TX Principle of Agriculture, Food & Natural Resources ...p1cdn4static.sharpschool.com/UserFiles/Servers/Server_20296881/File/Principle of...Principles of Agriculture, Food & Natural

TEKS CORRELATIONS & SUGGESTED PACING GUIDE

Principles of Agriculture,

Food & Natural Resources

iCEV Agricultural Science Site

Meets 100% of TEKS

256 days of teaching material

Basic AgriscienceScope & Sequence

Lesson Title TEKS Days of Teaching

1 World Agriculture & Population: Seeking a Balance for Survival

3.A; 3.B; 3.C; 4.B; 6.A; 13.B 3

2 Global Agriculture: Global Perspective iCEV Exclusive; 3.A 13 America the Bountiful 4A; 4B; 4C 74 Agriculture: Politics & Research 4C; 6C 65 Field Trip: U.S. Meat Animal Research Center 4D; 8A 46 Introduction to Biotechnology 4D; 4F; 11H; 13C 37 Emerging Technologies: Muscle Growth Promotants iCEV Exclusive; 4.A; 8A; 13C 18 Biotechnology: Fetal Programming iCEV Exclusive; 4F 19 Scientific Procedures & Safety 8C; 8D; 14B 5

Animal SystemsScope & Sequence


10 Livestock Breed ID: Swine; Livestock Breed ID: Goats; Livestock Breed ID: Cattle; Livestock Breed ID: Sheep

12.C 22

11 The External Anatomy of Livestock: Terms & Terminolgy 12.B 512 Basic Animal Science 12.A; 12D 513 Hot Topics - Animal Welfare iCEV Exclusive; 4F 114 Hot Topics - Antibiotic Use in Food Animals iCEV Exclusive; 4F 115 Livestock Judging: Fundamentals 12.D 2

Food Products & Processing SystemsScope & Sequence


16 Emerging Technologies: Molecular Methods iCEV Exclusive; 4E; 8A; 8B; 12C 117 Biotechnology: Uses in the Food Industry iCEV Exclusive; 4F, 8B 118 Global Agriculture: Feeding the World iCEV Exclusive; 3A; 4D; 4E; 13A; 13B 119 Global Agriculture: Food Perceptions & Safety iCEV Exclusive; 3A; 13B 120 HACCP: A Basic Understanding 13A 221 EXCEL Beef Plant: Fabrication 13A; 13D 122 EXCEL Pork Plant: Fabrication 13A; 13D 123 Dairy Science 13A 4

CONTENT LESSONSPrinciples of Agriculture, Food & Natural Resources

iCEV TEKS Correlations 2 of 18

Natural Resources SystemsScope & Sequence


24 The History & Restoration of Desert Bighorn Sheep in Texas

iCEV Exclusive; 4C 1

25 Hot Topics - Drought Effects & Issues iCEV Exclusive; 4F 126 Dealing with Drought: Managing Grazing to Benefit Wildlife iCEV Exclusive; 4F; 6C; 6D; 15A 1

27 Soil Conservation iCEV Exclusive; 6C; 6D TBD28 Water Resources 15A; 15E 129 Basic Environmental Science 15D 630 Rangeland Watersheds iCEV Exclusive; 15E 131 Water Conservation in the Home 15E 2

Plant SystemsScope & Sequence


32 Fertilizers & the Environment 6C; 6E; 11H; 15B 533 Pesticides & Herbicides: An Introduction 6C; 6E; 11H; 15B 534 Field Trip: Dig It! The Secret of Soil iCEV Exclusive; 6C; 11A; 11B; 11C 635 Introduction to Irrigation 10D; 10E; 11H 536 Anatomy of Plants 11D 537 Plant Genetics 11E; 11F 938 Benefits of the Horticulture Industry 11G 539 Crop Production in the United States: Northeast Region;

Southern Region; Midwest Region; Western Region 11G 20

40 Emerging Technologies: NIR Technology iCEV Exclusive; 11H 141 Field Trip: Landmark Nurseries 11I 242 Landscape Tools: Use & Safety 11I 1

Power, Structural & Technical SystemsScope & Sequence


43 Mechanized Agriculture 4C; 14A 544 Planning & Designing an Agricultural Project 10E; 14C 545 Welding Inspection & Testing 14A 546 Plasma Arc Cutting 14G 647 Safety & Operation of Tools 14D; 14E 648 Basic Shop Safety 14F 549 Welding Shop Safety 14F 6

Principles of Agriculture, Food & Natural Resources


Leadership & CommunicationsScope & Sequence


50 Blue & Gold Basics: Supervised Agriculture Experience; Blue & Gold Basics: FFA Officers & Meetings

iCEV Exclusive; 2A; 2D; 2E; 5D; 5E; 5F 8

51 Introduction to Professional Communications 6F; 7E 552 Extemporaneous Speaking 7F 453 Presentation Strategies & Tactics 6G; 7D 554 Public Speaking Basics 7F; 7G 555 Written Communication Practices 7D 6

CAREER GUIDANCE & EXPLORATION LESSONSScope & Sequence


56 Introduction to Career Clusters: Agriculture, Food & Natural Resources

1A; 1B 1

57 Career Planning Basics 1; 1F; 7C 858 Entrepreneurship 101: Prime Dirt iCEV Exclusive; 1A 159 Skills for Real World Survival 1C; 5A; 5B; 6H; 7A; 7B; 10C 1060 Workplace Ettiquette 1F; 7B 261 Workplace Issues 1D; 1E; 1F; 7A; 15F; 15A 462 Introduction to Record Keeping 2B; 2C; 9A; 9B; 9C; 9D 363 Introduction to Microsoft® Office 2010 10A; 10B TBD

VIRTUAL JOB DESCRIPTIONS

Gary Smith, Ph.D., Emeritus Professor, Department of Animal Sciences, Colorado State UniversityKristina Butts, Executive Director of Legislative Affairs, National Cattlemen's AssociationMary Jo Emrick, Adjunct Welding Professor, Austin Community CollegeAnnie Esperanza, Air Resource Specialist, Sequoia National ParkJohn Reganold, Ph.D., Regents Professor of Soil Science, Washington State UniversityBarbara Masters, D.V.M., Administrator, USDA Food Safety & Inspection Service



Basic AgriscienceLesson Title

(A) discuss significant similarities and differences in international agriculture;(B) explain the variety of world markets(C) describe marketing factors and practices that impact other cultures.

(4) The student describes the historical, current, and future significance of the agricultural industry. The student is expected to:

(B) identify the scope of agriculture and its effect upon society;

(6) The student explains agriculture, food, and natural resource systems at the local, state, national, and international levels. The student is expected to:

(A) identify reasons for world trade;

(13) The student describes the principles of food products and processing systems. The student is expected to:

(B) determine trends in world food production;

(A) define agriculture;

(B) identify the scope of agriculture and its effect upon society;

(C) identify significant historical and current agriculture, food, and natural resource developments;




(D) identify potential future scenarios for agriculture, food, and natural resource systems;

Scope & Sequence

1World Agriculture &

Population: Seeking a Balance for Survival

(3) The student identifies concepts related to cultural diversity. The student is expected to:

3 class periods

3America the Bountiful (4) The student describes the historical, current, and future

significance of the agricultural industry. The student is expected to:

7 class periods

4Agriculture: Politics &

Research


(B) identify the political impact of agriculture, food, and natural resources;

2Global Agriculture: Global Perspective


(A) discuss significant similarities and differences in international agriculture;

1 class period

6 class periods

5Field Trip: U.S. Meat

Animal Research Center

(8) The student applies appropriate research methods to agriculture, food, and natural resources topics. The student is expected to:

(A) define major research and development fields of agriculture, food, and natural resources;

4 class periods

CONTENT LESSONS

Knowledge and Skills

iCEV EXCLUSIVE



Lesson TitleScope & Sequence Knowledge and Skills(D) identify potential future scenarios for agriculture, food, and natural resource systems;(F) compare and contrast issues impacting agriculture, food, and natural resources such as biotechnology, employment, safety, environmental, and animal welfare.

(11) The student develops technical knowledge and skills related to plant systems. The student is expected to:

(H) identify technological needs for improved capacity in transportation, improved production, increased product quality and operation, and specialized skills specific to plant systems;


(C) identify technological needs for improved capacity in transportation, improved production, increased product quality and operation, and specialized skills specific to food products and processing systems;


(E) describe how emerging technologies and globalization impacts agriculture, food, and natural resources;


(A) define major research and development fields of agriculture, food, and natural resources;



(C) use a variety of resources for both research and development;

(D) describe scientific methods of research.

(14) The student safely performs basic power, structural, and technical system skills in agricultural applications. The student is expected to:

(B) understand safe and appropriate laboratory procedures and policies;

(F) compare and contrast issues impacting agriculture, food, and natural resources such as biotechnology, employment, safety, environmental, and animal welfare.

6Introduction to Biotechnology


3 class periods

1 class period

9Scientific Procedures &

Safety(8) The student applies appropriate research methods to agriculture, food, and natural resources topics. The student is expected to:

5 class periods

7Emerging Technologies:

Muscle Growth Promotants

1 class period

8Biotechnology: Fetal

Programming(4) The student describes the historical, current, and future significance of the agricultural industry. The student is expected to:

iCEV EXCLUSIVE

iCEV EXCLUSIVE



Lesson TitleScope & Sequence Knowledge and SkillsAnimal Systems

(A) describe animal growth and development;

11The External Anatomy of

Livestock: Terms & Terminolgy

(12) The student develops technical knowledge and skills related to animal systems. The student is expected to:

(B) identify animal anatomy and physiology;

5 class periods

10Livestock Breed ID:

Swine; Livestock Breed ID: Goats; Livestock

Breed ID: Cattle; Livestock Breed ID:

Sheep; [Four separate lessons correlate to

the same TEKS]

(12) The student develops technical knowledge and skills related to animal systems. The student is expected to:

(C) identify breeds and classes of livestock;

22 class periods

13Hot Topics - Animal

Welfare(4) The student describes the historical, current, and future significance of the agricultural industry. The student is expected to:


1 class period

12Basic Animal Science (12) The student develops technical knowledge and skills related to

animal systems. The student is expected to:

(D) discuss animal selection, reproduction, breeding, and genetics.

5 class periods

14Hot Topics - Antibiotic Use in Food Animals



1 class period

iCEV EXCLUSIVE

iCEV EXCLUSIVE



Lesson TitleScope & Sequence Knowledge and Skills

Food Products & Processing Systems


(E) describe how emerging technologies and globalization impacts agriculture, food, and natural resources; and

(A) define major research and development fields of agriculture, food, and natural resources;(B) identify and apply research in the food and fiber products industries;






(A) discuss significant similarities and differences in international agriculture;(D) identify potential future scenarios for agriculture, food, and natural resource systems;(E) describe how emerging technologies and globalization impacts agriculture, food, and natural resources;(A) identify the importance of food products and processing systems;(B) determine trends in world food production;

15Livestock Judging:

Fundamentals (12) The student develops technical knowledge and skills related to animal systems. The student is expected to:

(D) discuss animal selection, reproduction, breeding, and genetics.

2 class periods

iCEV EXCLUSIVE

17Biotechnology: Uses in

the Food Industry


(B) identify and apply research in the food and fiber products industries;

1 class period

iCEV EXCLUSIVE


Molecular Methods


1 class period

18Global Agriculture: Feeding the World



1 class period

iCEV EXCLUSIVE





(A) discuss significant similarities and differences in international agriculture;

(A) identify the importance of food products and processing systems;


Natural Resources Systems

19Global Agriculture: Food

Perceptions & Safety


(B) determine trends in world food production;

1 class period

iCEV EXCLUSIVE

21EXCEL Beef Plant:

Fabrication(13) The student describes the principles of food products and processing systems. The student is expected to:

(D) select, maintain, operate, and use tools, equipment, and personal protective equipment common to food products and processing systems.

1 class period

20HACCP: A Basic Understanding



2 class periods

iCEV EXCLUSIVE

23Dairy Science (13) The student describes the principles of food products and

processing systems. The student is expected to:(A) identify the importance of food products and processing systems;

4 class periods

22EXCEL Pork Plant:

Fabrication(13) The student describes the principles of food products and processing systems. The student is expected to:

(D) select, maintain, operate, and use tools, equipment, and personal protective equipment common to food products and processing systems.

1 class period

24The History &

Restoration of Desert Bighorn Sheep in Texas



1 class period





(F) compare and contrast issues impacting agriculture, food, and natural resources such as biotechnology, employment, safety, environmental, and animal welfare.(C) identify the interdependency of agriculture and the environment;

(D) explain ethical stewardship practices that reduce negative impacts of agriculture upon land, air, and water resources;

(15) The student explains the relationship between agriculture and safety, health, and the environment. The student is expected to:

(A) determine the effects of agriculture, food, and natural resources upon safety, health, and the environment;

(C) identify the interdependency of agriculture and the environment;

(A) determine the effects of agriculture, food, and natural resources upon safety, health, and the environment;

iCEV EXCLUSIVE

25Hot Topics - Drought

Effects & Issues(4) The student describes the historical, current, and future significance of the agricultural industry. The student is expected to:


1 class period

27Soil Conservation (6) The student explains agriculture, food, and natural resource

systems at the local, state, national, and international levels. The student is expected to:

(D) explain ethical stewardship practices that reduce negative impacts of agriculture upon land, air, and water resources;

iCEV EXCLUSIVE

26Dealing with Drought: Managing Grazing to

Benefit Wildlife (6) The student explains agriculture, food, and natural resource systems at the local, state, national, and international levels. The student is expected to:

1 class period

29Basic Environmental

Science(15) The student explains the relationship between agriculture and safety, health, and the environment. The student is expected to:

(D) identify alternative energy sources that stem from or impact agriculture, food, and natural resources;

6 class periods

28Water Resources (15) The student explains the relationship between agriculture and

safety, health, and the environment. The student is expected to:

(E) evaluate energy and water conservation methods;

1 class period




Plant Systems(C) identify the interdependency of agriculture and the environment;

(E) review regulations and major laws to evaluate their impact on agriculture, food, and natural resources management;


(H) identify technological needs for improved capacity in transportation, improved production, increased product quality and operation, and specialized skills specific to plant systems; and


(B) identify regulations relating to safety, health, and environmental systems in agriculture, food, and natural resources;


(E) review regulations and major laws to evaluate their impact on agriculture, food, and natural resources management;




(B) identify regulations relating to safety, health, and environmental systems in agriculture, food, and natural resources;



(A) identify the components and properties of soils;(B) describe the process of soil formation;(C) classify soil formations;

iCEV EXCLUSIVE

31Water Conservation in

the Home(15) The student explains the relationship between agriculture and safety, health, and the environment. The student is expected to:

(E) evaluate energy and water conservation methods;

2 class periods

30Rangeland Watersheds (15) The student explains the relationship between agriculture and

safety, health, and the environment. The student is expected to:(E) evaluate energy and water conservation methods;

1 class period

iCEV EXCLUSIVE

32Fertilizers & the

Environment(6) The student explains agriculture, food, and natural resource systems at the local, state, national, and international levels. The student is expected to:

5 class periods

33Pesticides & Herbicides:

An Introduction(6) The student explains agriculture, food, and natural resource systems at the local, state, national, and international levels. The student is expected to:

5 class periods

34Field Trip: Dig It! The

Secrets of Soil


6 class periods



Lesson TitleScope & Sequence Knowledge and Skills(D) explain the benefits of Geographic Information Systems and Global Positioning Systems;

(E) recognize other computer-based equipment in agriculture, food, and natural resources.



(E) discuss plant germination, growth, and development;

35Introduction to Irrigation (10) The student uses information technology tools specific to

agriculture, food, and natural resource to access, manage, integrate, and create information. The student is expected to:

5 class periods

36Anatomy of Plants (11) The student develops technical knowledge and skills related to

plant systems. The student is expected to:(D) describe the structure and functions of plant parts;

38Benefits of the

Horticulture Industry (11) The student develops technical knowledge and skills related to plant systems. The student is expected to:

(G) identify plants of importance to agriculture, food, and natural resources;

5 class periods

5 class periods

37Plant Genetics (11) The student develops technical knowledge and skills related to

plant systems. The student is expected to:

(F) describe plant reproduction, genetics, and breeding;

9 class periods


NIR Technology(11) The student develops technical knowledge and skills related to plant systems. The student is expected to:


1 class period

iCEV EXCLUSIVE

39Crop Production in the

United States: Northeast Region; Southern

Region; Midwest Region; Western Region [Four

separate lessons correlate to the same

TEKS]


(G) identify plants of importance to agriculture, food, and natural resources;

20 class periods




Power, Structural & Technical Systems(4) The student describes the historical, current, and future significance of the agricultural industry. The student is expected to:


(10) The student uses information technology tools specific to agriculture, food, and natural resource to access, manage, integrate, and create information. The student is expected to:

(E) recognize other computer-based equipment in agriculture, food, and natural resources.

42Landscape Tools: Use &

Safety(11) The student develops technical knowledge and skills related to plant systems. The student is expected to:

(I) select, maintain, operate, and use tools, equipment, and personal protective equipment common to plant systems.

1 class period

41Field Trip: Landmark

Nurseries(11) The student develops technical knowledge and skills related to plant systems. The student is expected to:

(I) select, maintain, operate, and use tools, equipment, and personal protective equipment common to plant systems.

2 class periods

44Planning & Designing an

Agricultural Project


(C) create proposals that include bill of materials, budget, schedule, drawings, and technical skills developed for basic power, structural, and technical system projects or structures;

5 class periods

43Mechanized Agriculture


(A) identify major areas of power, structural, and technical systems as well as their impact on world agricultural production;

5 class periods

46Plasma Arc Cutting (14) The student safely performs basic power, structural, and

technical system skills in agricultural applications. The student is expected to:

(G) identify technological needs for improved capacity in transportation, improved production, increased product quality and operation, and specialized skills specific to power, structural, and technical systems.

6 class periods

45Welding Inspection &

Testing(14) The student safely performs basic power, structural, and technical system skills in agricultural applications. The student is expected to:

(A) identify major areas of power, structural, and technical systems as well as their impact on world agricultural production;

5 class periods



Lesson TitleScope & Sequence Knowledge and Skills(D) identify building materials and fasteners common to power, structural, and technical systems;

Leadership & Communications

(A) plan, propose, conduct, and evaluate entrepreneurship; placement; exploratory; research, either experimental or analytical; improvement; supplementary; laboratory-based; or other identified, supervised agricultural experience as an experiential learning activity;(D) participate in youth leadership opportunities to create a well-rounded-experience program in agriculture; and(E) produce a challenging approach for a local program of activities in agriculture, food, and natural resources.(D) demonstrate democratic principles in conducting effective meetings;(E) describe team dynamics;(F) describe the development of organizational vision, mission, and goals through strategic planning processes.


(F) analyze appropriate written material to stay abreast of current issues impacting agriculture, food, and natural resources management;

48Basic Shop Safety (14) The student safely performs basic power, structural, and


(F) select, maintain, operate, and use tools, equipment, and personal protective equipment common to power, structural, and technical systems;

5 class periods

47Safety & Operation of

Tools(14) The student safely performs basic power, structural, and technical system skills in agricultural applications. The student is expected to:

(E) use basic tools, skills, and common building materials to construct projects or structures;

6 class periods

50Blue & Gold Basics:

Supervised Agriculture Experience; Blue & Gold Basics: FFA Officers &

Meetings [Two separate lessons correlate to

the same TEKS]

(2) The student develops a supervised agriculture experience program as it relates to agriculture, food, and natural resources. The student is expected to:

(5) The student analyzes the structure of agricultural leadership in organizations. The student is expected to:

8 class periods

iCEV EXCLUSIVE

49Welding Shop Safety (14) The student safely performs basic power, structural, and


(F) select, maintain, operate, and use tools, equipment, and personal protective equipment common to power, structural, and technical systems;

6 class periods

Extemporaneous Speaking

(7) The student demonstrates appropriate personal and communication skills. The student is expected to:

(F) demonstrate sound writing and preparation skills for oral presentations, including prepared and extemporaneous presentations;

51Introduction to Professional

Communications(7) The student demonstrates appropriate personal and communication skills. The student is expected to:

(E) analyze written materials common to the agricultural industry;

5 class periods

52





(G) collect and analyze public opinion and data in order to make informed decisions;

(F) demonstrate sound writing and preparation skills for oral presentations, including prepared and extemporaneous presentations;

4 class periods

55Written Communication

Practices(7) The student demonstrates appropriate personal and communication skills. The student is expected to:

(D) practice written and oral communication skills and employ effective listening skills in formal and informal situations;

6 class periods

54Public Speaking Basics (7) The student demonstrates appropriate personal and

communication skills. The student is expected to:

(G) demonstrate effective speaking skills.

5 class periods

53Presentation Strategies &

Tactics


(D) practice written and oral communication skills and employ effective listening skills in formal and informal situations;

5 class periods

52Principles of Agriculture, Food & Natural Resources


Lesson Title(A) identify career development and entrepreneurship opportunities in the field of agriculture, food, and natural resources, including how to search for and obtain employment, what qualifications are required for varying career fields, and how to advance in a position;

(A) identify career development and entrepreneurship opportunities in the field of agriculture, food, and natural resources, including how to search for and obtain employment, what qualifications are required for varying career fields, and how to advance in a position;

(F) identify employers' expectations, including appropriate work habits, ethical conduct, legal responsibilities, and good citizenship skills.


(C) identify appropriate personal appearance and health habits;

iCEV EXCLUSIVE

58Entrepreneurship 101:

Prime Dirt(1) The student learns the employability characteristics of a successful employee. The student is expected to:

(A) identify career development and entrepreneurship opportunities in the field of agriculture, food, and natural resources, including how to search for and obtain employment, what qualifications are required for varying career fields, and how to advance in a position;

1 class period

CAREER GUIDANCE & EXPLORATION LESSONS

57Career Planning Basics (1) The student learns the employability characteristics of a

successful employee. The student is expected to:

56Introduction to Career Clusters: Agriculture,

Food & Natural Resources

1 class period

8 class periods

(1) The student learns the employability characteristics of a successful employee. The student is expected to:

(B) identify careers in agriculture, food, and natural resources with required aptitudes in science, mathematics, language arts, and social studies;

Scope & Sequence Knowledge and Skills



Lesson TitleScope & Sequence Knowledge and Skills(1) The student learns the employability characteristics of a successful employee. The student is expected to:

(C) apply competencies related to resources, information, interpersonal skills, problem solving, critical thinking, and systems of operation in agriculture, food, and natural resources;(A) develop premiere leadership skills and collaborate with others to accomplish organizational goals and objectives through the demonstration of characteristics such as empowerment, risk, communication, focusing on results, decision making, problem solving, investment in individuals, resource use and access, service, listening, coaching, developing others, team development, understanding and appreciating others, enthusiasm, creativity, conviction, mission, courage, focus, principles, change, integrity, values, ethics, humility, perseverance, self-discipline, responsibility, community, diversity, global awareness and knowledge, innovation, intuition, adaptation, lifelong learning, and coachability;

(B) develop personal growth skills and collaborate with others to accomplish organizational goals and objectives through the demonstration of characteristics such as attitude, exercise, goal setting, planning, self-discipline, sense of balance, persistence, respect, friendship, integrity, morals, values, etiquette, citizenship, cross-cultural awareness, acceptance of change, respect for differences, decision making, principles, dependability, loyalty, trustworthiness, communication, learning, critical thinking, reasoning, creative thinking, problem solving, self-discovery, coping, friendship, self-reliance, sense of balance, empathy, compassion, ethics, coping, courage, and self-image or worth;


(H) use critical-thinking skills to identify, organize alternatives, and evaluate public policy issues related to agriculture, food, and natural resources.(A) describe professional, ethical, and legal responsibilities;(B) demonstrate the uses of proper etiquette and behavior;

(10) The student uses information technology tools specific to agriculture, food, and natural resource to access, manage, integrate, and create information. The student is expected to:

(C) identify collaborative, groupware, and virtual meeting software;

(1) The student learns the employability characteristics of a successful employee. The student is expected to:

(F) identify employers' expectations, including appropriate work habits, ethical conduct, legal responsibilities, and good citizenship skills.

10 class periods

(B) demonstrate the uses of proper etiquette and behavior;

2 class periods

59Skills for Real World

Survival


60Workplace Ettiquette


(5) The student analyzes the structure of agricultural leadership in organizations. The student is expected to:



Lesson TitleScope & Sequence Knowledge and Skills(F) identify employers' expectations, including appropriate work habits, ethical conduct, legal responsibilities, and good citizenship skills.(D) demonstrate knowledge of personal and occupational safety, health, and first-aid policy in the workplace;(E) develop response plans to emergency situations;(F) identify employers' expectations, including appropriate work habits, ethical conduct, legal responsibilities, and good citizenship skills.


(A) describe professional, ethical, and legal responsibilities;


(F) describe the importance of safety, health, and environmental regulations and procedures in the workplace.

(B) apply proper record-keeping skills as they relate to the supervised agricultural experience;(C) design and use a customized record-keeping system for the individual supervised agricultural experience;(A) develop project proposals by using business strategies which may include identifying learning objectives; describing project logistics, methodologies, and background; forecasting expenses and potential income through budgeting; and planning for major project timeline events through calendar implementation and documentation;(B) develop and maintain records appropriate to project type following project approval;(C) maintain appropriate financial records through use and management of appropriate journals, inventories, income and expense logs, financial statements, and balance sheets;(D) conduct formative and summative reflective and financial analyses on project learning objectives and records in order to plan for the future.(A) identify personal management software, electronic mail applications, and Internet applications;

62Introduction to Record

Keeping(2) The student develops a supervised agriculture experience program as it relates to agriculture, food, and natural resources. The student is expected to:

(9) The student applies problem-solving, mathematical, and organizational skills in order to plan and propose supervised agricultural experience programs as well as maintain financial and logistical records. The student is expected to:

3 class periods

VIRTUAL JOB DESCRIPTIONS Annie Esperanza, Air Resource Specialist, Sequoia National Park

John Reganold, Ph.D., Regents Professor of Soil Science, Washington State UniversityBarbara Masters, D.V.M., Administrator, USDA Food Safety & Inspection Service

63Introduction to Microsoft®

Office 2010(10) The student uses information technology tools specific to agriculture, food, and natural resource to access, manage, integrate, and create information. The student is expected to:

(B) use word-processing, spreadsheet, and presentation software;

Gary Smith, Ph.D., Emeritus Professor, Department of Animal Sciences, Colorado State UniversityKristina Butts, Executive Director of Legislative Affairs, National Cattlemen's Association

Mary Jo Emrick, Adjunct Welding Professor, Austin Community College

61Workplace Issues (1) The student learns the employability characteristics of a

successful employee. The student is expected to:

4 class periods



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TX Principle of Agriculture, Food & Natural Resources ...p1cdn4static.sharpschool.com/UserFiles/Servers/Server_20296881/File/Principle of...Principles of Agriculture, Food & Natural