Rapid City Area Schools

51-4

AGRISCIENCE CURRICULUM

Grades 9-12

Approved by the Rapid City Area Schools Board of Education January 21, 2014

AGRISCIENCE CURRICULUM DESIGN COMMITTEE

Bobbie Jo Donovan Agriscience Teacher Stevens High SchoolDarold Hehn Agriscience Teacher Central High SchoolDonna Kinsella Agriscience Teacher Central High School

AGRISCIENCE COMMUNITY ADVISORY COMMITTEE

Al Maas Former EducatorNita Dunham ParentDiane Miller EducatorMaggie Engler EducatorKathy Jedlika Parent

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THE PURPOSE OF THE AGRISCIENCE CURRICULUM DOCUMENT

The Rapid City Agriscience curriculum tool provides a sequence of curriculum content for grades 9-12. It is designed to guide the planning of instruction for the agriscience program instructors, and also to provide an assessment of student learning and skills proficiency.

This guide’s foundation is the Agriculture Food and Natural Resources cluster of the Career and Technical Education 16 Career Cluster Programs of Study. It highlights the common core standards for each of the classes represented. Students who receive instruction using this guide will be well prepared for advanced educational opportunities, world of work experiences or general lifetime skills.

This document presents a path for dialogue among those dedicated and committed to a quality agriscience program in Rapid City. By providing a common set of goals and expectations for all students in all schools, in all classes, this Career and Technical Education program will be strengthened and enhanced.

FORMAT OF THE SYLLABI

Syllabi in this booklet are prearranged according to grade level. Each syllabus is labeled with the title of the course, and the CIP# and assignment code set by the South Dakota Division of Curriculum, Career and Technical Education. A course syllabus has three components, each with a specified purpose as described below:

Course Description is an indication of what students will learn in the course, including topics covered and grade level.

Instructional Philosophy and Delivery Plan describes the expectations for student performance. Delivery of instruction and use of community resources is also covered in this section. It also provides an explanation of the student organization associated with the curriculum.

Core Standards are integrated statements of what students should know and be able to do. These are based on state and/or national Agriculture, Food & Natural Resources standards.

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MESSAGE TO TEACHERS WHO WILL USE THIS DOCUMENT

The curriculum design committee was made up of the 3 Agriscience teachers. We pooled our thoughts and experiences to provide a starting place for reaching our goal: each student mastering each standard to at least the proficient level.

A set of standards and a syllabus is simply a place to begin—they lay the foundation for measurable, consistent, high-level student learning; however, teachers must consider their individual students and select the methods that will work best for their classrooms. It is our hope that these ideas will help our teachers to create interesting and challenging lessons.

While we hope to continue to help maintain a strong online curriculum presence using Blackboard, we see new lessons being guided by the ‘investigative’ principles. This curriculum will see the first introduction of CASE (Curriculum for Agricultural Science Education) in our Natural Resources classes. CASE offers a logical sequence to promote a core set of concepts that every Agriculture, Food & Natural Resources student should know.

A MESSAGE TO PARENTS

Through agricultural education, students are provided opportunities for leadership development, personal growth and career success. Agricultural education instruction is delivered through three major components:

1) classroom/laboratory instruction (contextual learning)

2) supervised agricultural experience programs (work-based learning)

3) student leadership organizations (National FFA Organization)

Agricultural education is a systematic program of instruction available to students desiring to learn about the science, business, technology of plant and animal production and/or about the environmental and natural resources systems.

Agricultural education first became a part of the public education system in 1917 when the U.S. Congress passed the Smith-Hughes Act. Today, over 800,000 students participate in formal agricultural education instructional programs offered in grades seven-adult throughout the 50 states and three U. S. territories.

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Table of ContentsAgriscience Syllabi

Course Title Pages

A. Natural Resources Pages 6-11

B. Companion Animal Science Pages 12-14

C. Wildlife & Fisheries Pages 15-18

D. Landscaping & Plant Management Pages 19-24

E. Recreational Resources Management Pages 25-30

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Natural ResourcesPRF Code # 18504

Instruction Philosophy & Delivery Plan: South Dakota’s natural resources play an important role in its economic health. Mining, toxicology, forestry, conservation, hunting, fishing, recreation and tourism are career areas in which natural resources skills are necessary. Jobs within the natural resources field are very competitive. Depending on the sector within the natural resources industry, job demand is expected to range from remaining steady to increasing dramatically. The Natural Resources course is designed to give students a background in natural resource systems and the many career opportunities available in the field. It addresses the biological and environmental issues within our state. Classroom and laboratory content should be enhanced by utilizing appropriate equipment and technology. Biology, statistics, algebra, English and human relations skills will be reinforced throughout the course. Opportunities for application of clinical and leadership skills are provided by participation in the FFA organization through activities, conferences, and skills competition such as the natural resources career development event or related proficiency awards.

Suggested grade level: 9-12

Course Description: Environmental relationships Resource management Cartography Environmental health Weather Natural cycles Plant and tree identification Soils Hydrology Forestry

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Core Standards:

Indicator #1: Examine the importance of resource and human interrelations to conduct management activities in natural habitats.Bloom’s Taxonomy

LevelStandards and Examples

Understanding NR1.1 Explain resource management components to establish relationships in natural resource systems.Examples:

Identify natural resources. Identify organizations and agencies involved in resource

management. Identify impacts by humans on natural resources and the resulting

effects. Describe ecosystem relationships between plants, animals and

humans. Translate a habitat management plan.

Applying NR1.2 Apply cartographic skills to natural resource activities.Examples:

Interpret different types of maps such as topographical, relief, etc. Interpret map features and legends and correctly identify and use. Use map scales to calculate actual distance. Use a compass to determine direction. Interpret elevation and terrain features from topographic maps. Use directional tools with a map to locate exact position. Use Geographic Information System to interface geospatial data. Interpret aerial photos and images and apply to a map. Use a Global Positioning System to plot a waypoint, make a

track, etc.Analyzing NR1.3 Examine planning data to determine natural resource

status.Examples:

Analyze resource inventory and population studies of natural resources.

Establish sample plots and points from which to gather data. Collect data to determine resource availability and health of a

specific natural resource. Use a Geographic Information System to analyze resource data. Describe the relationship of harvest levels to long-term

availability of those resources.

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Applying NR1.4 Demonstrate environmental and natural resource knowledge to enhance natural resources.Examples:

Demonstrate stream enhancement techniques by maintaining water quality.

Demonstrate forest stand improvement techniques through harvesting, thinning, integrated pest management, etc.

Demonstrate range enhancement techniques through weed control, proper grazing, etc.

Demonstrate recreation area enhancement techniques by keeping areas clean, safe, and aesthetically pleasing.

Understanding NR1.5 Discuss weather and other criteria to recognize dangers related to work in an outdoor environment.Examples:

Recognize weather-related dangers through research and creation of a weather report.

Recognize hazards as they relate to terrain to ensure safe travel. Identify poisonous plants and animals through books, posters and

websites. Recognize hazardous situations at the work location from posters

and information researched. Describe basic survival skills and first aid procedures.

Indicator #2: Interpret scientific principles to natural resource management activities.Understanding NR2.1 Describe biological and physical characteristics to identify

and classify plant-based natural resources.Examples:

Identify tree species and other woody vegetation. Identify grass species. Identify forbs and shrubs.

Understanding NR2.2 Identify natural cycles and related phenomena to describe ecologic concepts and principles.Examples:

Describe the hydrologic cycle. Describe the nitrogen cycle and how it is recycled for nature’s

use. Describe the carbon cycle and how carbon is used in nature.

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Describe nutrient cycles and how it relates to plants and animals. Describe succession in relation to a forest community. Describe primary and secondary producers and the role they play

in the environment. Identify potential pollution sources such as residential, industrial

or agricultural. Define watershed boundaries on a map. Describe the influence of weather and climatic factors and the

impact they have on natural resources.Understanding NR2.3 Describe soil compositions and properties.

Examples: Identify how soil is created through geological processes. Examine the biological properties of soil and the impact they

have on plant growth. Test soil samples to determine properties, amounts, and

percentages of N,P,K and other minerals. Identify soil water such as available, unavailable, capillary, etc. Explain the relationship between soil classifications and land use. Define the functions of soils such as plant support, providing

minerals, etc. Identify major components of soil such as sand, silt and clay. Determine soil structure. Determine soil characteristics based on color. Determine the texture of soil by performing a ribbon test. Identify the horizons of a soil profile through the use of a soil pit. Determine land capability classes and their practical application

and use. Examine types of soil erosion. Evaluate erosion control methods. Interpret a soil survey map to identify soil types.

Analyzing NR2.4 Examine wetland, watershed and groundwater properties, classifications and functions.Examples:

Distinguish various living components of wetlands. Examine techniques used in wetland management, enhancement

and restoration programs. Examine watersheds by looking at the flow of rivers, lakes and

streams within it. Analyze different types of groundwater for potential human use. Analyze the role of water management in maintaining a healthy

environment and lifestyle.

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Understanding NR2.5 Discuss forestry management techniques.Examples:

Define a forest community. Identify parts of a tree and correctly label. Classify trees as deciduous or coniferous by using tree taxonomy. Calculate board feet in a tree. Measure tree height and diameter breast height using a tree

caliper. Determine growth rate and age of trees by examining a tree

cookie. Select trees for harvesting. Identify and use forestry safety equipment. Identify forest harvesting tools/equipment and correctly label. List steps in processing logs into various wood products. Identify uses of wood products for human use. Identify lumber defects such as knots, splits, etc. Identify methods of drying wood. Evaluate and grade finished lumber. Identify forest assistance agencies such as the US Forest Service.

Indicator #3: Describe production practices and processing procedures for natural resources.

Understanding NR3.1 Describe how natural resource products are produced, harvested, processed and used.Examples:

Explain forest harvest techniques and procedures such as selective thinning, clear-cut, etc.

Describe how minerals and ores are extracted and processed for human consumption.

Discuss how oil is extracted and processed into various products. Explain hydroelectric generation techniques and procedures used

to make electricity. Describe wind energy generation techniques and procedures used

to utilize it efficiently. Discuss the effects of using different kinds of energy sources on

air and water pollution.Indicator #4: Explain responsible practices to protect natural resources.

Understanding NR4.1 Describe techniques and equipment needed to manage fires.Examples:

Explain fire prevention precautions while working in natural environments.

Discuss controlled burn options and uses. Describe techniques used to put fires out.

Understanding NR4.2 Discuss animal and plant disease symptoms and prevention.

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Examples: Discuss rabies. Explain chronic wasting disease. Describe black knot. Discuss dutch elm disease.

Understanding NR4.3 Recognize insect types and available controls to prevent insect infestation.Examples:

Classify insects into their proper family groups. Recognize damage caused by insects by observing various

examples of infestation. Discuss emerald ash borer. Describe mountain pine beetle infestation. Explain lyme disease. Describe which Integrated Pest Management techniques are

appropriate to use to control an infestation.

Textbook: Managing our Natural Resources 5th Edition

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Companion Animal SciencePRF Code # 18108

Instruction Philosophy & Delivery Plan: Urban and all rural students desire training in all areas of animal care. Careers in the small animal industry are growing quickly. Companion Animal Science is a course designed for urban and small acreage dwellers requiring the same knowledge as a larger livestock producer, but on a smaller scale. Major animals studied in the Companion Animals course are dogs, cats, horses, guinea pigs, gerbils, fish, amphibians, reptiles, rabbits, etc. Classroom and laboratory content may be enhanced by utilizing appropriate equipment and technology. Mathematics, English, biology and human relations skills will be reinforced in the course. Work-based learning strategies appropriate for this course are school-based enterprises, field trips and internships. Opportunities for application of clinical and leadership skills are provided by participation in FFA activities, conferences and skills competition.

Suggested grade level: 10th – 12th

Course Description: Companion animal classification Companion animal reproduction Companion animal diet and nutrition Feed rations Animal performance Working with companion animals Companion animal housing and equipment

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Core Standards:

Indicator #1: Examine the anatomy and physiology of animals in a domesticated or natural environment.Bloom’s Taxonomy

LevelStandard and Examples

Applying CA 1.1 Use classification systems to explain the anatomy and physiology of companion animals.Examples:

Categorize types of companion animals. Identify classifications of companion animals. Identify exotic animals. Identify sex of companion animals.

Analyzing CA 1.2 Differentiate between different species’ reproductive cycles.Examples:

Discuss the pros and cons of breeding through natural cover and artificial insemination.

Identify spay and neutering an animal. Identify reproduction management practices.

Analyzing CA 1.3 Analyze elements in the reproductive cycle to explain differences between male and female reproductive systems.Examples:

Identify the parts of male and female reproductive tracts on example animals.

Analyze the reproductive cycle of a given animal. Appraise animal readiness for breeding.

Indicator #2: Evaluate an animal’s diet to provide proper nutrition and optimal performance.Bloom’s Taxonomy

LevelStandard and Examples

Evaluating CA 2.1 Evaluate an animal’s developmental stage to comprehend differences in nutrient requirements throughout the animal’s life cycle.Examples:

Appraise the different phases of an animal’s life cycle. Judge diets to provide the appropriate quantity of nutrients

for each animal developmental. Experiment with food preference in small animals.

Analyzing CA 2.2 Analyze a feed ration to determine whether it fulfills

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a given animal’s nutrient requirements.Examples:

Identify the differences between good and poor feedstuffs. Analyze a balanced ration for a given animal. Complete a Pearson Square.

Indicator #3: Demonstrate techniques for optimal care of a companion animal.Bloom’s Taxonomy

LevelStandard and Examples

Applying CA 3.1 Recognize optimum performance for a given animal species.Examples:

Assign proper kennel, hutch or facility for a given animal. Compare reasons why some animals perform better than

others. Write breed associations to obtain the breed standards.

Evaluating CA 3.2 Judge an animal’s behavior to safely work with it.Examples:

Perform safe handling procedures when working with animals.

Evaluate normal animal behavior. Restrain and control animals.

Applying CA 3.3 Employ a program to develop an animal to its highest potential.Examples:

Identify proper washing, drying and grooming of animal. Properly fit collars, halters and restraining tack. Practice preventative medicine. Apply first aid to an animal. Identify diseases and parasites and control-prevention

methods.

Textbook: Small Animal Care & Management 3rd Edition

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Wildlife and Fisheries PRF Code # 18501

Instruction Philosophy & Delivery Plan: Management of South Dakota’s wildlife and fisheries is critical to our future economic stability. Skills gained in this area will be beneficial to students seeking careers in the many facets of wildlife and fisheries. The Wildlife and Fisheries course addresses the biological and environmental issues related to wildlife and fisheries management within our state. Classroom and laboratory content may be enhanced by utilizing appropriate equipment and technology. Biology, English and human relations skills will be reinforced throughout the course. Work-based learning strategies appropriate for this course are school-based enterprises and field trips. Opportunities for application of clinical and leadership skills are provided by participation in FFA activities, conferences and skills competitions such as the Natural Resources Career Development Event or related proficiency award areas.

Suggested grade level: 10th – 12th

Course Description: Fish and wildlife management Fish species Wildlife species Habitat Hunting Fishing Regulations Processing game and fish for consumption Safety Animal behaviors Disease

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Core Standards:

Indicator #1: Demonstrate the importance of fish and wildlife management, including their respective habitats.Bloom’s Taxonomy

LevelStandards and Examples

Applying WF 1.1 Apply knowledge of natural resource components to the management of wildlife and fish.Examples:

Illustrate the interdependence of organisms within an ecosystem.

Dramatize predator and prey population relationships. Create a food web to interpret wildlife relationships. Differentiate factors that influence population density and

population dispersion. Operate a field study of an ecosystem and record

observations of species interactions.Understanding WF 1.2 Identify fish and wildlife species.

Examples: Identify aquatic species based on morphological

characteristics. Identify game animals based on morphological

characteristics. Identify birds based on morphological characteristics. Classify endangered and threatened species of wildlife. Identify non-game animals based on morphological

characteristics. Conduct a field inventory of a wildlife or aquatic species

and document the findings.Understanding WF 1.3 Identify healthy habitat for wildlife and fish.

Examples: Recognize the characteristics of healthy wildlife habitat for

various species. Select characteristics of a healthy aquatic habitat for various

fish species. Report on methods for improving wildlife or fish habitat. Survey a habitat and report on comprehensive

improvements that must be made. Examine waterfowl migration, including why migration

occurs. Discuss land and water carrying capacity for fish and

wildlife.

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Indicator #2: Identify economic and social issues related to fish and wildlife.Blooms Taxonomy

LevelStandards and Examples

Understanding WF 2.1 Discuss the importance of hunting/harvesting fish and wildlife species and the related responsibility.Examples:

Translate SD Game, Fish and Parks hunting/fishing laws. Paraphrase trapping methods and create a position paper on

the topic. Describe fish harvesting techniques and procedures. Describe wildlife harvesting techniques and procedures. Identify different viewpoints of hunting/fishing by

interviewing people. Identify management practices to protect fish and wildlife

from over exploitation.Applying WF 2.2 Demonstrate processing techniques to use game and

fish as food sources.Examples:

Identify potential diseases carried by game species that could infect meat.

Illustrate food products that can be obtained from various wildlife species.

Illustrate the uses of South Dakota fish for consumption. Safely process wild game and fish species for consumption. Demonstrate safe food handling techniques. Demonstrate safe and proper food preparation.

Applying WF 2.3 Dramatize safety practices related to wildlife and fish.Examples:

Demonstrate safety practices when hunting or fishing. Become HuntSafe certified. Demonstrate appropriate responses to accidents and injuries

that occur while hunting and fishing.

Indicator #3: Compare life patterns of fish and wildlife.Bloom’s Taxonomy Standards and Examples

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LevelAnalyzing WF 3.1 Differentiate fish and wildlife function and form in

their daily lives.Examples:

Compare and contrast physiological differences between mammals, birds and fish by viewing skeletal and muscular diagrams.

Distinguish form and function of body systems in various wildlife species.

Examine survival techniques used by wildlife species.Understanding WF 3.2 Identify seasonal rituals of fish and wildlife species.

Examples: Examine phases of ungulate animal rut. Examine annual big game migration. Describe why some animals don’t migrate. Discuss the hibernation process and identify animals that

hibernate. Analyze breeding seasons and rituals for wildlife and fish.

Evaluating WF 3.3 Diagnose wildlife and fish diseases.Examples:

Evaluate the causes of diseases in fish and wildlife. Appraise photos of fish and wildlife diseases to identify the

affliction. Select wildlife disease management techniques.

Textbook:Wildlife & Natural Resource Management 3rd Edition

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Landscaping & Plant ManagementPRF Code # 18053

Instruction Philosophy & Delivery Plan: Landscaping & Plant Management is designed to give students a background in horticultural science and the many career opportunities in the nursery, garden, turf and landscape industries. It addresses the biology and genetics involved in the production, processing and marketing of horticulture plants and productions. Increased interest in the quality of the environment, conservation, and restoration projects are stimulating growth in the industry. Quality nursery and landscape operations require skilled, educated employees. Classroom and laboratory content will be enhancing by utilizing appropriate equipment and technology. Mathematics, science (physical science, biology, Chemistry), English and human relations skills will be reinforced in the course. Worked-based learning opportunities appropriate for this course are school- based enterprise and field trips. Opportunities for application of clinical and leadership skills are provided by participation in FFA through activities, conference and skills competitions.

Suggested grade level: 9th – 12th

Course Description: Plant classification Plant physiology Plant growth Plant propagation Pest management Water management Soil/media management Plant nutrients Managing plant growth Turf grass production Nursery production Vegetable/Fruit production Horticulture careers Record keeping Hydroponics

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Core Standards:

Indicator #1: Explain plant classifications.Bloom’s Taxonomy

LevelStandard and Examples

Understanding HORT1.1 Describe plant classification.Examples:

Classify plants using botanical growth habits, landscape uses, culture requirement and a simple botanical key.

Discuss plant selection and identification for local landscape applications.

Understanding HORT1.2 Identify horticultural plants.Examples:

Identify landscaping plants. Identify vegetables and fruits. Identify floriculture crops. Identify trees and shrubs. Identify plants using a dichotomous key

Indicator #2: Define the basic principles of plant physiology and propagation.Bloom’s Taxonomy

LevelStandard and Examples

Understanding HORT2.1 Explain the basic principles of plant physiology and growth.Examples:

Describe photosynthesis, osmosis, transpiration, respiration, plant and cell structures.

Illustrate the factors affecting plant growth. Sketch plant parts and identify their functions. Choose potted foliage and flower parts for varied light

levels. Interpret plant growth deficiencies.

Applying HORT2.2 Demonstrate the propagation of plants by seeds and cuttings.Examples:

Maintain dormant plants. Propagate plants by seeds. Transplant seedlings at the appropriate two leaf stage. Plant bulbs and force to bloom. Propagate plants in a soilless media. Plan planting schedules. Propagate plants by taking cuttings and by division.

Indicator #3: Describe pest management in the horticultural industry.

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Bloom’s Taxonomy Level

Standard and Examples

Understanding HORT3.1 Identify the principles of pest management. Examples:

Identify common plant diseases, insects, and weeds by using picture examples.

Describe methods of pest control for a specific pest. Identify the proper chemicals in a specific application. Discuss the requirements for pesticide applicators

certification. List the steps in chemical application. List and compare the biological pest control methods. Discuss integrated pest management.

Indicator #4: Analyze soil and water properties as they affect plant growth.Bloom’s Taxonomy

LevelStandard and Examples

Analyzing HORT 4.1 Examine water and soil (media) management practices.Examples:

Examine the different types of soil: clay, loam, silt and sand.

Compare and contrast the effect soil structure and texture have on water-holding ability.

Experiment with soil amendments. Compare methods of soil conservation and the evaluate

results.Analyzing HORT 4.2 Examine soils and planting media.

Examples: Distinguish soil mix materials and characteristics. Test soil pH. Select soil media. Sterilize soils/soilless materials. Select fertilizer to be used for a given soil type and plant. Experiment with outdoor seedbed preparation.

Indicator #5: Identify plant nutrients and their affects on proper plant growth.Bloom’s Taxonomy Standard and Examples

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LevelUnderstanding HORT5.1 Identify plant nutrition practices for ornamental

plants as they relate to plant growth and health.Examples:

Select fertilizers based on analysis. Identify primary plant nutrients: Nitrogen, Phosphorous

and Potassium. Test soil mix for fertility by using a soil testing kit. Read and interpret fertilizer labels and use proper

application practices.Indicator #6: Demonstrate the importance of managing plant growth.Bloom’s Taxonomy

LevelStandard and Examples

Applying HORT6.1 Demonstrate the correct principles of pruning and training horticulture plants.Examples:

Choose various plant materials and safely prune them according to plant and landscape requirement to manage growth and/or fruit and flower production.

Trim and prune hedges/shrubs. Prune trees as outlined by the arbor industry standards.

Indicator #7: Demonstrate the proper principles of turf grass production.Bloom’s Taxonomy

LevelStandard and Examples

Applying HORT7.1 Employ selection, installation and maintenance of turf grass.Examples:

Install and/or maintain a lawn area. Demonstrate lawn seeding. Compare methods of laying sod. Demonstrate lawn or turf maintenance practices. Demonstrate maintenance and operation of lawn

equipment. Demonstrate safe operation and maintenance of hand and

power equipment.

Indicator #8: Employ the principles of a nursery production.Bloom’s Taxonomy

LevelStandard and Examples

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Applying HORT8.1 Demonstrate the care and maintenance of nursery stock.Examples:

Propagate and maintain a horticulture crop to the point of sale.

Demonstrate planting of nursery stock in containers. Demonstrate pruning of nursery stock as needed.

Indicator #9: Demonstrate the principles of producing vegetable/fruit crops.Bloom’s Taxonomy

LevelStandard and Examples

Applying HORT9.1 Demonstrate the care and maintenance of vegetable/fruit crops.Examples:

Illustrate a plan for planting a garden. Prepare seedbed for garden seeds. Maintain and operate garden equipment. Choose methods of weed control in a garden. Interpret the maturity of fruits and vegetables. Prepare fruit/vegetable produce for marketing. Choose markets for fruit/vegetable produce.

Indicator #10: Examine horticulture careers and industry.Bloom’s Taxonomy

LevelStandard and Examples

Analyzing HORT10.1 Examine horticulture career paths.Examples:

Examine the scope, size and economic impact of the Horticulture industry in the United States.

Distinguish strategies for obtaining employment. Complete a job application. Develop an employment resume. Compare careers in the horticulture industry.

Indicator #11: Employ record keeping practices.Bloom’s Taxonomy

LevelStandard and Examples

Applying HORT11.1 Keep records of business transactions and 23

production records.Examples:

Demonstrate proper production record keeping. Write a marketing plan for specific crops. Write a financial statement for a sample greenhouse.

Indicator #12: Identify the principles of specialized growing procedures.Bloom’s Taxonomy

LevelStandard and Examples

Understanding HORT12.1 Explain the basics of hydroponics production.Examples:

Discuss the history of hydroponics. Explain why hydroponics is more prevalent in other

countries than in the United States. Identify suitable hydroponics site characteristics. Classify basic hydroponics equipment and tools used in a

greenhouse.Understanding HORT12.2 Classify how different hydroponics systems

operate.Examples:

Classify different types of growth medium including rockwool, perlite bag culture, wood based, gravel and sand.

Demonstrate the basic techniques used in growing tomatoes, cucumbers, lettuce and peppers hydroponically.

Explain the commercial crops produced hydroponically. Explain specific nutrient requirements for a hydroponic

crop. Identify and adjust in pH in solutions.

Textbook: Introductory Horticulture 7th Edition

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Recreational Resources ManagementPRF # 03003

Instruction Philosophy & Delivery Plan: Agriculture and tourism are South Dakota’s two leading industries. For these industries to thrive, we must continue to protect and manage the environment with conservation in mind. Recreational Resources Management is a course that enables students to develop an understanding of the natural environment and the environmental problems the world faces. Opportunities for application of clinical and leadership skills are provided by participation in FFA activities, conferences and skills competition such as the Environmental/Natural Resources Career Development Event and related agricultural proficiency awards.

Suggested grade level: 10th – 12th

Course Description: Ecosystems and Biomes Biodiversity Population dynamics Human influences on the environment Conservation Pollution Energy sources Civic responsibility

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Core Standards:

Indicator #1: Examine ecological principles and functions.Bloom’s Taxonomy

LevelStandard and Examples

Analyzing ES1.1 Examine the structure and function of ecosystems.Examples:

Compare organisms such as producers, consumers or decomposers, given a description of their environment.

Compare commensalism, parasitism, competition and mutualism, given a scenario with examples.

Examine graphs associated with an organism’s needs within a habitat.

Defend that energy for life is provided by the sun and flows through systems.

Develop a food web, given organisms and their role in the environment.

Compare and contrast ways that systems change over time.Analyzing ES1.2 Analyze the major biomes of the earth and the

biodiversity associated with these biomes.Examples:

Distinguish animals or plants indigenous to an environment.

Distinguish the biome in which an animal or plant lives. Compare and contrast various biomes. Examine the relationship of climate to biome type..

Analyzing ES1.3 Analyze population dynamics.Examples:

Analyze the relationship of habitat changes to plant and animal population density.

Examine a population graph. Test the carrying capacity of a sample ecosystem. Compare ways that populations change over time. Analyze possible causes of extinction. Examine variations within a species and how they affect

the likelihood of survival.

Indicator #2: Evaluate human population dynamics on the environment.

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Bloom’s Taxonomy Level

Standard and Examples

Evaluating ES2.1 Evaluate factors affecting the human population.Examples:

Appraise the role of agriculture in relation to human population growth.

Evaluate the major causes of the population explosion. Evaluate how health care and education affect population

growth rates. Assess population profiles for different countries.

Evaluating ES2.2 Evaluate the consequences of human population growth.Examples:

Argue the ecological consequences of continued population growth.

Summarize the economic impact of population growth. Differentiate the ways in which population growth

compounds social and environmental issues in industrialized regions versus third world regions.

Evaluating ES2.3 Evaluate approaches that address over-population.Examples:

Judge the pros and cons of lowering reproductive rates as a possible solution to the population problem.

Recommend actions individuals can take toward producing stable world population.

Select agriculture advancements that should be researched or employed to meet the hunger demands of the human population.

Indicator #3: Appraise our natural resources, their conservation and management.Bloom’s Taxonomy

LevelStandard and Examples

Understanding ES3.1 Explain the types, uses and history of renewable and nonrenewable resources.Examples:

Identify examples of renewable and nonrenewable resources.

Discuss the benefits and drawbacks of society’s use of mineral resources.

Explain the use and status of the major renewable and nonrenewable resources.

Evaluating ES3.2 Assess methods of conservation of common non–energy natural resources.

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Examples: Assess ways that society conserves and wastes resources. Judge the effectiveness of various conservation practices

on air, water and soil. Support that there are limits to the use of natural resources. Defend a plan for the conservation of a specific natural

resource.Analyzing ES3.3 Examine the impact of waste production and

management on the environment.Examples:

Examine how technological advances such as fertilizers, Freon and acid rain have impacted the environment.

Compare and contrast the impact of waste management methods on resource reserves.

Indicator #4: Examine energy sources and their conservation.Bloom’s Taxonomy

LevelStandard and Examples

Analyzing ES4.1 Compare and contrast conventional and alternative energy sources.Examples:

Appraise examples of renewable and nonrenewable energy sources.

Assess the different amounts and kinds of energy resources used in a geographic area.

Compare the economic and environmental impact of the bio-fuel industry.

Assess and report on the importance of energy conservation.

Compare fossil fuel exploration, reserves and production. Compare careers that relate to energy, heat or electricity.

Analyzing ES4.2 Examine the types of energy-related pollution.Examples:

Compare and contrast energy sources in terms of their pollution on the environment.

Assess the pros and cons of utilizing alternative energy sources.

Appraise the consequences of continued reliance on fossil fuels.

Investigate local air pollution, noise pollution, water pollution and solid waste and trace the origins of each.

Analyzing ES4.3 Compare various methods of energy conservation.Examples:

Examine the steps that individuals and corporations can

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take to conserve energy. Examine how solar energy can be used as a home energy

supply. Examine how geothermal energy can be utilized. Examine how flowing water can be used to generate

electricity. Compare the energy efficiency of major appliances.

Applying AS7.2 Interpret the role of horses in our society, how to care for and manage them.Examples:

Explain the origins and history of the horse. Illustrate the various types and horse breeds. Choose approved practices for the care and management of

a horse. Distinguish the styles of English and western riding. Use the vocabulary generally associated with horses.

Indicator #5: Examine consequences of human interaction with the environment.Bloom’s Taxonomy

LevelStandard and Examples

Analyzing ES5.1 Examine the causes, environmental effects and methods for controlling pollution.Examples:

Compare and contrast pollution problems in different places in the United States.

Examine the effects of greenhouse gases and Global Warming.

Compare data on ground level ozone, acid rain and stratospheric ozone.

Analyzing ES5.2 Examine environmental impact on human health.Examples:

Analyze potential health effects of exposure to various environmental hazards such as radon, UV radiation or ground-level ozone.

Compare risk reduction actions for potentially hazardous substances.

Distinguish the costs and benefits of pesticide use on food crops.

Analyzing ES5.3 Appraise the sustainability of human practices as they relate to water quality, agriculture/forestry/fishing, mining, energy and land use.Examples:

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Examine personal practices, the environmental impacts each has and possible solutions to decrease one’s impact on the environment.

Compare and contrast various practices in terms of their economic, societal and environmental impacts.

Compare and contrast different agricultural practices in terms of their environmental impact.

Appraise conservation measures in the home. Recommend an Integrated Pest Management plan.

Indicator #6: Appraise personal and civic responsibility with regard to the environment.Bloom’s Taxonomy

LevelStandard and Examples

Evaluating ES6.1 Evaluate personal views concerning the environment.Examples:

Assess personal actions on the environment. Articulate a position on a critical environmental issue. Defend a position on city or county zoning changes, taking

into account conservation and development.Evaluating ES6.2 Evaluate the rights and responsibilities of citizens in

maintaining a healthy environment.Examples:

Select ways that an individual can contribute to environmental quality in the community.

Evaluate the potential impact of citizen participation on issues related to the environment and their community.

Defend an action plan for addressing an environmental issue and participate thoughtfully and effectively in environmental decision making.

Textbook: Agriscience Fundamentals & Applications 4th Edition

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