Course title

Agriscience I-Plant Science and Agriscience II-Animal Science

Pre-requisite

Applied Biological Systems or Applied Biological Systems Honors

Course description

Students must take each course to earn 1/2 of a Science credit. We would like to be able to count these classes as 1 Advanced Biology class. Plant Science Students work together in the school greenhouse to learn plant principles. Students will manage and maintain the school greenhouse and garden beds, while utilizing the skills learned in the classroom. Dual enrollment may be offered to allow the student to earn college credit through Maricopa Community colleges. Animal Science Students learn animal practices to prepare them for a career in animal science. Practices include basic animal management and veterinary skills. AGRISCIENCE II (Animal Science) This science based course introduces students to the intriguing world of animal agriculture. Explore the science and business principles behind livestock production including basic techniques in the production, handling and marketing of animal projects. Discover how domesticated livestock influence and impact our daily lives. Learn to identify species and breeds of livestock, the biology of the animal including anatomy, nutrition, health, reproduction, marketing and basic record keeping. Each student will develop a Supervised Agricultural Experience (SAE). Career and Technical Student Organization (CTSO) standards will be an integral part of this class through participation in FFA ASA Detailed Course Outline Unit 1 – History and Use of Animals Lesson 1.1 Animal Planet 1. Animals serve many purposes in the lives of humans, including providing life-sustaining products such as meat, milk, and fiber. 2. Organization and record-keeping are important to the success of an agricultural business. 3. Career opportunities exist in animal agriculture for all levels of education in the areas of production, processing, marketing, and regulation. Lesson 1.2 Taming and Naming 1. Domestication of animals is achieved through breeding, handling, and training. 2. Animals are classified several different ways, such as binomial nomenclature, purpose, and characteristics of anatomy and physiology. 3. All living organisms are classified using kingdom, phylum, class, order, family, genus, and species. 4. Dichotomous keys are a classification tool used to identify objects based on their physical features. 5. Animal species were domesticated at different times throughout history for the benefit of the animals and humans. Optional Lesson 1.3 Livestock Across the United States 1. Livestock production occurs in different regions of the United States. 2. Characteristics, such as climate, land price, population, industry infrastructure, feed resources, and transportation systems influence where commercial animals are produced in the United States. Unit 2 – Animal Handling and Safety Lesson 2.1 Animal Rights or Animal Wrongs? 1. The beliefs of an individual influence the value humans place on live animals and the use of products derived from animals. 2. Animal welfare and animal rights are different belief systems pertaining to the acceptable use of animals. 3. The use of animals for food and fiber sometimes creates ethical dilemmas for producers and consumers. 4. Producers of animal products must consider the welfare of animals for maximum profitability. Lesson 2.2 Manipulating Manners 1. Animals respond instinctively to stimuli and changes in their surroundings. 2. Animals exhibit both instinctive and learned behaviors. 3. Safe handling and restraint procedures protect the animal and handler. Lesson 2.3 Home Sweet Home 1. Animal facilities differ based on food requirements, environmental factors, species, use, and size of operations. 2. Producers implement biosecurity practices to reduce the spread of pathogens on farms. 3. Proper use of scale is important when designing animal facilities. 4. Animal facilities are designed to protect the safety and health of animals and handlers and should include biosecurity protocols. Unit 3 – Cells and Tissues Lesson 3.1 Units of Life 1. Animal cells are comprised of many parts that have essential functions for the survival of animal tissue. 2. Cells use water, oxygen, and glucose to produce energy and metabolic by-products of carbon dioxide and water. 3. Cells use the processes of osmosis and diffusion for the uptake of water and dissolved nutrients required for metabolism and growth. Lesson 3.2 Putting the Puzzle Together 1. External body parts of animals vary among different species and are important as reference tools for animal selection, health, and management. 2. A collection of organized cells create tissue responsible for various life-sustaining functions. 3. The collection of epithelial, connective, muscle, and nerve tissues interact to perform specific functions within the body of an animal. 4. The body structure of a vertebrate animal is comprised of a skeleton made of bone and cartilage with ligaments attached to muscle tissue to provide motion. 5. Multiple organs work together and form physiological systems. Lesson 3.3 Breathing, Beating, and Body Control Centers 1. The respiratory and circulatory systems are closely related and essential for animal life. 2. External respiration is a process of gas exchange between the lungs and blood. 3. The circulatory system relies on the heart to pump blood throughout the body. 4. Respiration and heart rates may be affected by external conditions, such as temperature and physical activity. 5. The nervous, endocrine, and renal systems work together to transmit signals, secrete hormones, and filter wastes. Unit 4 – Animal Nutrition Lesson 4.1 Digestion Junction 1. Digestive systems vary among species of animals. 2. Ruminants have a four-chambered stomach consisting of the rumen, reticulum, omasum, and abomasum, each with a specific function. 3. Digestion systems break down, decompose, and absorb nutrients through mechanical, chemical, and biological processes. Lesson 4.2 The Need for Feedstuffs 1. The six nutrient groups required by animals include water, carbohydrates, protein, fats, vitamins, and minerals. 2. Animals derive nutrition from a variety of sources, including roughages and concentrates. 3. Feedstuffs of the same type can vary in nutrient composition and nutritional value based on the location, time of harvest, growing conditions, water availability, and soil conditions of the area in which the feed is grown. 4. The nutritional value of a feed can be determined through feed analysis. 5. The specific nutritional requirements of individual animals are dependent upon species, age, and level of production. 6. Animals require nutrients from all six nutrient groups to thrive, survive, and reproduce. 7. Feed labels are an important source of nutritional information. Lesson 4.3 Nutritional Disorders 1. Animal growth, development, and health are directly related to meeting the nutrient requirements of the animal. 2. Nutrient deficiencies in animals may result in poor performance and contribute to economic losses. Lesson 4.4 What’s for Dinner? 1. Livestock rations meet the requirements of animals, maximize feed efficiency, and minimize the cost of production. 2. Using mathematics and problem solving are important skills for animal producers when formulating rations. 3. The animal industry uses mathematical calculations to formulate rations. Unit 5 – Animal Reproduction Lesson 5.1 Where Do Calves Come From? 1. Male and female reproductive systems differ in structure and function. 2. The basic female reproductive system for both mammals and avians includes the ovary, infundibulum, oviducts, uterus, and vagina. 3. The mammalian male reproductive system consists of testes, scrotum, epididymis, vas deferens, prostate gland, Cowper’s gland, seminal vesicle, urethra, and penis. Lesson 5.2 The Pathway to Production 1. Understanding of the estrus cycle and hormonal control is essential for reproductive success. 2. The reproductive cycle of females consists of puberty, the estrous cycle, gestation, parturition, and lactation. 3. The potential fertility and viability of semen may be determined based on its motility, morphology, and concentration 4. Four main breeding methods commonly chosen by producers when breeding livestock have advantages and disadvantages. 5. The breeding season of animals may be manipulated for economic gain. Unit 6 – Genetics Lesson 6.1 A New Pair of Genes 1. Mitosis has five distinct phases necessary for cell division. 2. Eggs, or ova, and sperm undergo meiosis and mitosis for the development of new cell tissue. 3. Egg cell fertilization requires the joining of genetic material in the form of gametes from both male and female parents. 4. Dominant and recessive genes determine the phenotypic characteristics of animals. 5. Genetic traits, such as coat color, muscling, and horns, are passed from one generation to the next. 6. Genetic variations among species occur due to exceptions to the law of dominance. 7. Some animals phenotypic characteristics are expressed as sex-linked traits. Lesson 6.2 Predicting Genetic Inheritance 1. Punnett Squares predict qualitative traits inherited from a single gene pair. 2. Producers use ratios to compare animals within a contemporary group. 3. Expected Progeny Differences (EPDs) are utilized by producers to select animals for heritable traits. 4. Quantitative traits are inherited through multiple gene pairs and can be affected by the environment. 5. Economically relevant traits can be predictably changed through genetic improvement by selective breeding using EPDs. 6. Pedigrees contain important information for examining genetic history. Optional Lesson 6.3 Evolutionary Ideas 1. Animals today have descended from common ancestors. 2. Natural selection is an involuntary process of evolution where species adapt to their environment. 3. The diversity of organisms is the result of billions of years of evolutionary adaptation. 4. Genetic mutations are separate events that can lead to change in the characteristics of a species. Unit 7 – Animal Health Lesson 7.1 Diseased! 1. Animal caretakers observe vital signs, wich vary among species, to identify health or illness. 2. Bacteria, viruses, fungi, protozoa, and prions cause infectious diseases. 3. Vectors and fomites are ways of spreading disease agents. 4. Veterinarians and caretakers diagnose diseases through observation of symptoms and physical examinations. 5. Regulatory agencies are responsible for disease prevention and control. Lesson 7.2 Bugged! 1. A livestock producer’s knowledge of parasite life cycles can aid in parasite control and prevention. 2. There are multiple methods to determine the presence of parasitic eggs in an animal, of which the laboratory is the most accurate. Lesson 7.3 Pathogens Prevented 1. Disease prevention, morally and economically warranted, includes vaccination, sanitation, ventilation, and nutrition. 2. Record keeping is important in scheduling and administering preventative medications. 3. Vaccines are available for many common diseases. Unit 8 – Animal Products, Selection, and Marketing Lesson 8.1 The Products of Our Toil 1. The primary purpose of livestock production is food and fiber. 2. Grading is used to provide consistent and palatable food products. Lesson 8.2 In Search of the Ideal Animal 1. Criterion-based selection establishes priorities and provides consistency when evaluating animal conformation for specific species and purposes. 2. Producers use qualitative and quantitative comparison of live animals to predict value in the marketplace. 3. Offspring performance may be predicted and improved by selecting animals based on performance records. Lesson 8.3 Value Added 1. The four elements of marketing are product, price, place, and promotion. 2. Brand name recognition, niche marketing, and value-added products increase the value of a good. 3. A solid marketing plan is necessary to increase the value and sales of a product and move goods from producer to consumer. Unit 1 World of Opportunity Lesson 1.1 A World Without Enough Plants 1. People work in a variety of agricultural enterprises to produce food, fiber, and fuel, which are essential to daily life. • Research plant industries and related careers. 2. Organization and record-keeping are important to the success of a plant business. • Develop and keep an Agriscience Notebook to record and store information presented in classroom discussions and activities throughout the course. 3. Plants are used to sustain human existence by providing many essential products, such as food, fiber, fuel, and medicine. • Survey their dependence upon plants. 4. Plant industries provide production and management career opportunities. • Begin an ongoing course project researching physical attributes and growth requirements for several species of plants. Unit 2 Mineral Soils Lesson 2.1 Understanding Soil Properties 1. Soil texture is a proportion of sand, silt, and clay, and influence how producers use soil. • Conduct tests to determine soil texture by feel. 2. Texture and structure of soil horizons affect soil permeability. • Illustrate soil structure and determine how structure influences soil permeability. • Test soil permeability to understand the relationship between soil particle size and rate of water filtration. 3. Organisms found in soils improve soil quality. • Collect and identify macroscopic and microscopic organisms found in a soil sample. 4. Soil structure and texture influence the water-holding capacity and drainage of soil. • Measure the water holding capacity of various test substances and compare data. 5. Organic matter affects the porosity and water holding capacity of soils. • Conduct an experiment to explore the relationship between organic matter and water holding capacity of soil. 6. Internal drainage, evidenced by color, mottling, and permeability, affects soil management decisions. • Describe soil hue, value, and chroma and assess soils for drainage-related characteristics based on color. 7. The structure and color of the soil profile determine the effective depth of a soil. • Conduct an inquiry lab making predictions of soil characteristics using knowledge of the properties of the soil profile. Lesson 2.2 Soil Chemistry 1. Soil pH determines the availability of nutrients required for plant growth and health. • Conduct a soil sample test to determine pH. 2. The optimal pH and salinity levels required for plant growth vary among plant species, and producers adjust the levels by using chemical treatments. • Correct for acidic soil conditions using lime. 3. Soil salinity concentration determines how well plants uptake water, and as a result, the ability of plants to absorb nutrients. • Determine the salinity of soil by measuring the electrical conductivity. 4. Testing of soil samples detect imbalances of soil chemistry. • Measure soil salinity to determine the effects of chemical fertilizers on soil salinity levels. Unit 3 Soilless Systems Lesson 3.1 Mixing Media 1. Potting media has specific qualities suited for container crops, such as using lightweight and inexpensive materials that provide the essential components needed for drainage and porosity. • Identify components commonly used in potting media. 2. There are a variety of ingredients used in potting soil that provide permeability, porosity, and fertility needed for container crops. • Test different potting media ingredients to determine the permeability and porosity qualities of the media. • Determine the percentage of ingredients found in a potting soil mixture. 3. Greenhouse and nursery plant producers calculate and purchase media in cubic feet or cubic yard increments. • Calculate the volume of various containers using mathematics. Lesson 3.2 Hydroponics 1. Growing crops with a hydroponic method relies on using water with or without potting media instead of mineral soil to provide the necessary growth requirements. • Examine and discuss hydroponic system components 2. Hydroponic crop production has advantages over traditional cropping systems, such as efficient use of space and resources. • List the advantages and disadvantages of hydroponics and traditional crop production systems. 3. Careful management and monitoring of water quality in a hydroponic system are necessary to ensure plant health. • Compare the use of fertilizers, water, and media in hydroponic and traditional plant production systems. 4. Hydroponic systems provide essential growth requirements for plants in a variety of ways. • Design a hydroponic system incorporating the design principles of a specific type of system, such as nutrient flow, aggregate, water culture, or aeroponics. Unit 4 Anatomy and Physiology Lesson 4.1 Cells: Life’s Smallest Units 1. There are different classifications of cells based on their utility. • Develop a pictorial representation of cell function. 2. Plant cells are comprised of many parts dependent upon each other that have essential functions for the survival of plant tissue. • Identify and label plant cell organelles. • Represent relationships between organelles using a graphic organizer. 3. Plant cells contain microscopic organelles specific to plant functions. • Correctly prepare slides of plant cells for viewing under a microscope. 4. Cells use water, oxygen, and glucose to produce energy and metabolic by-products of carbon dioxide and water. • Collect and analyze data to provide evidence of cell metabolism. Lesson 4.2 Radicle Root 1. A plant’s root, stem, leaves, and flower are vital for plant health and growth. • Describe the function of the major plant parts. 2. The root has specific anatomical features responsible for anchoring the plant in the soil. • Examine a root structure and sketch representations of the structural form of a root. 3. Plant roots use differentiated cells that perform specific functions in the root, such as the absorption of water and dissolved nutrients. • Examine cell differentiation as it relates to root cells. 4. Plants use the process of osmosis, influenced by the turgidity of plant tissues, for the uptake of water and dissolved nutrients required for plant growth. • Conduct an experiment to simulate the osmosis process of plant root hairs. Lesson 4.3 Stems, Stalks, and Trunks 1. Stems of plants provide physical support, storage of nutrients, and necessary pathways for the translocation of materials throughout the plant. • Identify differences between internal structures of monocotyledon and dicotyledon features. 2. The majority of plant growth takes place in meristematic tissue. • Compare plant survival and recovery from damage to meristematic tissue. 3. Environmental conditions, such as temperature and precipitation, are reflected in the growth rates of plants and evidence of those conditions can be found in woody stems. • Create a poster depicting the lifespan of a tree referencing environmental conditions, historical events, and stages of growth. Lesson 4.4 Leave It to Leaves 1. Agricultural scientists use leaf characteristics to identify species or varieties of plants. • Create a journal that includes sketches and identification information for 20 different species of local plants. 2. Leaves have several parts with differences in physical characteristics, such as shape and venation patterns. • Identify the characteristics of simple and compound leaves. 3. Leaf cells contain a specialized pigment known as chlorophyll that is used by the plant to harvest radiant energy from the sun. • Investigate the pigments and food storage systems found in plant leaves. 4. Leaves produce and store food. • Compare stored sugar content of leaves. Lesson 4.5 Flower Power 1. The parts of the flower are the mechanisms for pollination and fertilization and are used by a plant to complete sexual reproduction. • Identify the parts of a flower and explain the function for each part. 2. Concept maps assist in structuring ideas or concepts and illustrating the various connections between those ideas. • Develop a concept map to illustrate the understanding of related ideas and nomenclature necessary to discuss the parts and functions of a flower. 3. Flowers are classified as either complete or incomplete based on the inclusion of either male or female parts, or both. • Classify flowers using a dichotomous key and predict the type of pollination for each flower. 4. Flowering structures are precursors for seeds, seed pods, and fruit. • Use knowledge of flower structure to predict the type of seed structure based on a flowering structure. Unit 5 Taxonomy Lesson 5.1 Sorting Out Plants 1. Plants are organized and identified and using physical characteristics. • Develop a flowchart to classify 20 different species of plants. 2. Plants and animals are categorized using a hierarchical system to group organisms by anatomical or physiological similarities. • Research the taxonomic classification for a plant species. 3. The scientific names for plants consist of Latin words representing descriptive features associated with the plant. • Research the meaning of scientific names for ten species of trees. 4. All plants are named using a binomial system, which is a two-word system for naming plants with the first word being the generic name and the second word being the specific name. • Create a fictitious plant describing the physical features and apply the principles of binomial nomenclature to create a common and scientific name for the plant. 5. Plant species are often subdivided into varieties and cultivars that will include additional names after the genus and species. • Create a cultivar name for a fictitious plant. Unit 6 The Growing Environment Lesson 6.1 Plant Food 1. Plants obtain required nutrients from the soil provided the soil has the available nutrients. • Use testing equipment to detect the levels of nitrogen, phosphorus, and potassium in soil samples. 2. Nutrient deficiencies are detected in plants by the examination of anatomical features and chemical tissue tests. • Identify the effects of nutrient deficiencies in plants by observing anatomical differences. • Conduct plant tissue testing to determine the potential nutrients that are lacking in growing plants. 3. Nutrients can be added to the soil in various forms, such as chemical fertilizers, animal wastes, and organic matter. • Use mathematical formulas to solve problems regarding fertilizer analyses, rates, and cost comparisons. 4. Plants require sixteen nutrients for optimal growth and development. • Define soil nutrient relationships using Mulder’s Chart. • Read a sample soil analysis and compare it to crop nutrient removal rates. Lesson 6.2 All Wet 1. The composition of plant containers will affect the rate of water loss by evaporation in potted plants. • Conduct an experiment to determine the rate of transpiration and evaporation for different plant growing containers. 2. Water is used by plants for the translocation of materials within the vascular systems of plants and used to complete the photosynthesis process. • Collect evidence of water movement through a stem detecting transpiration pull. 3. Water is used to help cool the plant during periods of above optimal temperature conditions through the process of transpiration. • Examine how environmental conditions affect the water loss of a plant. 4. Water requirements and tolerances vary among plant species. • Compare wilting points among various species. 5. The wilting point is a critical physiological stage that, if exceeded, can cause permanent damage to the health and physical appearance of plants. • Monitor soil moisture to determine the wilting point of different plant species. Lesson 6.3 Lighting It Up 1. Light is absorbed by chlorophyll and used by plants to convert carbon dioxide and water into glucose and oxygen through the process of photosynthesis. • Collect evidence of the dependence of photosynthesis with light. 2. Light intensity and poor light exposure can alter the growth of plants by creating undesirable physical characteristics. • Conduct an investigation to determine the effects of light intensity on plant growth. 3. Photosynthetic rate is affected by environmental factors, such as light exposure, availability of carbon dioxide, and temperature. • Manipulate environmental factors to test their effects on plants. 4. The level of red and blue-violet light emitted in a spectrum determines the quality of a light source intended for plant use. • Examine the relationship between the rate of photosynthesis and light spectrum quality. 5. Plants respond to the length of daily dark periods to trigger physiological processes, such as flowering. • Calculate target dates for marketing flowering plants based on the length of time that plants are exposed to light. Lesson 6.4 Chilly Lilies 1. Plant maturity is affected by the accumulation of thermal units during a growing season. • Calculate estimated plant maturity dates using growing degree-days to compare two geographical locations. 2. Temperature affects the metabolism rate of plants, including transpiration, respiration, and photosynthesis. • Calculate a growing schedule for a crop started on the same date with three different maturity target dates. 3. Temperature is a principle determinant for plant dormancy of some seeds, bulbs, specialized roots, and species of perennial plants. • Plant bulbs and schedule flowering for those bulbs to meet a holiday delivery date. 4. Plants are classified as cool-season or warm-season plants based on their temperature requirements. • Explore hardiness zones and assign plants to appropriate zones according to temperature requirements. Unit 7 Plant Reproduction Lesson 7.1 Plant Genetics 1. Mitosis has five distinct phases necessary for cell division. • Identify the different stages of mitosis in plant root cells. 2. Plant egg cells require meiosis and mitosis for development. • Describe the steps of gamete cell production. 3. Fertilization, a necessary step for seed development, occurs when pollen unites with an egg cell. • Illustrate the processes of meiosis and fertilization of an egg. 4. Dominant and recessive alleles determine the phenotypic characteristics of plants. • Perform computer simulations related to genetic heritance to learn about the role genetics play in plant production. 5. Hybrid plants are an important source of agronomic commodities. • Perform a simulation predicting offspring from a hybrid cross. Lesson 7.2 Pollination and Dispersion 1. Flower pollination often requires natural agents, such as wind, water, insects, and vertebrates. • Use clues given to identify the type of pollination agent in a variety of scenarios. 2. Plants use seeds to multiply species exponentially over time. • Calculate the reproductive biotic potential of plants. 3. Identification and classification of plant species often rely on special structures that protect and support seeds. • Develop a dichotomous key to classify seed-bearing structures. • Use the dichotomous key and observations of seed-bearing structures to determine the classification of structure. 4. Plants require methods of seed dispersal to ensure their survival in nature. • Analyze articles related to issues involving seed dispersal to develop prescriptive plans to resolve the issue of seed dispersal. • Illustrate the steps involved with seed dispersal and the relationship between plants and animals in this process. Lesson 7.3 Kernels of Life 1. Germinating seeds from embryo to seedling have visible anatomical parts and growth stages used to identify the plant as either a monocotyledon or a dicotyledon. • Identify the structures of seeds and plant embryos. • Distinguish between monocotyledon and dicotyledon seedlings using anatomical features. 2. Plant seeds convert starch into glucose by the use of enzymes during the germination process. • Provide evidence in the form of data related to starch conversion to sugar during a seed germination experiment. 3. Environmental conditions, such as temperature, oxygen, and water, determine a seed's germination rate. • Design and conduct an experiment to show evidence of the effects of different variations of treatments required for seed germination. • Make a presentation to the class regarding research procedures and findings. 4. Not all seeds are viable and, therefore, do not have the potential to germinate. • Conduct an experiment to test for seed viability. 5. Dormancy is a strategy plants utilize to ensure some offspring will germinate at optimal times and plants rely on special treatments, such as light, cold temperatures, and scarification to break seed dormancy. • Perform scarification to treat seeds for seed coat dormancy. Lesson 7.4 Plant Multiplication 1. Some plant hybrids will produce seeds with genetic characteristics that are inconsistent with the parent plant genotype; therefore, producers use asexual propagation methods for reproducing the desired traits. • Demonstrate how to perform common asexual propagation methods, such as grafting, budding, layering, division, and cuttings properly. 2. Using asexual propagation methods, such as grafting, division, budding, layering, or cuttings, are efficient ways to produce new plants exhibiting desired characteristics of a parent plant. • Compare and contrast different asexual propagation methods. 3. Safe tool and equipment use is required to perform asexual propagation on plants to avoid personal injury. • Identify hazards and safe practices for the plant laboratory. Lesson 7.5 Evolutionary Ideas (Optional Lesson) 1. The diversity of organisms is the result of evolutionary adaptation. 2. Plants today have descended from common ancestors. 3. Natural selection is an involuntary process of evolution where species adapt to their environment. 4. Genetic mutations are separate events that can lead to change in the characteristics of a species. 5. The diversity of organisms is the result of evolutionary adaptation. Unit 8 Surviving a Harsh Environment Lesson 8.1 Pesky Bugs and Plants 1. Pests have negative effects on plant growth, such as yield and quality. • Research and share symptoms and damage caused by pests. 2. Plant pests include several organisms, including insects, mollusks, nematodes, vertebrates, and weeds. • Identify anatomical features of pests that help determine what types of pests are responsible for crop predation. 3. Proper detection of symptoms can determine plant pest threats. • Identify specific symptoms of damage caused by pests 4. Biological, chemical, and mechanical methods, as well as cultural practices, are options for eradication or deterring pests. • Compare and contrast pest eradication and pest control methods. 5. An Integrated Pest Management plan assures that the management of pests is economically and environmentally sound. • Create an Integrated Pest Management plan and discuss ways to implement such a plan. • Determine pest populations based upon using a statistical estimation method. 6. Plant producers consider life cycles of plant pests before employing proper control measures. • Create a pictorial model of the life cycle of pests. Lesson 8.2 Diving into Diseases 1. Plant disease-causing agents, such as bacteria, fungi, and viruses, affect the health of plants. • Read articles related to common plant diseases and summarize the similarities and the differences among disease-causing agents. 2. Plant diseases cause visible symptoms in plant growth, such as defoliation, abscesses, growths, and decaying of plant tissue. • Develop an understanding of plant disease, causes, and means of prevention and control. 3. Knowledge of disease prevention and treatment is important to protect plants from infection. • Develop a plant disease management plan. 4. Plant disease-causing agents are microscopic. • Compare the size of bacteria and viruses with other common objects to gain perspective of scale. • Investigate bacteria cells under a microscope. Unit 9 Crop Production and Marketing Lesson 9.1 Tools of Plant Production 1. Specialized equipment is required for soil tillage and the planting, harvesting, and transporting of agronomic crops. • Research machinery and equipment used to produce plants and create a study guide. • Categorize machinery used to produce plants according to use. 2. The growing environment for plants may be altered by structures, such as greenhouses, to provide optimal temperature requirements. • Conduct an experiment to determine the effects of greenhouse coverings on temperature. 3. Methods of irrigation vary, and each method has advantages and disadvantages related to the impact on the environment. • Research irrigation methods and compare each method to understand function and purpose. Lesson 9.2 Planting Seeds of Fortune 4. Agronomy, floriculture, forestry, and nursery and landscape are the four major classifications of plant- based industries. • Create a slide show of different plant industries. 5. Product, placement, price, and promotion are the four keys to marketing products. • Develop a presentation illustrating the four P’s of marketing for each of the plant-based industries. 6. There are many products produced within plant-based industries and all require careful planning to ensure the marketability of the product. • Select crop(s) for a specific situation based on land analysis, local markets, and budget potential. 7. Basic steps, such as analyze the situation, decide on your objective, develop a plan, and measure the results are key components of a business plan. • Develop a business proposal to utilize 20 acres to raise plants.

School country

United States

School state

Arizona

School city

Buckeye

High school

Buckeye Union High School

School / district Address

1000 E. Narramore Avenue.

School zip code

85326

Requested competency code

Lab Science

Date submitted

10/10/2024

Approved

Yes

Approved competency code

• LINT
• Integrated science

Approved date

10/17/2024

Expected grade level

11th

Online / Virtual

No