ND FFA Winter CDE’Sndffa.org/Guidelines/CDE_Winter 2014.pdf · ND FFA Winter CDE’S General Rules and Guidelines ... Skinned, broken, heat, sprout, weathered. OATS – Hulled,

ND FFA

Winter CDE’S

General Rules and Guidelines

Table of Contents Agronomy Pages 2-10 Livestock Pages 11-12 Ag Sales Pages 13-15 State Crops Show Pages 16

Appendix:

Ag Sales Appendix & Academic Standards Pages17-21 Agronomy Appendix & Academic Standards Pages 22-33

Livestock Appendix & Academic Standards Pages 34-36

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WINTER CDE’s Revised Jan 2014

The North Dakota Winter CDE’S state sanctioned activities. Each year, more than 600 FFA members and their advisors converge in Minot for competition in livestock and crop judging and to participate in the State Ag Sales event.

The J.H. Sheppard Livestock Judging Career Development Event is the North Dakota state contest to determine which team will represent North Dakota on the national level. This event is the climax of the judging season after several regional contests including competitions in Turtle Lake, Beulah, Dickinson, Fargo, Carrington, Wyndmere, Oakes, Napoleon, Lisbon, Towner and Rugby. A trip for the top team to the National FFA Convention is at stake. Livestock for this event are provided by North Dakota State University College of Agriculture and other local livestock producers. Over 200 FFA members compete annually.

The State FFA Agronomy Career Development Event is held each year at the North Dakota State Fair Center. As in livestock judging, participants have prepared for this state event at several regional competitions prior to the State event.

State championship competition in Agriculture Sales is also held in Minot. North Dakota State Fair Center is the site of this contest in recent years. Many local farmers, ranchers, agribusiness persons, and FFA Alumni are drafted to judge this activity.

AGRONOMY Purpose To create interest and promote understanding in agronomy by providing opportunities for recognition through the demonstration of skills and proficiencies. Transition schedule for Agronomy CDE 2014: Insect ID will be added. All market factor classes will be eliminated. Team Activity will be trial event. 2015: Soils practicum will be added. General Rules 1. The State Agronomy Career Development Event will be held as a part of the ND winter Career Development Events.

2. All participants must meet eligibility requirements for junior high or high school students as outlined in the General Guidelines section of the ND State FFA Career Development Events Guide.

3. Each chapter may enter up to five (5) active members. Team scoring shall be the total of the three highest scores from that chapter. The high team receives the State FFA Plaque and the traveling trophy. The four high team members will also receive travel stipends to attend the National FFA Convention to participate in the National FFA Agronomy CDE.

4. The high individual shall receive a state baby bison trophy, the Mel Kirkeide Award and a travel stipend (if not a member of the high team) to attend the National FFA Convention or a $100 scholarship.

5. Breaking team ties in the contest - Tie scores in the agronomy event shall be broken using the team score of the Team Event followed by the Plant Identification class followed by the Seed Identification class. If the tie remains unbroken the scores from the wheat seed class will be used, followed by the barley seed class and then the oat seed class. If the tie remains unbroken, the score of disorders, equipment/machinery, insect ID, and soils. High individual tie scores will not be broken.

6. Notes or other printed material may not be used in the event. Clipboards free of notes may be utilized in the Agronomy CDE.

7. Flashlights and magnification devices may be used only with event supervisors’ permission (students with vision impairments, etc. only)

8. The ND State FFA Career Development Events Guide (this publication) shall be the official rules for scoring. Extension bulletins are references that can be used in teaching agronomy.

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Event Outline A. Selection of Seed Grain (placing & reasons)

GRAIN POINTS 1. Wheat (hard red spring and durum) 100 2. Malting Barley 100 3. Oats 100

B. Crops and Weeds - Seed and Plant Identification

4. 15 seed identification 150 5. 15 plant identification 150

C. Grain Marketing 6. Market Grade Description and Evaluation 100 – Spring Wheat and\or Durum (paper class) D. Pest Management

a. Disorders- 100 Ten samples will be identified according to category, causal agent and damage location. Pictures must demonstrate how the agent has affected the plant. For example: pictures of nematodes are not acceptable. Rather, the pictures will be of plants affected by nematodes.

b. Insect Identification- 100 Ten samples will be identified according to insect name, life cycle, economic impact and mouth part. Pictures, live specimens, or mounts may be used to identify insects. E. Equipment Management- 100 Participants will be required to identify 20 samples from the state equipment list. Samples may appear as actual equipment, scale models, toys, or pictures. Major components that are unique to a certain piece of equipment can also be used. F. Soils- 100 points (added in 2015) 100 Information on the soils practicum will be distributed to chapters before implementation in 2015. Individual Total Points 1100 G. Team Calculation/Problem Solving – 100 points (added in 2014 as trial)

Teams will be required to answer a 10-20 multiple choice test dealing with pesticides, fertilizers, land descriptions, and seeding populations. Resources provided for the team activity may include North Dakota Weed Control Guide (www.ndsu.edu/weeds/), cost sheets, seed tag information, pesticide labels, extension bulletins, fertility reports, trail data and application information. Teams will have 30 minutes to complete and should be done before starting or after all other practicums are completed.

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Contest Procedures A. Seed Grain Classes 300 points – A crop can be no better than the quality of seed sown. In this section of crop selection the individual evaluates four (4) samples of grain, identifies factors that affect seed quality and ranks these samples for seed purposes. To place one sample of seed over another, you must know the seriousness of the various factors and their order of importance. To provide a basis for ranking classes, individual factors are grouped according to their importance, and these groups are ranked. Factors which are to be considered in order of importance with the least serious factors given first are:

Number Factor Characteristics 1 Inert Matter Soil, chaff/straw, sticks, stones, insects/insect parts, rodent

contamination, bird contamination. 2 Appearance & Texture Low test weight, starchiness. 3. Diseases WHEAT–smut, ergot, blackpoint, scab;

BARLEY–smut, blight, ergot; OATS–blight & ergot.

4. Damages WHEAT – Weathered, heat, sprout, frost, broken, green. BARLEY – Skinned, broken, heat, sprout, weathered. OATS – Hulled, weathered, sprout. (Naked Oats will not be used as a base sample.)

5. Contrasting Classes Mixtures of: HRSW & Durum; White Aleurone & Blue Aleurone Barley.

6. Other Crop Seeds Rye in wheat; oats in barley; barley in wheat, etc. or any other crop seed mixed in a sample. Note: some grains are not used in seed classes - see official list.

7. Other Weed Seeds Amounts of seeds classed as "Other Weed Seeds" are present in the sample. Note: See the official list for those seeds that will not be used in seed classes.

8. Low Germination If a germination percentage is given it will be given for all four samples in the class. If the percentage given is less than 85 percent germination LOW GERMINATION should be identified as a seed quality factor.

9. Restricted Noxious Weeds See official list 10. Prohibited Noxious Weeds See official list

Completing the Seed Grain Class Score Card The participant must learn to identify and name the individual factors (such as starchy kernels or frost damaged seed) and then list such conditions under REASONS on their scorecard. Each factor found in a sample must be specifically identified. (Example – write chaff/straw not inert matter.) Samples of HRSW/Durum will be numbered 11-12-13-14, Malting Barley 21-22-23-24, Oats 31-32-33-34,

There may be from zero (pure) to three (3) factors per pan. All samples will be readily placeable. Samples are to be evaluated by each contestant. Samples must then be placed in accordance with the order of importance by the most serious factor found in each sample. If a sample has no defects, the word pure must be written on the "reasons" line on the scorecard.

No two samples will end with the same worst factor. For example: there may be only one sample of the four that contains any of the seeds designated as prohibited noxious weeds (although that seed sample may have up to three kinds of prohibited noxious weed seeds present). Pure base samples are a must in preparing judging classes. Any treated seeds should be disregarded as the sample is being judged for seed purposes.

Correct weed and crop names shall be used and shall be those listed in this publication. Correct spelling of weed and seed names according to the official list is recommended. However, points will not be deducted if the word is recognizable. A minimum of six (6) seeds or other identifiable items per factor will be present in each sample. Do not count seeds - the

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factors will be obvious however they may be difficult to see (example: barley in oats)

Use the minus system for scoring - 15 points per sample. See attached score card. Forty (40) points will be allowed for the correct placing using the cut card (attached) as the basis for grading (even cuts). Sixty (60) points (15 per line) will be allowed for reasons. Failure to indicate the correct sample number in each row or to place a sample will result in a zero placing score. Failure to identify the class will result in a deduction of ten (10) points. The accepted class names are: HRSW or Hard Red Spring Wheat; Barley; Durum; or Oats. If a contestant duplicates two numbers in making his/her placing, the lowest possible score will be used.

Always use the stirring sticks present in each sample, do not use fingers, pencils or other items. Remove coats and caps so sleeves do not tip pans. Use extra care not to mix the samples or spill the entire sample. A twelve (12) minute time period is allowed for each class (10 minutes with an additional two-minute warning). Placing and reasons scores are added together to give the total score for each class (100 pts).

SPECIFIC SEED CLASS RULES 1. Inert Matter – These factors are least serious and detract from the appearance of crop seed but do not affect its quality or germination. Inert material includes soil, chaff/straw, sticks, stones, insects/insect parts, rodent or bird contamination.

2. Appearance and Texture – Starchiness and lack of plumpness contribute to poor appearance and texture of the seed sample. Starchiness is found in wheat samples only and an obvious content of starchy kernels will be present in the sample of HRSW or Durum. If Test Weight is provided, it will be given on all four samples. Any weight given below the minimum test weight for U.S. #1 grade is to be identified as "low test weight". Minimum test weights = HRSW - 58, Durum - 60, Barley - 47, and Oats – 36.

3. & 4. Diseases and Damages HRSW & Durum: accepted diseases – blackpoint, scab, smut, and ergot. accepted damages – broken, heat, green, sprout, frost and weathered. Malting Barley: accepted diseases – blight, ergot, and smut. accepted damages – skinned, broken, heat, sprout, and weathered. Oats: accepted diseases – ergot and blight. accepted damages – weathered, hulled and sprouted.

5. Contrasting Classes – Contrasting classes of wheat are obvious mixtures of HRSW and Durum. For Malting Barley, class mixtures are obvious mixtures of white and blue aleurone varieties. A vial or bag of pearled barley will be included in the pans to be considered to determine contrasting classes. (Pearled barley in bags or vials should not be considered skinned).

6. Other Crop Seeds – This factor indicates that other crop seeds are mixed in a seed sample. (such as rye in wheat or oats in barley.) Other crop seeds that could be found in a seed sample include:

Alfalfa Navy Bean Sugarbeet Barley Oats Sunflower(oil) Black Turtle Bean Pinto Bean Sunflower(non-oil) Buckwheat Reed Canarygrass Yellow Mustard Canola Rye Corn Safflower Crambe Smooth Brome Field Pea Sorghum (grain) Flax Soybean Lentils Sudangrass Millet – Foxtail Sweetclover Millet – Proso Triticale Wheat – Durum Wheat - HRSW

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7. Other Weed Seeds – This factor includes all other weed seeds not included as Prohibited or Restricted Noxious. (See Official Weed List)

8. Low Germination – If germination percentage is provided it will be given on all four samples in the class. Any percent given below the minimum standard germination is to be called "Low Germination". Minimum acceptable percentage for all grains = 85 % germination 9. Restricted Noxious Weeds – These include seeds of weeds that are very objectionable in fields or weed seeds that are hard to clean out of crop seed. Under North Dakota State Seed Law, crop seed containing more than specified amounts of these seeds must be labeled accordingly.

Dodder Quackgrass Hedge Bindweed Wild Oats

10. Prohibited Noxious Weeds – These are persistent and difficult to control weeds that reproduce by seed, or spread by roots or underground stems. Under North Dakota Seed Law, crop seed containing these seeds cannot be sold.

Absinth Wormwood** Musk Thistle Dalmation Toadflax* Canada Thistle Perennial Sowthistle Saltcedar* Field Bindweed Russian Knapweed Diffuse Knapweed* Hoary Cress Spotted Knapweed Yellow Starthistle* Leafy Spurge Purple Loosetrife** Yellow Toadflax*

* weeds will not be used in pan classes or ID portion ** only used in Plant ID

B. Plant and Seed Identification 300 points 1. Official Weed List (54) Prohibited Noxious Weeds Other Weeds (Continued)

Absinth Wormwood* Common Ragweed Canada Thistle Curly Dock Field Bindweed Eastern Black Nightshade Hoary Cress Erect Knotweed* Leafy Spurge Field Pennycress Musk Thistle Field Sandbur Perennial Sowthistle Flixweed* Purple Loosestrife* Foxtail Barley* Russian Knapweed Giant Ragweed Spotted Knapweed Green Foxtail Dalmation Toadflax Gumweed* Diffuse Knapweed Kochia Saltcedar Lanceleaf Sage Yellow Starthistle Marshelder Yellow Toadflax Nightflowering Catchfly Pennsylvania Smartweed Restricted Noxious Weeds Prickly Lettuce Dodder Prostrate Knotweed* Hedge Bindweed Prostrate Pigweed* Quackgrass Redroot Pigweed Wild Oats Russian Thistle Other Weeds Wild Buckwheat Barnyardgrass Wild Mustard Common Cocklebur Wild Proso Millet Common Lambsquarters Wild Rose Common Mallow Wild Sunflower Common Milkweed Yellow Foxtail

* Plant Identification only. (Italicized plants will not be used in event)

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2. Official Grain and Forage Crops List (35 seeds, 23 plants)

Alfalfa Reed Canarygrass *Barley - two row *Russian Wild Rye Barley - six row Rye **Black Turtle Bean Safflower **Buckwheat Smooth Brome **Canola Sorghum **Corn Soybean **Crambe Sudangrass Field Bean *** **Sugarbeet Field Pea **Sunflower - Non-oil Flax **Sunflower - Oil *Kentucky Bluegrass Sweetclover **Lentils **Triticale Millet - Foxtail Wheat - Durum Millet – Proso Wheat - HRSW **Navy Bean *Wheatgrass, Crested Oats *Wheatgrass Slender **Pinto Bean **Yellow Mustard

*Plant and seed identification only (not included in seed grain pan classes) **Seed identification and pan classes only ***In Plant Identification – black turtle bean, navy bean & pinto bean are “field beans”. The term “field beans” is not used in seed ID or pan classes Scoring – 15 plants and 15 seeds will be identified at a value of 10 points per correct answer for a total of 300 points. Any variation from the official list of names will be wrong. Correct spelling is recommended; however points will not be deducted if the name is recognizable. Plants and seeds are available to be purchased from Dale Hruby, "Dakota Mounts" [email protected] or call (701)222-4683.

C. Market Grade Description and Evaluation of Spring Wheat and Durum (GRAIN GRADING) 100 points From information provided on a market class Grain Inspection Report contestants will determine grade, subclass, special

grade (including dockage and protein %) and the grade determining factor, of five (5) lots of hard red spring wheat and/or durum

Contestants will compare information given in the Grain Inspection Report to an Official Wheat Grading Chart that will

be provided to determine the grade, subclass and special grade of each lot. They will also express the correct figures (rounded to the nearest tenth of a percent) for dockage in HRSW and durum and protein in HRSW and durum, and then identify the Grade Determining Factor for each lot.

Special Instructions - Grain Grading

Grade - Determined by comparing given percentages from the grain inspection report to the grading chart. If any factor does not meet the minimum test weight or maximum allowed percentage in any grade and does for a lower grade, the grade given to the lot will remain at the lower grade. Grades used are: U.S. No. 1, U.S. No. 2, U.S. No. 3, U.S. No. 4, U.S. No. 5 and U.S. Sample.

Subclass - determined by the charts expressing subclasses based on the percentage of Hard Vitreous Kernels in the lot. Be sure to use the hard red spring wheat or durum chart that pertains to the lot. Abbreviations as shown in the chart may be used.

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Special Grade - give these special grades to the lot if applicable. Write the special grade in the box provided or write

None and/or a diagonal slash, in the box provided. Ergoty – contains more than 0.05% of ergot Garlicky – contains more than 2 green garlic bulblets (or an equivalent quantity of dry bulblets) per 1000 gram

sample. Infested – infested with live weevils injurious to stored grain. Treated – has been scoured, limed, washed, sulfured, or commercially treated in such a manner that the true quality

is not reflected by either the numerical grade or the U.S. sample grade alone. Light Smutty – Wheat that has an unmistakable odor of smut, or which contains 6 to 30 smut balls, portions of smut

balls or spores of smut per 250-gram sample. Smutty – contains more than 30 smut balls, portions of smut balls, or spores of smut per 250 gram sample. % Protein – (HRSW and Durum) Round the amount given in the grain inspection report to the nearest tenth of a percent.

(example: 14.24 = 14.2; 14.25 = 14.3; 14.26 = 14.3; etc.) Protein percentage will be given for hard red spring wheat and durum. If protein is not given for HRSW or durum, write None, a diagonal slash or 0 in the box provided.

% Dockage – Round the amount given in the grain inspection report to the nearest tenth of a percent. (example: 1.44 =

1.4; 1.45 = 1.5; 1.46 = 1.5; etc.) if percentage of dockage is not given or is zero write No Dock in the box provided or None, a diagonal slash or 0.

Grade Determining Factor – The factor (or factors) that takes the lot to its lowest grade must be identified in the boxes

provided. The factor or factors that takes a lot to a lower grade is called the Grade Determining Factor. The Grade Determining Factor maybe written out for clarity or abbreviated according to the following: T.W.= test weight; H.D.= heat damaged; T.K.D.= total kernel damage; F.M.=foreign material; S.B.= shrunken & broken; T.D.= total defects; C.C.= contrasting class; or T.W.O.C= total wheat of other classes, AF = Animal filth, CB = Castor Beans, CS = Crotalaria Seeds, GL = Glass, ST = Stones, UFS = Unknown Foreign Substance, ID =Insect Damage, and TC = Other Materials Total Count

Note also that in a grain inspection report, the total of T.K.D. + F.M. + S.B. = T.D. Total defects may not be given in the

contest, but can be found (calculated) by the contestant by adding these three factors.

If there is more than one factor, determining the grade, all of these factors must be listed. If the grade is U.S. No. 1, write None and/or a diagonal slash in the box provided for the grade determining factor. Scoring – Two (2) points per box are allotted for protein percentage and dockage percentage. All other boxes are worth four (4) points each for a total of 100 points. Failure to write the class name on the score card results in a deduction of ten (10) points. Contests are to write "HRSW"

or "Durum" or "HRSW and Durum" on the class name line. If the lot is a sample grade as determined by the grading chart (be sure to read qualifications for this grade) write U.S.

Sample or Sample in the grade box provided on the scorecard. Treated has no bearing on the U.S. grade number, it is a special grade only. Do not leave any box empty on the scorecard. Use a diagonal slash, the word None, 0, or use No Dock in % dockage. Samples with greater than 10% contrasting classes and wheat of other classes would be considered Mixed Wheat and will not be used in the grain grading class.

Maximum Count Limits of Other Materials The count of other materials found in a sample will be given on the Market Class Grain Inspection Report card. Counts of materials such as Animal filth, Castor Beans, Crotalaria Seeds, Glass, Stones, Unknown Foreign Substances and Insect Damage per 100 grams will be given. The chart easily shows that counts that exceed these limits take the sample to "U.S. Sample" grade. If any one factor exceeds the count limit, it must be listed as a "Grade determining factor". If the total count of any combination of animal filth, castor beans, crotalaria seeds, glass, stones or unknown foreign substances exceeds 4, the sample must be given the U.S. Sample grade and the grade-determining factor would be "Total Count" (or T.C.). The contestant may need to add these counts to determine this factor.

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D. Pest Management a. Disorders- 100 points

Ten samples will be identified according to category, causal agent and damage location. Pictures must demonstrate how the agent has affected the plant or seed.

Causal Category Students will evaluate samples and place them in one of three possible causal categories (cultural, biological, environment). Cultural – these are production practices taken by the producer. Examples include nutrient deficiencies, tillage

practices, herbicide/pesticide application, heat damage, etc…. Biological – disorders affecting plants will be from living organisms such as fungi, viruses, bacteria, and insects Environmental – disorders caused by Mother Nature that could include frost, wind, drought, hail, and flood. Agents (Potential samples could include)

Fungus – tan spot, smut, fusarium head blight (scab), fusarium root rot, downy mildew, ergot, leaf rust Chemical – damage from herbicide application Mechanical – cracked/broken kernels, plant damage from equipment Nematodes – soybean cyst nematode Viruses – wheat streak mosaic, Barley yellow dwarf Insect – soybean aphids, grasshoppers, cutworms, corn rootworm, European corn borer and sunflower weevils, wheat

stem saw fly Nutritional – nitrogen, potassium and phosphorus deficiencies Frost Damage – damaged plant or seed Wind Damage – lodging of field crops Drought – limited moisture Hail – damaged plants Flooding – excessive moisture Heat – kernels that are damaged through excessive drying practices

b. Insect Identification- 100 points (added in 2014) Ten samples will be identified according to insect name, life cycle, economic impact and mouth part. Pictures, live specimens, or mounts will be used to identify insects. Below is the insect list Alfalfa Weevil Aphides Army Worm Larva Bean Leaf Beetle Blister Beetle Colorado Potato Beetle Corn Ear Worm Larva Corn Rootworm Larva Cricket Cutworm Larva European Corn Borer Larva Flea Beetle Grain Weevil Grasshopper Green Lacewing Honeybee Japanese Beetle Lady Beetle Larva Leafhopper Lygus Scale Spider Mite Stinkbug Western Corn Rootworm Beetle Western Flower Thrip Wheat Stem Sawfly White Grub Whitefly Wireworm

E. Equipment Management- 100 points Participants will be required to identify 20 samples from the state equipment list. Samples may

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appear as actual equipment, scale models, toys, or pictures. Major components that are unique to a certain piece of equipment can also be used. Air Compressor/Hose Field Shovel Peanut Digger Anemometer Forage Harvester Plow (soil chisel) Backpack Sprayer Gauge Wheel Potato Harvester Bale Wagon GPS Receiver & Light Bar PPE (all equipment) Baler Grain Auger Press Wheel Bean Harvester Head(for combine) Grain Moisture Meter Pressure Gauge Bed Mulcher Grain Storage Bin/Dryer Pressure Regulator Bed Shaper Gravity Wagon PTO Shaft Center Pivot Hay Rake Rotary Hoe Chemigation Unit Hearing Protection Seed Plate Combine Hitch Pin Soil Probe Conveyor/Elevator Hoe Soil Thermometer Corn Harvester Head (for Combine) Hydraulic Hose Sprayer Cotton Picker/Stripper In-Line Ripper Sugar Beet Harvester Crop Cultivator Liquid Manure/Fertilizer Spreader Swather Crop Disc Cultivator Manure Spreader (dry) Sweep Net Crop Planter Module Builder Tensiometer Disc Mower Moldboard Plow Tractor Drill Planter Nozzle Bodies (flood vs. flat fan) Vegetable Trans planter Fertilizer Broadcaster Pea Harvester Yield Monitor

F. Soils Practicum- 100 points (added in 2015) Information on the soils practicum will be distributed to chapters before implementation in 2015. G. Team Calculation/Problem Solving – 100 points (added in 2014 as trail)

Teams will be required to answer a 10-20 multiple choice test dealing with pesticides, fertilizers, land descriptions, and seeding populations. Resources provided for the team activity may include North Dakota Weed Control Guide (www.ndsu.edu/weeds/), cost sheets, seed tag information, pesticide labels, extension bulletins, fertility reports, trail data and application information. Teams will have 30 minutes to complete and should be done before starting or after all other practicums are completed.

All agronomy contest cards can be found on the ND FFA website at www.ndffa.org/wintercde.html

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Livestock Evaluation- JH Sheppard This activity provides participants with an opportunity to test their skills in the judging and selection of livestock. This contest has been designated as our state contest and the team to represent North Dakota in the National FFA Career Development Event will be determined here.

Contest Objectives 1. To measure the student’s knowledge in the following categories: (a) to make accurate observations of livestock (b) to determine the desirable traits in animals (c) to make logical decisions based on these observations (d) to discuss and defend their decisions for their placing (e) to install an appreciation for desirable human selection, management and marketing techniques (f) to gain a basic understanding of the livestock industry 2. To develop the ability to select, and market livestock that will satisfy consumer demands, provide increased economic

returns to producers, as well as meet the needs of the industry. 3. To understand and interpret the value of performance databased on industry standards. 4. To become proficient in communicating in the terminology of the industry and the consumer. 5. To provide an opportunity for contestants to become familiar with professionals in the industry.

General Plan

Each FFA Chapter may enter up to five participants. The team score will be determined by adding the three highest individual scores from the chapter.

Participants shall meet the general eligibility requirements for FFA members as set up in the North Dakota

FFA Career Development Guide.

Members who have judged in the National FFA Livestock Judging Event may continue to compete for individual awards only and must be so designated upon entry. They will be entered as an individual and their score will not be a part of the team score from their chapter.

Time – 12 minutes will be allowed for placing non-reason classes and 15 minutes for reasons classes. Reasons should be approximately two minutes in length. One performance appraisal class based on written data will be included in the contest. Twelve minutes will be allowed to complete this section. 30 Minutes will be provided to complete the written exam.

Event Sections 1. Selection of classes to be judged is left to the division superintendent. Six classes of livestock of four animals each will

be placed using the Placing Card - Form 2a. There will be two classes each of beef, sheep, and swine. Classes may be either breeding or market classes, subject to availability of stock. Classes may be shown loose or by holders.

2. Three sets of oral reasons, one for each species of livestock, will be required for all contestants. Reasons will be

presented, after all classes have been placed. Additional placing cards will be provided to individuals to be handed to the official reasons taker at the time of presenting reasons. Only their placing and squad number may be written on this card. Notes are allowed in the reasons taking rooms, but with a score deduction expected.

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3. A general knowledge exam will be given to evaluate students individually in the area of livestock knowledge. The exam will consist of 25 question weighted at 2 points a question. 30 minutes.

Rotation for even years “Domestication of livestock and Sheep production” reference, 7th or 8th Edition Modern Livestock and poultry production. Unit 1-Domestication and Importance of Livestock, 4-Livestock and the Environment, 26-Selection of sheep.

Rotation for odd years “Beef and Swine production” reference, 7th or 8th Edition Modern Livestock and poultry production. Unit 13-Breeds of beef cattle, 14-Selection and judging of beef, 20-Breeds of swine and 21-Selection and judging of swine.

4. Keep/cull classes: There will be one class that may be beef, swine, sheep. each made up of eight breeding animals. Participants will be required to select the four best animals from the eight, using visual appraisal and performance data. Performance data will be provided. Production/performance data (including EPD's) may be used in the keep/cull classes of beef, swine, or sheep. Performance criteria, when used, shall be based on current industry standards. (50 points/class, 150 points total)Plus any other data that may be relevant to selection. Awards 1. All gold individuals will receive state gold livestock judging medals, silver and bronze individuals will receive ribbons.

The high individual will receive a State FFA "Baby Bison" Trophy, the Mel Kirkeide award plaque. When the high individual is on the championship team they will be awarded a Scholarship, otherwise they may choose either the scholarship or the travel stipend.

2. Gold teams will receive ebony state plaques or will add their names to their existing plaques. Bronze and silver teams

will receive team rosettes. The high team will receive possession of the Saddle and Sirloin Traveling Trophy. The high team members each will receive a travel stipend to attend the National FFA Convention and represent North Dakota in the National Career Development Event. Team TIES will be broken by the team Reasons score, Team placing’s, followed by the team Cull/Keep score (top three individuals). Individual ties will not be broken.

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AG SALES CAREER DEVELOPMENT EVENT Purpose The marketing of agricultural products is the key to profitability in today's competitive economy, and agricultural sales play a major role in this marketing process for a large segment of agribusinesses. Through this event, students will have the opportunity to prepare for careers in sales by participating in activities oriented around the sales process. Event Format The North Dakota Ag Sales Career Development Event will consist of three parts: an objective test, an oral sales call presentation and a Team Sales Presentation. Chapters may enter a 4 to 5 member team. All team members will conduct an individual sales call presentation, take the written test and participate in the Team Sales Presentation. The top four individual scores will be added to the Team Sales Presentation score to determine the team score. The sales call presentation will have a value of 200 points and the written test will have a value of 100 points for a total of 300 points per individual. The Team activity will be worth 200 points for a total of 1400 points possible for the team score. Schools with less than three team members may enter individuals that will be eligible for individual awards only. Awards This event will be held in conjunction with other winter CDE’s designated as the official state event. The top team will be eligible to advance to the national career development event at the National FFA Convention. All participants will be awarded a gold, silver or bronze individual award, with the high individual being awarded the "Baby Bison" trophy and travel stipend to the National FFA Convention. Teams will also be ranked gold, silver and bronze, the high team members will receive possession of the PAS traveling trophy, travel stipends to the National FFA Convention, and the state career development event team plaque. (The National Event requires 4 individuals per team from the same school.) The Team Written Test total (top four scores) will be used to break team ties, followed by the Team Sales Situation score. Individual ties will not be broken. General Guidelines 1. It is suggested that each chapter hold an event to select team members for the state contest. 2. One team per chapter may enter this state event. All participants should appear in official dress. Individual Sales Call (200 pts) 1. Each participant will select and prepare a sales presentation for one agricultural product or service. The product or

service must represent one of the seven following instructional areas: 1. Agricultural Mechanics 2. Agricultural Production 3. Agricultural Products and Processing 4. Agricultural Supplies and Services 5. Forestry 6. Natural Resources and Rural Recreation 7. Ornamental Horticulture Each team member must select a product and prepare their own materials individually. The same product may be used

by other members of the same team but, no materials are to be shared. 15 points will be deducted from the score of individuals whose product is not clearly agriculturally based/related.

2. Each participant will be allowed approximately ten minutes for his/her presentation.

3. One of the judges will serve as the customer and will do their best to play the role of the customer that the participant outlines in the statement of situation on their product summary sheet.

4. Each participant will develop a product summary sheet for their product or service. The summary sheet should be typed limited to one 8½x11 page. The summary sheet must include the following:

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1. Participant's name and chapter 2. Statement of situation, circumstances, locations, etc. (describe the customer) 3. Representation (Company/Chapter) 4. Product to be sold 5. Features of product 6. Service availability 7. Warranty 8. Competitors and pertinent information 9. Price Three copies of the summary sheet must be provided in one envelope labeled with the contestants name and

chapter and product. The summary sheet envelope must be turned in at on sight check in.

Additional brochures may be a part of the sales presentation but are not to be included with the summary sheet.

Objective Test (100 pts) The objective test of the agricultural sales event is designed to determine team members’ understanding of the professional sales process, the role that selling plays in the marketing of agricultural products and the knowledge possessed by students relative to the content areas of advertising, promotion, customer relations, product displays, telephone skills, market analysis, customer prospecting, job application and interviewing for a sales position. The test will be generated from the following references:

“Selling – Helping Customers Buy” – Ditzenberger and Kidney. South-Western Publishing Co., Cincinnati, Ohio, 1992. 1-800-543-7972 ISBN 0538605316 CRISP Publications, 1200 Hamilton Court, Menlo Park, CA 94025-1427 1-800-442-7477 - Titles include; “Professional Selling” – Rebecca Morgan, ISBN 0-931961-42-4 “Sales Training Basics” – Elwood N. Chapman, ISBN 1-56052-119-8 “Closing” – Virden J. Thorton, ISBN 1-56052-318-2

The written test will be generated using the three previous years State and National Ag Sales Tests as the primary

resource (80%). Team members will work individually on the test, all contestants will take the test together. The test will consist of 50 multiple-choice questions. Each question will be worth 2 points for a total of 100 points. A total of 50 minutes will be allowed for completion of the test. TEAM SALES SITUATION (200 team pts) The team sales situation is the team activity. Team members will work together to demonstrate group dynamics, problem solving, data analysis, decision making and oral and written communications skills. Each year there will be a theme for the sales events. The products that will be used in the team event must fall under the following categories. 2014 – Horticulture Industry 2016 – Crop Industry 2015 – Animal Industry 2017 – Agriculture Mechanics The following will be provided to the team as if they were a group of professional sales people:

1. A product (including features and price if applicable) 2. Market situation. (including competition) 3. Several potential customers.

The team will develop all the strategy necessary to prepare to sell the product in a face to face sales call. This strategy should include but not be limited to:

1. Determining potential customer needs and wants. 2. Identifying features and benefits of the products to address customers’ needs and wants. 3. Identifying potential customer objections and prepare to address them. 4. Identifying potentially related products and suggested selling strategies. 5. Developing a sales plan and goals for each customer.

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It is critical to remember that in addition to the final presentation being judged, teamwork and equal involvement of all team members will also be judged. Also it is critical to not only state what you choose to do, but why you chose to do it. In selling there are not “absolute” right or wrong answers. Demonstrating the basic fundamentals necessary to accomplish your goal is essential. All team members will be expected to participate. The Judges will act as the audience, but will not engage in dialog during the presentation. Participants may utilize any materials provided in the team event for the presentation. It is important that all team members speak up during the entire process so that the judges can hear what is being said, and so that they can observe how the team is working together. Each team will be given (15) minutes to examine all information provided, discuss and develop ideas and prepare a presentation. Each team will then have five (5) minutes, with a one (1) minute warning, to make their presentation followed by five (5) minutes for questions. No Pre-prepared materials or equipment allowed in the team activity. This includes laptops or flipcharts. The only thing you will be allowed to bring in is calculators and pencils. Flip charts and markers will be provided. See “Team Sales Presentation” scorecard posted on the state FFA website. Event Operation 1. A rotation of the written test, individual and team sales presentations will be determined at registration.. 2. Judges will be given adequate time prior to oral sales presentations to read and evaluate all written materials.

Comments and suggestions should be written on the score sheet. 3. The event will operate with 14 to 20 sets of judges. Each set of Judges will consist of 2 or 3 qualified individuals. The

judge serving as the customer will be instructed to make the sales presentation "interactive" by playing the role of the customer as outlined on each contestant’s summary sheet and by asking questions during the sales presentation.

4. After completion of the presentation all judges will be encouraged to ask questions of the participant to evaluate their

degree of product knowledge. 5. Individual Sales Calls that are speech-like and non-interactive are discouraged. 6. Each individual will be ranked gold, silver or bronze. Event supervisors will rank teams gold, silver and bronze using

the three highest scores from each chapter. Room Requirements 1. One large room for the taking of the Written Test and to use as a holding area. 2. Large room with 14-20 tables 3 chairs/table . (36 – 44 Judges needed) 3. 4-5 medium sized judging rooms for team sales presentations (4 – 6 Judges needed/room) 4. A stopwatch for each set of judges. 5. Grademaster test score sheets will be used and will require #2 lead pencils.

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STATE CROPS SHOW The State FFA Crop Show is held in conjunction with the North Dakota Winter Show. We must observe the rules as established by the Crops Show Committee plus our own special requirements, which follow: 1. Active FFA members, either in or out of school, are eligible to exhibit crops. All first-year members and other members

who did not produce grain as a part of their SAE Programs may prepare and exhibit one sample of crops produced on an area farm. FFA chapters are also eligible to exhibit grain grown as a chapter project during the previous year.

2. Entries shipped truck freight must arrive prior to the crop show entry day. They may be sent collect to: FFA Division, State Crops Show, North Dakota Winter Show, Valley City, North Dakota 58072

3. All entries must be labeled correctly using only the official FFA tag and entry sheet and properly signed by the chapter advisor.

4. Top samples will automatically be entered and judged in open competition.

5. While samples become the property of the Winter Show, pure base samples may be picked up by designated state FFA officials for use in preparing judging classes for subsequent crop career development events.

6. Great care must be taken to make sure that only bona fide FFA members who have paid their state and national dues make entries in this event. The use of ineligible members may jeopardize the chapter's participation in the Winter Show.

7. Sample size is two quarts for large seeded crops such as wheat, oats, barley, beans, etc. One quart samples are required for small seeded crops (alfalfa, mustard, flax, grasses, etc.).

8. Samples that do not meet the size requirements or show a lack of preparation will be disqualified and discarded. Instructions – Instructions for completing the FFA entries form for the FFA Division of the State Crops Show. 1. Enter your high school name and the year on each entry sheet for your chapter. If there are two or more entry sheets,

please indicate the page number and total number of sheets. Ex: Page 2 of 5 2. Enter exhibitor's name in column 1. LIST ALL ENTRIES SEPARATELY BY LOT. EXAMPLE: All Lot 1 samples

of Hard Red Spring Wheat should appear together followed by Winter Wheat Lot 2, etc. Enter each lot on a separate page if you have large numbers of exhibits.

3. Write in the class number and name in column 2 and the lot number in column 3. This information should be obtained

from the current North Dakota Winter Show Crops Premium List which is mailed to each chapter from the Crop Show Committee.

4. Enter the variety name in column 4. 5. Keep this entry sheet along with the samples. Crop samples will be collected at the contests held the last Saturday in

February, prior to the North Dakota Winter Show (typically Beulah and Carrington contests). If you send your exhibits to the Winter Show to arrive prior to entry day, be sure to include a copy of the entry sheet.

PLEASE NOTE: It is still important that entry tags be completed for each exhibit entered and attached to or included with the exhibit. If the advisor signs each entry sheet, it will not be necessary for him/her to sign each of the exhibitor's tags. (The certification that each exhibit comes from a different lot of grain means that no two members selected their sample from the same field, bin, etc.) Two entry tags must be completed for each exhibit. The yellow entry tag will stay with the grain at all times, the buff Sample tag is used by the judges when inspecting the sample and is removed to record placings when ribbons are awarded.

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Appendix A: AFNR Career Cluster Content Standards-Ag Sales

Performance Measurement Levels Event Activities Addressing Measurements

Related Academic Standards

ABS.01.01. Performance Indicator: Apply principles of capitalism in the business environment.

Social Studies: 7b and 7g

ABS.01.01.01.c. Execute supply-and-demand principles in AFNR businesses.

Individual Written Ex- am

ABS.02.02. Performance Indicator: Read, interpret, evaluate and write a mission statement to guide business goals, objectives and resource allocation.

Language Arts: 3, 4, 5 and 6

ABS.02.02.02.c. Evaluate AFNR business goals and objectives and make revisions based on observations.

Individual Written Ex- am; Individual Sales Activity

ABS.04.01. Performance Indicator: Use accounting fundamentals to accomplish dependable bookkeeping and fiscal management.

Math: 1C, 5A and 5C Social Studies: 7h

ABS.04.01.02.b. Use accounting information to estimate the cost of goods sold and margins on the goods.

Individual Written Ex- am; Individual Sales Activity

ABS.04.01.03.a. Explain the importance of return on investment for an agribusiness enterprise.

Individual Sales Activity

ABS.06.01. Performance Indicator: Conduct appropriate market and marketing research.

Social Studies: 7b and 7h

ABS.06.01.01.a. Investigate the meaning and methods of marketing in AFNR as related to agricultural commodities, products and services and to agricultural goods in domestic and inter- national markets.

Individual Sales Activity; Team Activity

ABS.06.02. Performance Indicator: Develop a marketing plan. Language Arts: 3, 5, 7 and 8 Social Studies: 7b and 7d

ABS.06.02.01.c. Establish marketing plan goals/ objectives, including monitoring, measuring and analyzing goal achievement.

Team Activity

ABS.06.03. Performance Indicator: Develop strategies for marketing plan implementation.

Social Studies: 7b and 7h

ABS.06.03.01.b. Determine marketing strategies that are most likely to be effective in an AFNR business.

Team Activity

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ABS.06.05. Performance Indicator: Merchandise products and services to achieve specific marketing goals.

Language Arts: 4Social Studies: 7b and 7d

ABS.06.05.01.b. Develop effective customer relationships using approaches that are consistent and comprehensive.


ABS.06.05.02.c. Prepare and make sales presentations.


ABS.06.05.03.c. Intercept, interpret and process customer complaints, needs and problems with products and services.

Individual Written Ex- am

CS.01.01. Performance Indicator: Action: Exhibit the skills and competencies needed to achieve a desired result.

Social Studies: 4d and 4h

CS.01.01.01.c. Work independently and in group settings to accomplish a task.

Team Activity

CS.01.01.06.b. Assign project parts equitably amongst team members to achieve a given task.

Team Activity

CS.01.01.03.c. Implement an effective project plan.


CS.01.02. Performance Indicator: Relationships: Build a constituency through listening, coaching, understanding and appreciating others.

Language Arts: 12 Social Studies: 4h

CS.01.02.01.c. Demonstrate human relation skills including compassion, empathy, unselfish- ness, trustworthiness, reliability and being friend- ly to co-workers.

Team Activity

CS.01.03. Performance Indicator: Vision: Establish a clear image of what the future should look like.

Social Studies: 4a, 4d and 4h

CS.01.03.04.b. Demonstrate consensus building. Team Activity CS.02.02. Performance Indicator: Social Growth: Interact with others in a manner that respects the differences of a diverse and changing society.

Language Arts: 12 Social Studies: 1e

CS.02.02.02.c. Present oneself appropriately in various settings.

Individual Sales Activ- ity; Team Activity

CS.02.03. Performance Indicator: Professional Growth: Develop awareness and apply skills necessary for achieving career success.

Language Arts: 12 Social Studies: 4a

CS.02.03.03.c. Demonstrate employability skills for a specific career.


CS.02.04. Performance Indicator: Mental Growth: Demonstrate the effective application of reasoning, thinking and coping skills.

Math: 6C Science: A4 Language Arts: 4 and 8

CS.02.04.02.c. Implement effective problem solving strategies.

Team Activity

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CS.02.05. Performance Indicator: Emotional Growth: Demonstrate healthy responses to one's feelings.

Social Studies: 4a

CS.02.05.03.c. Exhibit self confidence while in the workplace.


CS.03.01. Performance Indicator: Communication: Demonstrate oral, written and verbal skills.

Language Arts: 4, 5 and 12

CS.03.01.03.c. Make effective business presenta-tions.


Appendix B: Related Academic Standards-Ag Sales National academic standards for mathematics, science, English language arts and social studies related to this event are reported below. The statements are based on information in reports of the respective associations/organizations in the academic areas. Some adjustment of numbering was done to facilitate the process of alignment with the standards that have been developed in the pathways of the Agriculture, Food and Natural Resources (AFNR) Career Cluster.

The approach was to determine the presence of alignment between the content standards, expectations or thematic strands of the four academic areas and the performance indicators of the AFNR Standards. Supporting statements have been included to clarify content of the respective content standards, expectations or thematic strands. The statements were initially developed independently by the respective organizations and, therefore, are not parallel in wording and presentation. Occasionally minor editing was done to adjust the background or stem of a statement but not the statement itself.

Mathematics 1. Standard and Expectations: Number and Operations

1C. Compute fluently and make reasonable estimates 5. Standard and Expectations: Data Analysis and Probability

5A. Formulate questions that can be addressed with data and collect, organize and display relevant data to answer them.

5C. Develop and evaluate inferences and predictions that are based on data. 6. Standard and Expectations: Problem Solving

6C. Apply and adapt a variety of appropriate strategies to solve problems.

Science A. Content Standard: Science as an Inquiry

A1. Identify questions and concepts that guide scientific investigation. A2. Design and conduct scientific investigations. A4. Formulate and revise scientific explanations and models using logic and evidence. A5. Recognize and analyze alternative explanations and models. A6. Communicate and defend a

scientific argument. E. Content Standard: Science and Technology

E2. Understanding about science and technology

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English Language Arts 3. Students apply a wide range of strategies to comprehend, interpret, evaluate and appreciate

texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics).

4. Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes.

5. Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes.

6. Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language and genre to create, critique and discuss print and non-print texts.

7. Students conduct research on issues and interests by generating ideas and questions and by posing problems. They gather, evaluate and synthesize data from a variety of sources (e.g., print and non-print texts, artifacts, people) to communicate their discoveries in ways that suit their purpose and audience.

8. Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge.

12. Students use spoken, written and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion and the exchange of information).

Social Studies 1. Thematic Strand: Culture

1c. apply an understanding of culture and an integrated whole that explains the functions and interactions of language, literature, the arts, traditions, beliefs and values and behavior patterns; 1e. demonstrate the value of cultural diversity, as well as cohesion, within and across groups;

4. Thematic Strand: Individual Development and Identity 4a. articulate personal connections to time, place and social/cultural systems; 4c. describe the ways family, religion, gender, ethnicity, nationality, socioeconomic sta- tus and other group and cultural influences contribute to the development of a sense of self; 4d. apply concepts, methods and theories about the study of human growth and development, such as physical endowment, learning, motivation, behavior, perception and personality; 4f. analyze the role of perceptions, attitudes, values and beliefs in the development of personal identity; 4h. work independently and cooperatively within groups and institutions to accomplish goals;

7. Thematic Strand: Production, Distribution and Consumption 7b. analyze the role that supply and demand, prices, incentives and profits play in determining what is produced and distributed in a competitive market system; 7d. describe relationships among the various economic institutions

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that comprise economic systems such as households, business firms, banks, government agencies, labor unions and corporations; 7g. compare basic economic systems according to how rules and procedures deal swith demand, supply, prices, the role of government, banks, labor and labor unions, savings and investments and capital; 7h. apply economic concepts and reasoning when evaluating historical and contemporary social developments and issues;

8. Thematic Strand: Science, Technology and Society 8a. identify and describe both current and historical examples of the interaction and interdependence of science, technology and society in a variety of cultural settings;

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Appendix A: AFNR Career Cluster Content Standards-Agronomy

Performance Measurement Levels Event Activity Addressing Measurement

Related Academic Standards

ABS.01.02. Performance Indicator: Apply principles of entrepreneurship in businesses.

Social Studies: 7b & 7g

ABS.01.02.01.c. Demonstrate entrepreneurship, including idea generation, opportunity analysis and risk assessment.

Team activity

ABS.02.01. Performance Indicator: Compose and analyze a business plan for an enterprise.

Language Arts: 3, 4, 5, 7 & 8; Social Studies: 7h

ABS.02.01.01.a. Recognize quality AFNR business plan components that have been developed using the SMART (specific, measurable, attainable, real- istic and timely) format.

Team activity

ABS.02.03. Performance Indicator: Apply appropriate management skills to organize a business.

Language Arts: 12; Social Studies:7f

ABS.02.03.01.c. Implement management approaches to assure efficiency and profitability.

Team activity

ABS.02.03.02.b. Prepare and deliver AFNR business presentations that include customers served, sources of inputs and how a business produces goods and services.

Team activity

ABS.03.01. Performance Indicator: Prepare and maintain all files needed to accomplish effective record keeping.

Math: 5A & 6B; Language Arts: 8

ABS.03.01.01.b. Analyze records to improve efficiency and profitability of an AFNR business.

Team activity

ABS.04.01. Performance Indicator: Use accounting fundamentals to accomplish dependable bookkeeping and fiscal management.

Math: 1C, 5A & 5C; Social Stud- ies: 7h

ABS.04.01.01.c. Manage resources to minimize liabilities and maximize profit.

Team activity/ diagnostic clinic/ grain grading/soils

ABS.04.01.02.b. Use accounting information to estimate the cost of goods sold and margins on the goods.

Team activity/ grain grading

ABS.04.01.03.a. Explain the importance of return on investment for an agribusiness enterprise.


ABS.05.01. Performance Indicator: Maintain and interpret financial information (income statements, balance sheets, inventory, purchase orders, accounts receivable and cash-flow analyses) for businesses.

Math: 1C, 5A & 5C; Language Arts: 8

ABS.05.01.02.a. Name and explain the impact of external economic factors on an AFNR business.

Grain grading

ABS.05.01.03.c. Conduct a breakeven analysis for an AFNR business.

Team activity

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ABS.07.01. Performance Indicator: Prepare a step-by-step production plan that identifies needed resources.

Language Arts: 4, 5 & 8

ABS.07.01.01.c. Adapt production processes based on changing product characteristics.

Team activity

ABS.07.02. Performance Indicator: Develop a production and operational plan.

Language Arts: 4, 5, 6 & 12

ABS.07.02.01.b. Evaluate the components of a production and operational plan and then revise an existing plan.

Team activity

ABS.07.03. Performance Indicator: Utilize appropriate techniques to determine the most likely strengths, weaknesses and inconsistencies in a business plan and relate these to risk management strategies.

Language Arts: 12

ABS.07.03.01.b. Describe approaches to use in revising a business plan for improved consistency and realism.

Team activity

ABS.07.04. Performance Indicator: Manage risk and uncertainty. Language Arts: 12ABS.07.04.01.b. Describe alternative approaches to reducing risk, including the use of insurance for product liability, property, production or income loss and for personnel life and health.

Team activity

AS.08.01. Performance Indicator: Reduce the effects of animal production on the environment.

Science: C4 & F4

AS.08.01.01.b. Outline methods of reducing the effects of animal agriculture on the environment.


BS.01.01. Performance Indicator: Distinguish major innovators, historical developments and potential applications of biotechnology in agriculture.

Science: E2, F6 & G3; Language Arts: 8; Social Studies: 2b, 8a, 8c & 8e

BS.01.01.02.a. Investigate current applications of biotechnology in agriculture.

All but soils

ESS.01.01. Performance Indicator: Analyze and interpret samples. Math: 1A, 1B, 4A & 5B; Science: A2

ESS.01.01.01.c. Analyze and interpret results of sample measurements.

Grain grading/ soils/diagnostic clinic

ESS.01.01.02.a. Identify basic laboratory equipment and environmental monitoring instruments and explain their uses.

Machine ID

ESS.03.02. Performance Indicator: Apply soil science principles to environmental service systems.

Science: B2 & D2; Social Studies: 3k

ESS.03.02.01.a. Explain the process of soil for- mation through weathering.

Soils

ESS.03.02.03.c. Conduct tests of soil to determine its use for environmental service systems.

Soils/team activity

ESS.03.02.04.b. Use a soil survey to determine the land capability classes for different parcels of land in an area.

Soils

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ESS.03.04. Performance Indicator: Apply best management techniques associated with the properties, classifications and functions of wetlands.

Science: C4 & F3; Social Studies: 3c

ESS.03.04.02.b. Identify the predominant species in a local wetland.

Team activity

ESS.03.05. Performance Indicator: Apply chemistry principles to environmental service systems.

Science: B2, B3 & F4

ESS.03.05.01.b. Distinguish the characteristics of inorganic and organic compounds as they relate to environmental service systems.

Diagnostic/soils/ team activity/exam

ESS.04.03. Performance Indicator: Apply the principles of public drinking water treatment operations to ensure safe water at a facility.

Science: F3 & F5

ESS.04.03.02.a. Define source water quality. Team activity/ exam

FPP.04.01. Performance Indicator: Utilize harvesting, selection and inspection techniques to obtain quality food products for processing.

Science: F1; Language Arts: 12

FPP.04.01.01.c. Assign quality and yield grades to food products according to industry standards.

Grain grading/ team activity/exam

FPP.04.01.02.b. Perform quality-control inspections of raw food products for processing.

Crop evaluation

FPP.04.02. Performance Indicator: Evaluate, grade and classify processed food products.

Science: F1; Language Arts: 8

FPP.04.02.02.c. Evaluate, grade and classify processed products from fruits and vegetables.

Diagnostic/grain grading

FPP.04.02.03.c. Evaluate, grade and classify finished products derived from grains, legumes and oilseeds.

Grain grading/crop evaluation

NRS.01.01. Performance Indicator: Apply knowledge of natural resource components to the management of natural resource systems.

Math: 5a; Science: C4 & F3; Social Studies: 3h & 3k

NRS.01.01.01.a. Identify natural resources. Soils/plant ID/ team activity

NRS.01.02. Performance Indicator: Classify natural resources. Science: F3

NRS.01.02.02.b. Identify herbaceous plants. Plant ID NRS.01.02.05.b. Identify rock, mineral and soil

types. Soils

NRS.02.02. Performance Indicator: Demonstrate cartographic skills to aid in developing, implementing and evaluating natural resource management plans.

Math: 4B; Science: A3 & F2; Social Studies: 3b & 3c

NRS.02.02.01.b. Locate natural resources using a land survey and geographic coordinate system.

Soils

NRS.02.04. Performance Indicator: Demonstrate natural resource enhancement techniques.

Science: F3; Social Studies: 3g & 3k

NRS.02.04.04.c. Evaluate a rangeland and develop a management plan for improvement.

Team activity

NRS.02.04.05.a. Identify natural resource characteristics desirable for recreational purposes.

Team activity/ exam/plant ID

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NRS.04.03. Performance Indicator: Manage insect infestations of natural resources.

Science: C4 & F3

NRS.04.03.01.c. Describe techniques used to manage pests of natural resources.

Exam/team activity/grain grading

PS.01.01. Performance Indicator: Classify agricultural plants according to taxonomy systems.

Science: C3

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

Exam

PS.01.01.02.b. Identify agriculturally important plants by common names.

Plant & seed ID

PS.01.02. Performance Indicator: Apply knowledge of plant anatomy and the functions of plant structures to activities associated with plant systems.

Science: B6, C3 & C5

PS.01.02.02.a. Identify the components, the types and the functions of plant roots.

Exam

PS.01.02.03.b. Describe the processes of translocation.

Exam

PS.01.02.04.c. Explain the relationships between leaf structure and functions and plant management practices.

Exam

PS.01.02.05.b. Identify the different types of flowers and flower forms.

Exam

PS.01.02.06.c. Apply the knowledge of seed and fruit structures to plant culture and use.

Team activity/ exam/plant & seed ID

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

Science: B6 & C5

PS.01.03.01.a. Explain the basic process of photo- synthesis and its importance to life on Earth.

Exam

PS.01.03.02.a. Explain cellular respiration and its importance to plant life.

Exam

PS.01.03.03.c. Relate the principles of primary and secondary growth to plant systems.

Exam

PS.01.03.04.a. Identify the five groups of naturally occurring plant hormones and synthetic plant growth regulators.

Exam/team activity

PS.02.01. Performance Indicator: Determine the influence of environmental factors on plant growth.

Science: C6

PS.02.01.01.a. Describe the qualities of light that affect plant growth.

Exam/team activity

PS.02.01.02.a. Describe the effects air, temperature and water have on plant metabolism and growth.

Exam/disease disorder

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.02.02. Performance Indicator: Prepare growing media for use in plant systems. Science: B2

PS.02.02.01.b. Describe the physical characteristics of growing media and explain the influence they have on plant growth. PS

Exam/diagnostic clinic/soils

PS.02.02.02.c. Determine the hydraulic conductivity for soil and how the results influence irrigation practices.

Team activity/ exam

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

Math: 4B; Science: A2

PS.02.03.01.c. Monitor plants for signs of nutrient deficiencies and prepare a scouting report.

Disease disorder/ diagnostic clinic

PS.02.03.02.c. Adjust the pH of growing media. Exam/team activity/diagnostic clinic

PS.02.03.04.c. Use variable-rate technology to apply fertilizers to meet crop nutrient needs.

Team activity

PS.03.01. Performance Indicator: Demonstrate plant propagation techniques. Science: C2 PS.03.01.01.a. Explain pollination, cross- pollination

and self-pollination of flowering plants. Exam

PS.03.01.02.c. Conduct tests associated with seed germination rates, viability and vigor.

Seed analysis

PS.03.01.05.c. Evaluate the performance of genetically modified crops.

Seed analysis/team activity

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

Science: C5 & C6; Language Arts: 7

PS.03.02.01.c. Produce pest and disease-free propagation material.

Crop evaluation

PS.03.02.02.a. Explain the reasons for preparing growing media before planting.

Soils/team activity/ exam

PS.03.02.04.c. Prepare and implement a plant production schedule based on predicted environmental conditions.

Team activity

PS.03.02.05.c. Create and implement a plan to control and manage plant growth.

Team activity

PS.03.03. Performance Indicator: Develop and implement a plan for integrated pest management.

Science: C4 & C6; Language Arts: 7

PS.03.03.01.b. Identify major local weeds, insect pests and infectious and noninfectious plant diseases.

Plant & insect ID/ disease disorder/ seed analysis/ diagnostic clinic

PS.03.03.02.c. Predict pest and disease problems based on environmental conditions and life cycles.

Insect ID/ diagnostic clinic/ exam

PS.03.03.03.b. Describe types of pesticide controls and formulations.

Exam/team activity/diagnostic clinic

PS.03.03.04.b. Explain procedures for the safe handling, use and storage of pesticides.

Exam

27

PS.03.04. Performance Indicator: Apply principles and practices of sustainable agriculture to plant production.

Science: F3, F4 & F6

PS.03.04.01.b. Describe sustainable agriculture practices and compare the ecological effects of traditional agricultural practices with those of sustainable agriculture.

Team activity

PS.03.05. Performance Indicator: Harvest, handle and store crops. Science: F5 PS.03.05.01.a. Identify harvesting methods and

harvesting equipment. Machine ID/team activity

PS.03.05.02.c. Implement plans to reduce crop loss.

All but soils

PS.03.05.03.a. Identify storage methods for plants and plant products.

Diagnostic clinic/ team activity

PS.03.05.04.b. Demonstrate techniques for grading, handling and packaging plants and plant products for distribution.

Grain grading

PST.05.03. Performance Indicator: Use geospatial technologies in agricultural applications.

Science: A3, E2 & F6; Social Studies:3c

PST.05.03.01.a. Identify geospatial technologies, including global positioning, geographical information and remote sensing.

Machinery ID/soil

PST.05.03.02.c. Output and apply maps using GIS/ GPS systems.

Soils/team activity/ equipment ID

CS.01.01. Performance Indicator: Action: Exhibit the skills and competencies needed to achieve a desired result.

Social Studies: 4d & 4h

CS.01.01.03.c. Implement an effective project plan. Team activity CS.01.01.04.b. Use appropriate and reliable

resources to complete an action or project.Team activity

CS.01.01.05.b. Create a plan for performing a job that will minimize physical, financial and professional risks.

Team activity

CS.01.01.06.a. Identify the strengths/talents of team members needed to achieve a desired task.

Team activity

CS.01.02. Performance Indicator: Relationships: Build a constituency through listening, coaching, understanding and appreciating others.

Language Arts: 12; Social Studies:4h

CS.01.02.02.c. Engage others in conversations to respond to an obstacle when completing a task.

Team activity

CS.01.02.04.c. Evaluate the effectiveness of team members.

Team activity

CS.01.03. Performance Indicator: Vision: Establish a clear image of what the future should look like.

Social Studies: 4a,4d & 4h

CS.01.03.02.c. Create a plan of action to complete a task based on a conceptualized idea.

Team activity

CS.01.04. Performance Indicator: Character: Conduct professional and personal activities based on virtues.

Social Studies: 4c & 4f

CS.01.04.04.c. Demonstrate respect for others. Team activity

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CS.01.06. Performance Indicator: Continuous Improvement: Pursue learning and growth opportunities related to professional and personal aspirations.

Science: A4; Language Arts: 8; Social Studies: 4h

CS.01.06.04.c. Make recommendations to adopt new emerging technologies.

Team activity

CS.01.06.05.c. Implement a plan to develop new knowledge and skills related to professional and personal aspirations.

Team activity

CS.02.03. Performance Indicator: Professional Growth: Develop awareness and apply skills necessary for achieving career success.

Language Arts: 12; Social Studies:4a

CS.02.03.03.b. Develop skills required for a specific career.

All activities

CS.02.04. Performance Indicator: Mental Growth: Demonstrate the effective application of reasoning, thinking and coping skills.

Math: 6C; Science: A4; Lan- guage Arts: 4 & 8

CS.02.04.02.c. Implement effective problem solving strategies.

Team activity/ exam/diagnostic clinic/grain grading

CS.02.04.03.a. Discuss the skills and techniques needed to negotiate effectively.

Grain grading/ team activity

CS.03.01. Performance Indicator: Communication: Demonstrate oral, written and verbal skills.

Language Arts: 4, 5 & 12

CS.03.01.01.a. Use basic technical and business writing skills.

Team activity

CS.03.01.01.c. Demonstrate technical and business writing skills to communicate effectively with co-workers and supervisors.

Team activity

CS.03.01.03.b. Deliver a business presentation for a peer group (e.g., class presentation).

Team activity

CS.03.02. Performance Indicator: Decision Making –Analyze situations and execute an appropriate course of action.

Science: A1 & A5; Social Studies: 1c & 4h

CS.03.02.01.b. Utilize the process used to reach a conclusion for a decision.

Team activity/ reasons/diagnostic clinic

CS.03.02.02.c. Use problem-solving skills. All activities

CS.03.03. Performance Indicator: Flexibility / Adaptability: Describe traits that enable one to be capable and willing to accept change.

Science: A1 and A5 Social Studies: 1c and 4h

CS.03.03.03.c. Respond to feedback to improve a situation, skill or performance.

Team activity questions

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CS.05.03. Performance Indicator: Research geographical data related to AFNR Systems.

Math: 5C Language Arts: 4 Social Studies: 3c and 3e

CS.05.03.01.a. Present resource data in graphic format.

Diagnostic clinic/ team activity/soil test report

CS.05.03.02.b. Explore how AFNR systems differ across geographical areas.

Team activity/all ID's

CS.06.02. Performance Indicator: Develop a plan to maintain and improve health, safety and environmental compliance and performance.

Science: F1, F4 and F5 Social Studies: 9d

CS.06.02.01.b. Develop plans to improve health, safety and environmental performance.

Exam/team activity/diagnostic clinic

CS.08.01. Performance Indicator: Evaluate and select the appropriate tool to perform a given task.

N/A

CS.08.01.01.a. Identify standard tools, equipment and safety procedures related to a specific task.

Machine ID/team activity

CS.09.02. Performance Indicator: Apply skills with computer software to accomplish a variety of business activities.

Math: 6C Science: A3

CS.09.02.01.b. Use basic software systems such as spreadsheet and word processing to complete a task.

Team activity

CS.09.03. Performance Indicator: Use technology to demonstrate the ability to network and interface with technology.

Science: A3 and E2

CS.09.03.01.a. Use the technological systems to acquire information related to AFNR.

Soils/team activity

CS.10.01. Performance Indicator: Examine new technologies to project their impact in the global market of AFNR.

Science: F6

CS.10.01.01.a. Apply the use of various scientific measurement and conversions to AFNR systems.

Team activity/ exam/diagnostic clinic/grain grading

CS.11.01. Performance Indicator: Recognize the questions and theory needed to guide scientific investigations.

Math: 6C Science: A1 and A2

CS.11.01.01.c. Demonstrate procedures and a conceptual understanding of scientific investigation.

Diagnostic clinic/ exam

Appendix B: Related Academic Standards-Agronomy National academic standards for mathematics, science, English language arts and social studies related to this event are reported below. The statements are based on information in reports of the respective associations/organizations in the academic areas. Some adjustment of numbering was done to facilitate the process of alignment with the standards that have been developed in the pathways of the Agriculture, Food and Natural Resources (AFNR) Career Cluster. The approach was to determine the presence of alignment between the content standards, expectations or thematic strands of the four academic areas and the performance indicators of the AFNR Standards. Supporting statements have been included to clarify content of the respective content standards, expectations or thematic strands. The statements were initially developed independently by the respective organizations and, therefore, are not parallel in wording and presentation. Occasionally minor editing was done to adjust the background or stem of a statement but not the statement itself. Mathematics 1. Standard and Expectations: Number and Operations 1A. Understand numbers, ways of representing numbers, relationships among numbers and number systems. 1B. Understand meanings of operations and how they relate to one another. 1C. Compute fluently and make reasonable estimates. 6. Standard and Expectations: Problem Solving 6B. Solve problems that arise in mathematics in other contexts. 6C. Apply and adapt a variety of appropriate strategies to solve problems. 4. Standard and Expectations: Measurement 4A. Understand measurable attributes of objects and the units, systems and processes of measurement. 4B. Apply appropriate techniques, tools and formulas to determine measurements. 5. Standard and Expectations: Data Analysis and Probability 5A. Formulate questions that can be addressed with data and collect, organize and display relevant data to answer them. 5B. Select and use appropriate statistical methods to analyze data. 5C. Develop and evaluate inferences and predictions that are based on data. Science A. Content Standard: Science as an Inquiry A1. Identify questions and concepts that guide scientific investigation. A2. Design and conduct scientific investigations. A3. Use technology and mathematics to improve investigations and communications. A4. Formulate and revise scientific explanations and models using logic and evidence. A5. Recognize and analyze alternative explanations and models. B. Content Standard: Physical Science 2. Structure and properties of matter. B3. Chemical reactions. B4. Motions and forces. B6. Interactions of energy and matter.

C. Content Standard: Life Science C2. Molecular basis of heredity. C3. Biological evolution. C4. Interdependence of organisms.

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C5. Matter, energy and organization in living systems. C6. Behavior of organisms. D. Content Standard: Earth and Space Science D2. Geochemical cycles. E. Content Standard: Science and Technology E2. Understanding about science and technology. F. Content Standard: Science in Personal and Social Perspectives F1. Personal and community health. F2. Population growth. F3. Natural resources. F4. Environmental quality. F5. Natural and human-induced hazards. F6. Science and technology in local, national and global challenges. G. Content Standard: History and Nature of Science G3. Historical perspectives. English Language Arts 3. Students apply a wide range of strategies to comprehend, interpret, evaluate and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics). 4. Students adjust their use of spoken, written and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes. 5. Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes. 6. Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language and genre to create, critique and discuss print and non-print texts. 7. Students conduct research on issues and interests by generating ideas and questions, and by posing problems. They gather, evaluate and synthesize data from a variety of sources (e.g., print and non-print texts, artifacts, people) to communicate their discoveries in ways that suit their purpose and audience. 8. Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge. 12. Students use spoken, written and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion and the exchange of information).

Social Studies 1. Thematic Strand: Culture 1c. apply an understanding of culture and an integrated whole that explains the functions and interactions of language, literature, the arts, traditions, beliefs and values and behavior patterns;

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2. Thematic Strand: Time, Continuity and Change 2b. apply key concepts such as time, chronology, causality, change, conflict and complexity to explain, analyze and show connections among patterns of historical change and continuity; 3. Thematic Strand: People, Places and Environments 3b. create, interpret, use and synthesize information from various representations of the earth, such as maps, globes and photographs; 3c. use appropriate resources, data sources and geographic tools such as aerial photographs, satellite images, geographic information systems (GIS), map projects and cartography to generate, manipulate and interpret information such as atlases, data bases, grid systems, charts, graphs and maps. 3e. describe, differentiate and explain the relationships among various regional and global patterns of geographic phenomena such as land forms, soils, climate, vegetation, natural resources and population; 3f. use knowledge of physical system changes such as seasons, climate and weather and the water cycle to explain geographic phenomena; 3h. examine, interpret and analyze physical and cultural patterns and their interactions, such as land use, settlement patterns, cultural transmission of customs and ideas, and ecosystem changes; 3k. propose, compare and evaluate alternative policies for the use of land and other resources in communities, regions, nations and the world. 4. Thematic Strand: Individual Development and Identity 4a. articulate personal connections to time, place and social/cultural systems; 4c. describe the ways family, religion, gender, ethnicity, nationality, socioeconomic sta- tus and other group and cultural influences contribute to the development of a sense of self; 4d. apply concepts, methods and theories about the study of human growth and development, such as physical endowment, learning, motivation, behavior, perception and personality; 4f. analyze the role of perceptions, attitudes, values and beliefs in the development of personal identity; 4h. work independently and cooperatively within groups and institutions to accomplish goals; 6. Thematic Strand: Power, Authority and Governance 6c. analyze and explain ideas and mechanisms to meet needs and wants of citizens, reg- ulate territory, manage conflict, establish order and security and balance competing con- ceptions of a just society; 7. Thematic Strand: Production, Distribution and Consumption 7a. explain how the scarcity of productive resources (human, capital, technological and natural) requires the development of economic systems to make decisions about how goods and services are to be produced and distributed; 7b. analyze the role that supply and demand, prices, incentives and profits play in determining what is produced and distributed in a competitive market system; 7f. compare how values and beliefs influence economic decisions in different societies; 7g. compare basic economic systems according to how rules and procedures deal with demand, supply, prices, the role of government, banks, labor and labor unions, savings and investments and capital; 7h. apply economic concepts and reasoning when evaluating historical and contemporary social developments and issues; 8. Thematic Strand: Science, Technology and Society 8a. identify and describe both current and historical examples of the interaction and interdependence of science, technology and society in a variety of cultural settings; 8c. analyze how science and technology influence the core values, beliefs and attitudes

36

of society, and how the core values, beliefs and attitudes of society shape scientific and technological change; 8e. recognize and interpret varied perspectives about human societies and the physical world using scientific knowledge, ethical standards and technologies from diverse world cultures; 9. Thematic Strand: Global Connections 9d. analyze the causes, consequences and possible solutions to persistent, contemporary, and emerging global issues, such as health, security, resource allocation, economic development and environmental quality;

Appendix A: AFNR Career Cluster Content Standards-Livestock

Performance Measurement Levels Event Activities Addressing Measurements

Related AcademicStandards

AS.01.01. Performance Indicator: Evaluate the development and implications of animal origin, domestication and distribution.

Science: C3 Social Studies: 7h

AS.01.01.01.c. Predict adaptations of animals to production practices and environments.

All activities

AS.02.02. Performance Indicator: Apply principles of comparative anatomy and physiology to uses within various animal systems.

Science: C1, C5 and F2

AS.02.02.01.c. Explain how the components and systems of animal anatomy and physiology relate to the production and use of animals.

All activities

AS.02.03. Performance Indicator: Select animals for specific purposes and maximum performance based on anatomy and physiology.

Science: C5

AS.02.03.01.c. Evaluate and select animals to maximize performance based on anatomical and physiological characteristics that affect health, growth and reproduction.

All activities

AS.02.03.02.b. Assess an animal to determine if it has reached its optimal performance level based on anatomical and physiological characteristics.

All activities

AS.03.01. Performance Indicator: Prescribe and implement a prevention and treatment program for animal diseases, parasites and other disorders.

Science: C4, F1 and F5

AS.03.01.01.a. Explain methods of determining animal health and disorders.

Exam

AS.04.01. Performance Indicator: Formulate feed rations to provide for the nutritional needs of animals.

Math: 1C and 6B Science: A4 and C5

AS.04.01.02.b. Appraise the adequacy of feed rations using data from the analysis of feedstuffs, animal requirements and performance.

Team activity, exam, performance class, keep/cull

AS.05.01. Performance Indicator: Evaluate the male and female reproductive systems in selecting animals.

Science: C1 and C3

AS.05.01.01.c. Select breeding animals based on characteristics of the reproductive organs.

All activities

AS.05.02. Performance Indicator: Evaluate animals for breeding readiness and soundness.

Science: C6

AS.05.02.01.c. Evaluate and select animals for reproductive readiness.

All activities

AS.05.02.02.c. Treat or cull animals with reproductive problems.

Keep/cull, performance class, placing classes, reasons

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AS.05.03. Performance Indicator: Apply scientific principles in the selection and breeding of animals.

Math: 6C Science: A4, C2 and E2

AS.05.03.01.c. Select a breeding system based on the principles of genetics.

Performance class, team activity, keep/cull, exam

AS.05.03.02.c. Select animal breeding methods based on reproductive and economic efficiency.

Exam, team activity

AS.05.03.03.c. Select animals based on quantitative breeding values for specific characteristics.

Team activity, keep/cull, performance class

AS.05.03.04.b. Explain the processes of major repro-ductive management practices, including estrous synchronization, superovulation, flushing and embryo transfer.

Exam

AS.05.03.05.b. Explain the materials, methods and processes of artificial insemination.

Exam

AS.06.01. Performance Indicator: Demonstrate safe animal handling and management techniques.

Science: C6

AS.06.01.02.a. Explain the implications of animal welfare and animal rights for animal agriculture.

Exam, team activity

AS.06.02. Performance Indicator: Implement procedures to ensure that animal products are safe.

Science: F1 and F5

AS.06.02.01.a. Identify animal production practices that could pose health risks or are considered to pose risks by some.

Exam, team activity

AS.06.02.02.a. Describe how animal identification systems can track an animal’s location, nutrition requirements, production progress and changes in health.

Exam, team activity

AS.07.01. Performance Indicator: Design animal housing, equipment and handling facilities for the major systems of animal production.

Science: C6 and F6

AS.07.01.01.a. Identify facilities needed to house and produce each animal species safely and effi- ciently.

Exam, team activity

AS.08.02. Performance Indicator: Evaluate the effects of environmental conditions on animals.

Science: C6 and F4

AS.08.02.01.b. Describe the effects of environmental conditions on animal populations and performance.

Team activity, exam, performance class, keep/cull

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Appendix B: Related Academic Standards-Livestock National academic standards for mathematics, science, English language arts and social studies related to this event are reported below. The statements are based on information in reports of the respective associations/organizations in the academic areas. Some adjustment of numbering was done to facilitate the process of alignment with the standards that have been developed in the pathways of the (AFNR). The approach was to determine the presence of alignment between the content standards, expectations or thematic strands of the four academic areas and the performance indicators of the AFNR Standards. Supporting statements have been included to clarify content of the respective content standards, expectations or thematic strands. The statements were initially developed independently by the respective organizations and, therefore, are not parallel in wording and presentation. Occasionally minor editing was done to adjust the background or stem of a statement but not the statement itself. Mathematics 1. Standard and Expectations: Number and Operations 1C. Compute fluently and make reasonable estimates. 6. Standard and Expectations: Problem Solving 6B. Solve problems that arise in mathematics in other contexts. 6C. Apply and adapt a variety of appropriate strategies to solve problems. Science A. Content Standard: Science as an Inquiry A4. Formulate and revise scientific explanations and models using logic and evidence. C. Content Standard: Life Science C1. The cell C2. Molecular basis of heredity C3. Biological evolution C4. Interdependence of organisms C5. Matter, energy and organization in living systems C6. Behavior of organisms E. Content Standard: Science and Technology E2. Understanding about science and technology F. Content Standard: Science in Personal and Social Perspectives F1. Personal and community health F2. Population growth F4. Environmental quality F5. Natural and human-induced hazards F6. Science and technology in local, national and global challenges English Language Arts 12. Students use spoken, written and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion and the exchange of information). Social Studies 7. Thematic Strand: Production, Distribution and Consumption 7h. apply economic concepts and reasoning when evaluating historical and contemporary social developments and issues;

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ND FFA Winter CDE’Sndffa.org/Guidelines/CDE_Winter 2014.pdf · ND FFA Winter CDE’S General Rules and Guidelines ... Skinned, broken, heat, sprout, weathered. OATS – Hulled,