize a diskt,wr,cm,oc Utilize a word processing program to write a reportt,m,cm,oc Utilize a spreadsheet program to solve a mathematical problemt,cm,oc,wr Utilize a database to organize datat,cm,oc Access electronic information systems

Sample Assessments:

Complete assigned written work on the word processorComplete a simple spreadsheet which solves a mathematical problemOrganize an address list using a database

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Standard: AG I 9.4 - The student wdl devebp skills in speech communication.

Rubric: 4 3 2 1

I recite the FFA Creedfrom memory withoutprompting.

I recite the FFA Creedfrom memory withminimal prompting.

I recite the FFA Creedfrom memory withconsiderableprompting.

I do not recite theFFA Creed frommemory even afterconsiderable .

prompting is provided.

I utilize several non-verbal methods ofcommunication in mypresentation.

I utilize at least onenon-verbal method ofcommunication in mypresentation.

I do not utilize non-verbal methods ofcommunication in mypresentation.

I do not explain themeaning of the FFACreed.

I explain the meaningof the FFA Creed.

I explain the meaningof the FFA Creed.

I explain the meaningof the FFA Creed.

Sample Enablers:

rd Memorize the FFA Creedrd,cm Learn the meaning of key words and phrases in the FFA Creedcm,rd,sp Recite the FFA Creeds[,rd Present a Food For America Programsp Present proficiency awards at the Chapter Banquet

Sample Assessments:

Present the FFA Creed at the Chapter Creed Speaking ContestParticipate in presenting awards at the Chapter BanquetPresent a 3-5 minute career speech

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Standard; AG I 9.5 - The student wdl develop ag mechanics skills through small carpentry projectconstruction.

Rubric: 4 3 2 1

I produce a carpentryproject which is ofacceptable qualitywithout revision.

I produce a carpentryproject which is ofacceptable qualitywith minor revision.

I produce a carpentryproject which is ofacceptable qualitywith several revisions.

I do not produce acarpentry projectwhich is of acceptablequality even afterseveral revisions.

I always stay on taskand encourage othersto do the same.

I always stay on task. I always stay on taskafter direction isgiven.

I do not stay on taskafter direction isgiven.

I always utilize toolsand equipment fortheir intendedpurpose.

I usually utilize toolsand equipment fortheir intendedpurpose.

I usually utilize toolsand equipment fortheir intendedpurpose.

I do not utilize toolsand equipment fortheir intendedpurpose.

Sample Enablers:

cm,oc Identify hand tools and their usescm,oc Select, identify and use hardwarecm,oc Select, identify and use fastenerscm,oc Select, identify and use lumberoc,m Calculate board feetcm,oc Identify power tools and their usesoc,m,cm Figure a bill of materialswr,cm,oc Develop and order of fabricationcm,oc Select a finishoc,cm Prepare wood for finishngoc Apply a finish to woodoc Clean paint brushes

Sample Assessments:

Complete a carpentry projectDaily shop grades derived from constant observationPrepare a bill of materialsPrepare a fabrication 5st

Agriculture Education Tech Prep Curriculum Guide ILO Page 65

Standard: AG I 9.6 - The student w01 describe and demonstrate arc and oxyacetylene weldingpractices.

Rubric: 4 3 2 1

I always set up andadjust weldingequipment prior tooperation.

I set up and adjustwelding equipmentprior to operationwhen reminded to doso.

I set up and adjustwelding equipmentprior to operationwhen reminded to doso.

I seldom set up andadjust weldingequipment prior tooperation.

I always practice priorto completing acoupon weld forevaluationMy coupon welds arealways of acceptablequality.

I usually practice priorto completing acoupon weld forevaluationMy coupon welds arealways of acceptablequality followingseveral attempts.

I practice prior tocompleting a couponweld for evaluation ifdirected to do soMy coupon welds arealways of acceptablequality followingseveral attempts.

I seldom practice priorto completing acoupon weld forevaluation even whendirected to do so. Mycoupon welds areseldom of acceptablequality followingseveral attempts.

I always utilize propersafety equipment andpractices whilewelding.

I always utilize propersafety equipment andpractices whilewelding.

I always utilize propersafety equipment andpractices whilewelding.

I do not utilize propersafety equpment orpractices whilewelding.

Sample Enablers:

t,sc,oc,cm Define the arc welding processt,sc,oc,cm Define the oxyacetylene welding processt,s,oc Select electrodest,sc,oc,cm Identify arc welding equipment and usest,sc,oc,cm Identify oxyacetylene welding equipment and usest,s,oc,cm Select and set amperaget,s,oc,cm Set up and adjust the oxyacetylene unitoc,rd,cm Understand safety practices for arc weldingoc,rd,cm Understand safety practices for oxyacetylene weldingt,cm,oc,sc Strike and arc and run a flat beadt,cm,oc,sc Light the torch and adjust flamet,cm,oc,sc Shut off the torch and bleed finest,cm,oc,sc Run a bead without rod using oxyacetylenet,cm,oc,sc Run an outside comer bead without rod using oxyacetylenet,cm,oc,sc Make a buit up pad (arc)t,cm,oc,sc Make a butt weld will rod (oxyacetylene)

Sample Assessments:

Complete a built up pad using the arc welding processComplete an outside corner bead without rod using the oxyacetylene weldbg process

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Standard: AG I 9.7 - The student MI understand his/her role in an organization.

Rubric: 4 3 2 1

I always participate inmy POA committeeand encourage othersto do so.

I usually participate inmy POA committeewithoutencouragement.

I participate in myPOA committeewithoutencouragement.

I seldom participate inmy POA committee.

.

I understand theoperation of the POAcommittees.

I understand theoperation of the POAcommittees.

I understand theoperation of the POAcommittees.

I understand theoperation of the POAcommittees.

I participate in allchapter meetings andrequired functions.

I participate in allchapter meetings andrequired functions

I participate in allchapter meetings andrequired functions.

I do not participate inchapter meetings andrequired functions.

I participate in allcommunity serviceactivities

I participate in allcommunity serviceactivities.

I participate in at leastone communityservice activity.

I do not participate inat least onecommunity serviceactivity.

I participate in allsales/promotionactivities.

I participate in allfundraising activities.

I participate in at leastone fundraisingactivity.

I do not participate inat least onefundraising activity.

Sample Enablers:

cm,rdcm,rdcm,rdcm,rdcm,rd,ocococ,m,sp,rd,cmocsp,wr,ocsp,cmsp,rdcm,rd,oc

Understand the history and devebpment of the FFAUnderstand the operation of the FFA organizationUnderstand the degrees and types of membershipUnderstand the emblemUnderstand the Code of EthicsParticipate in district leadership workshopParticipate in a sales/promotionsactivityParticipate in a community service activityPrepare and present a committee reportUnderstand the use of the gavelMemorize the member's part in the meetingUnderstand the creed, colors, motto and official dress

Sample Assessments:

Successfully attain the Greenhand FFA DegreeComplete an application for the Greenhand FFA Degree

Agriculture Education Tech Prep Curriculum Guide ED Page 67

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Standard: AG I 9.8 - The student MI demonstrate power tool safety practices.

Rubric: 4 3 2 1

I always follow I always follow I always follow I seldom followapproved safety approved safety approved safety approved safetypractices when using practices when using practices when using practices when usingthe ag mechanics the ag mechanics the ag mechanbs the ag mechanicsfacility and encourage facility and usually facility. facility unless I amothers to do thesame.

encourage others todo the same.

reminded.

I always successfully I usually complete I successfully I do not successfullycomplete safety tests safety tests on power complete safety tests complete safety testson equipment with 100% on power equipment on power equipmentpower equipment with accuracy on the first with 100% accuracy with 100% accuracy100% accuracy. attempt. after further

instruction followingthe first attempt.

after furtherinstruction followingthe first attempt.

Sample Enablers:

oc,rd,cm Demonstrate proper operation techniques with power toolscm,oc Understand safety rulesrd,wr,cm Complete safety testscm,rd,oc Understand safety procedures for all power toolsoc,rd Follow a cleanup schedule

Sample Assessments:

Complete the general shop safety test with 100% accuracyComplete the fire safety test with 100% accuracyComplete the electrical safety test with 100% accuracyDaily laboratory and shop grades derived through constant observationSuccessful completion of a fire evacuatbn exercise

Agriculture Education Tech Prep Curriculum Guide Ell Page 68

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Standard: AG I 9.9 - The student will identify the major breeds of livestock.

Rubric: 4 3 2 1

I always identify eachbreed without error.

I identify each breedwithout error followingseveral attempts to doso.

I identify each breedwithout error followingfurther study afterseveral attempts.

I cannot identify eachbreed folbwingfurther study andseveral attempts to.doso.

I correctly spell thename of each breed.

I usually spell thenames of the breedscorrectly.

I spell the names ofthe breeds correctlyafter additionalpractice.

I do not spell thenames of the breedscorrectly.

I identify theadvantages of eachbreed.

I identify theadvantages of eachbreed.

Sample Enablers:

oc,sc Identifying breeds of beef cattleoc,sc Identifying breeds of dairy cattleoc,sc Identifying breeds of swineoc,sc Identifying breeds of sheeprd,wr,cm,sc,oc Defining livestock terms

Sample Assessments:

Visual identification of breeds and crossbreeds common to the local community

Agriculture Education Tech Prep Curriculum Guide III Page 69

68

Standard; AG I 9.10 - The student will identify the major crop and weed plants of the localcorn mun ity.

Rubric: 4 3 2 1

I am always able toidentify major cropand weed plants.

I am able to identifymajor crop and weedplants after severalattempts to do so.

I am able to identifymajor crop and weedplants after severalattempts.

I am unable to identifymajor crop and weedplants after severalattempts and furtherstudy.

I always use correctspelling whenidentifying major cropand weed plants.

I use correct spellingwhen identifyingmajor crop and weedplants after furtherstud y.

I use correct spellingwhen identifyingmajor crop and weedplants after furtherstud y.

I do not use correctspelling whenidentifying major cropand weed plants.

Sample Enablers:

cm,m,rd Understand the scope of crop production in Colorado and the local communitysc,t Identify plant structuressc.oc Identify plant fife cyclessc.oc Identify major grain crop plantssc,oc Identify major forage crop plantssc,oc Identify prohibited noxious weeds which are of bcal importancesc,oc Identify restricted noxious weed which are of bcal importancesc,oc Identify common weeds which are of bcal importance

Sample Assessments:

Identify crop plants and seeds which are common to the local communityIdentify prohibited, restricted and common weeds which are common to the local community

Agriculture Education Tech Prep Curriculum Guide ill Page 70

69

Standard; AG 1 9.11 - The student MI demonstrate safe operation of tractors.

Rubric: 4 3 2 1

I always demonstrate I always demonstrate I always demonstrate I do not demonstratesafe operating safe operating safe operating safe operatingpractices when practices when practices when practices whenstarting, operating,and stopping tractors.

starting, operatingand stopping tractors

starting, operatingand stopping tractors

starting, operatingand stopping tractors

following further following further even following furtherinstruction. instruction and

practice.instruction andpractice.

Sample Enablers:

rd,t,oc Perform the 10 hour maintenance proceduresrd,t,oc Identify safety components of tractorsrd,t,oc Identify tractor symbolscm,oc Define PTO safety procedurescm,oc Define rollover prevention proceduresrd,cm,oc Identify requirements for operating tractors on public roadwayscm,oc Determine procedure for starting and stopping tractorsrd,cm,oc Read and interpret the operator's manualcm,oc,t Operate a tractor while negotiating an approved course

Sample Assessments:

Perform the 10 hour maintenance proceduresSuccessfully complete a written general tractor safety knowledge test with a score of 90% or higherSuccessfully operate a tractor whie negotiating an approved courseSuccessfully complete a safety inspection of a tractor

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70

Ag Tech Prep Resource Guide

Resource Items Supplied

AAVIM Software220 Smithonia Rd VideosWinterville, GA 30683 Textbooks(800) 228-4689

A.C. Burke & Co.2554 Lincoln Blvd.Marina Del Rey, CA 90291

Aquatic Eco-systems1767 Benbow Ct.Apopka, FL 32703(800) 422-3939

Videos

Aquaculture Products

Bergwa II Videos540 Baltimore Pike SoftwareChaddsford, PA 19317(800) 645-3565

Carolina Biologica I Sup ply2700 York Rd.Burlington, NC 27215

Creative Educational Video1020 S.E. Loop 289Lubbock, TX 79404(800) 922-9965

Lab Supplies

Videos

Delmar Publishers TextbooksP.O. Box 15015 VideosAlbany, NY 12212(800) 354-9706

DeW alt Safety Videos(800) 4DeWalt

Ford Training Materials Repair ManualsP.O. Box 07150Detroit, MI 48207(800) 933-IVLS

Goodheart-Wilcox Textbooks18604 W. Creek Dr. SoftwareTinley Park, 60477(800) 323-0440

Hach Companytesting equipmentP.O. Box 608Loveland, CO 80539(800) 227-4224

Soil, water and feed

Agriculture Education Tech Prep Curriculum Guide ID Page 72

71

Interstate Publishers and Printers Textbooks510 N. Vermillion NotebooksDanville, II 61834 Recordbooks(800) 843-4774Resource Items Supplied

Instructional Materials Laboratory TextbooksUniversity of Missouri - Columbia Career ExplorationMaterials2316 Industrial Drive Competency ProfilesColumbia, MO 65202

Jeffers Animal HealthP.O. Box 948West Plains, MO 65775(800) JEFFERS

John Deere Service PublicationsJohn Deere RoadMoline, IL 61265

Keeton Industries300 Lincoln Ct.Ft. Collins, CO 80524(970) 493-4831

Maple Grove Distributingand SuppliesRR1 Highway 18EGalveston, IN 46932(800) 356-0331

Service Manuals

Aquaculture Supplies

Small Gas Engine Tools

Midwest Agribusiness Service Videos4565 Highway 33 West SoftwareAlbany, NY 12212(800) 354-9706

Midwest Technology Products2600 Bridgeport Dr.P.O. Box 3717Sioux City, IA 51102(800) 831-5904

NASCO Ag Sciences4825 Stoddard Rd.Modesto, CA 95356(209) 545-1600

Ohio Curriculum Guide254 Ag Administration Bldg.Ohio State University2120 Fyffe Rd.Columbus, OH 43210(614) 292-4848

Teaching Aids

Teaching AidsTest KitsAnimal Health

Curriculum Materials

John Rinehart Taxidermy Supply Taxidermy supplies

Agriculture Education Tech Prep Curriculum Guide EU Page 73

7Z

3032 McCormick DriveJanesville, WI 54547

Utah State UniversityUSUALLogan, UT 84322-4830(801) 797-2217

Soil Samples

Agriculture Education Tech Prep Curriculum Guide Cil Page 74

73

A short list of "cool sites" for ag teachers

1. www. goldseed. corn Goldsmith Seed Company's website. Offers information on cultural practices forhorticultural plants, variety information, and online ordering.

2. www. parkseed.com Park Seed Companys website. Offers variety and cultural information forhorticultural plants, online seed ordering and product information for greenhouse materials.

3. www.ballseed.com Ball Seed Company's website. Offers variety and cultural information forhorticultural plants, information on careers with Ball Seed, online ordering and information on Ballhorticultural publications like the Ball Red Book.

4. www.ffa.org This is the link to the National FFA Organization, the National Association of AgriculturalEducators, and the FFA Foundation.

5. www.gennis.com/agfinks.html This site is sponsored by the Gennis Agency and lists dozens ofagriculturally related sites broken into several categories.

6. www.cbot.com The Chicago Board of Trade

7. www. cme.com The Chicago Mercantile Exchange

8. www.fb.com The American Farm Bureau Federation

9. www.agriculture.com Successful Farming's Agriculture On One

10. www.FarmJournal.com Farm Journal Magazine Online

11. www.nalusda.gov The National Agricultural Library

12. www.yosemite.cc.ca.us/aged/volume3.html This is the website for the Central Valley Consortiumfor Agricultural Education and Tech Prep. This site contains the tech prep curriculum for agriculturewhich was developed by the Central Valley Consortium in California. Of course the curriculum iswritten to the California method of instruction, but it still contains a lot of valuable information.

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U.S. Department of EducationOffice of Educational Research and Improvement (OERI)

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Educational Resources Information Center (ERIC)

NOTICE

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ERIC

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