Course title

Pre-requisite

Course description

Basic Course Description
It is designed to introduce students to the broad field of agricultural science. Subjects covered include inquiry based science processes; basic plant/soil sciences; plant propagation; selection; and preparation growth media; pest management; basic irrigation; and record keeping. This course is designed to provide students with authentic hands-on learning experiences about the field of science through an agriculturally based system. Students spend more than half of their time (90 hours) working in the Department?s 1248 ft2 greenhouse; gardens; nursery and biotechnology laboratory.

Arizona State University
Evaluation of Laboratory Science Courses

Name of Course: __Agricultural Science 1-2__________________________________

Duration of Study: (full year; one semester; trimester): __One semester; 85 minute block class____

What is the textbook title and copyright date?
The most used sources are listed below:
1. Nourishing the Planet in the 21st Century; http://www.nutrientsforlife.org/leaders/teachers/curriculum/ ; BSCS Foundation and the Smithsonian Institute; 2008
2. Biology- The Web of Life; Strauss; Lisowski; Scott Foresman Addison Wesley; 1998
3. Agriscience; Jasper Lee; Diana Turner; Interstate; 2003
4. Introduction to Biotechnology; An Agricultural Revolution; Ray Herren; Thompson Delmar Learning; 2005
5. Life Knowledge; The National FFA Organization; www.ffa.org/ageducators/lifeknowledge/index.html

Approximately how much time per week do students spend conducting hands-on laboratory experiments in this course?
The Ag Science 1-2 class at Paradise Valley High School/Star Tech meets every day for eighty five (85) minutes for an entire semester; which equates to around 127 hours (90 days times 85 minutes= 127 hours). Approximately 90 hours of that time is spent doing hands-on work in the greenhouse; gardens; nursery or laboratory.

Briefly describe course content. Please include a list of the laboratory experiments or projects you do that require manipulation of equipment.
This course is designed to provide students with authentic hands-on learning experiences about the field of science through an agriculturally based system. Students spend more than half of their time (90 hours) working in the Department?s 1248 ft2 greenhouse; gardens; nursery and biotechnology laboratory. Units and labs taught in the class include:

Orientation
Life Knowledge
Nourishing the Planet
Scientific thought/knowledge
FFA Information
FFA Creed
Atomic Structure
Inquiry
Essential Nutrients for plants
Soil Properties
Plant Anatomy
Plant-Soil Interactions
Nutrient Deficiencies
Fertilizer and Population
Sustainability
Supervised Agricultural Experience
FFA History
Pure/Applied Science
Active/Pass Transport
Garden Installation - Lab Extensions
Human Impact on Natural Environments
Opening Ceremonies
Recordkeeping
Garden Review
FFA Opportunities
Basic Drafting
Garden Design
Sprinklers & Irrigation
Hardscape & Irrigation Installation
Food Science & Garden Planting
Parliamentary Procedures
Bottle Biology
Feeding the Future
Space & the Big Bang

Using standard Scientific Method outlined by the following questions; describe one typical laboratory assignment associated with this course.

State the problem or concept investigated during this laboratory assignment. (Do oranges stored in a refrigerator have more Vitamin C than oranges picked fresh from a tree?)
How do soil types differ with regard to air space; electronic charge; and water retention?

Formulate a hypothesis for this problem using ?if/then? statements. (If oranges picked fresh from a tree have more Vitamin C; then juice from these oranges will take longer to turn a starch solution blue.)
In this lesson the students conducted three independent yet related ?mini? labs. Their collective hypotheses are listed below.
Loamy soil will have a greater air space than native and sandy soil.
Sandy soil will have a more negative charge than native and loamy soil.
Water penetration will be greater in the sandy soil compared to native soil and loamy soil.

Describe the experiment you performed to prove or disprove your hypothesis. List all essential materials. Describe each step you performed in the experiment.
Soil and Air Space
1. Clear test tubes should be filled with an even amount of the three soil types.
2. Add 20 mL of each soil type to their own tube. Tamp each tube to allow the soil to settle.
3. Add 20 ml of water quickly then observe tube carefully.
4. Record the final volume that the water level is at. The amount less than 40 ml indicates how much air space was in the soil.
Soil and Charge
1. Prepare 2 soil columns for each soil sample using 12 oz. water bottles; cheesecloth; and rubber band.
2. Sample soil is placed inside each inverted column.
3. Positively charged (methylene blue) and negatively charged (bromothymol blue) dyes are added to each column.
4. Drained water is collected at the bottom of the funnel and water color (dye) is compared to original dye mixture.
Soil and Water
1. Place 120 mL of individual soil samples in large; transparent cylinders.
2. Tamp cylinders to settle soil.
3. Slowly add 80 mL of water to the soil samples.
4. Time how long it takes for the water to reach the bottom of the container.
5. Observe their behavior and record any results.

Describe the results of your experiment or study. Use graphs and charts where appropriate.
The data below represents findings from one class during the fall semester 2008. The numbers and observations were ?averaged? among the various group observations.

Soil and Air Space
Loamy Sandy Native
Volume of Air (mL) 12 5 8
Observations Many bubbles Few; tiny bubbles Some bubbles
Table 1: This table shows how much the initial water level ?sank? into the soil; thus revealing the amount of air space. Students also observed many bubbles coming up from the soil as the air was pushed out. The Loamy soil had the greatest amount of air space; followed by the Native soil and then the Sandy soil.

Soil and Charge
Loamy Sandy Native
Pos (+) Dye absorbed slightly Dye absorbed entirely Dye absorbed moderately
Neg (-) Dye passed entirely Dye passed entirely Dye passed entirely
Table 2: As the dyes proceeded through the soil some was absorbed and the rest passed through. The table shows the students? observations as to the amount of dye that was either absorbed or passed through. Amounts of dye were measured by visual comparison. All three soils appear to be negatively charged as they absorb the positive dye and none seem to absorb the negative dye.

Soil and Water
Loamy Sandy Native
Time (sec) 22 136 55
Observations Even settling throughout Seeps very slowly Went sporadically
Table 3: The Loamy soil allowed the water to move through it more rapidly; while the tighter spaces in the Sandy soil slowed the water?s progress.

Explain your data or results. Give an analysis of your experiment.
Soil and Air Space
The three soil types all maintained some air space. From this lab it appears that the Loamy Soil had the most space within it. There was more space in the Native soil than the Sandy soil. In addition to more space the space seems ?looser? as the bubbles were larger in the Loamy and Native soils than the Sandy soil.

Soil and Charge
Since none of the negatively charged dye was absorbed; but most of the positively charged dye was absorbed we can assume that the soil itself is negatively charged. We also noticed that the sandy soil seemed to absorb more of the positive dye suggesting that its charge was greater.

Soil and Water
The water penetrated the Loamy soil to the bottom of the container the quickest; followed by the Native soil and then the Sandy soil. The Native soil seemed to go in spits-and-starts following fracture lines between different sized particles. The Sandy soil was even though very slow.

Write a conclusion for your study. Was your hypothesis supported or refuted?
Hypothesis 1: Loamy soil will have a greater air space than native and sandy soil.
The first hypothesis was supported. The large ?fluffy? particles provide a great deal of space for air. The uniform size of the sand particles allows them to pack more closely together and thus have less air space.

Hypothesis 2: Sandy soil will have a more negative charge than native and loamy soil.
This was also supported. While all of the soil types had a negative charge; the Sandy soil seemed to attract the most of the negative dye.

Hypothesis 3: Water penetration will be greater in the sandy soil compared to native soil and loamy soil.
Our initial hypothesis was incorrect: the sandy soil was much slower with regards to water penetration. This seems counter intuitive from the stand-point that water and sand seem to always go together. Sand is also used in the landscape industry as a ?drainage? material.

This lab allows the students to investigate an important component of plant science; soil. They will be able to apply these principles of soil to their future studies of plants.

Science Standards Covered in Agriscience 1-2

Strand 1
Concept 1:
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Concept 2:
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Concept 3:
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Concept 4:
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Strand 2
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Strand 3
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Strand 5
Concept 1:
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Concept 2:
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Concept 4:
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Strand 6
Concept 1:
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Embedded Skills and Content

This section of the course articulation contains the processes and connections desired throughout the course. These competencies and standards will be explicitly taught and embedded within the course instructional units

Skills: What Students Will Be Able To Do Content: What Students Need to Know Required
Activities
Leadership/FFA
2.0 Prepare for employment in Agricultural Business and Management
3.0 Participate in Supervised Agricultural Experiences [SAE]
4.0 Demonstrate Oral Communications Skills
5.0 Demonstrate Written Communications Skills
9.0 Participate in Leadership Activities as provided by the FFA Organization FFA History/Knowledge
? Organization began in 1928 to help student learn skills to apply on the family farm
? 1965 the NFA and FFA Merged
? 1969 Women were allowed into the FFA
? National Colors are National Blue and Corn Gold
? National Organization that travels Internationally
? Current Membership 490;017
? Number of Chapter 7;210
Creed
? Understand the meaning behind the FFA Creed
? Recite the FFA Creed to the class
Officers/Degrees
? Understand the roles of each office
? Understand the different degrees offered and the requirements to be eligible for each
CDE?s
? There are different events that may appeal to you
? Events allow you to prepare for careers and develop skills
? Travel opportunities may apply
Opening Ceremony/Parli-Pro
? Basic idea of how to run a meeting and how to be a productive member of a meeting
? Demonstrate public speaking skills
SAE?s
? How SAE?s relate to degrees/awards
? Promote applying skills outside of class
? Each student will continue/begin a productive SAE
? Students will keep a recordbook to record hours work and money earned.
Life Knowledge
Characteristics of Scientific Knowledge:
DPO-S2C2a Identify and explain the 6 characteristics of scientific knowledge
Characteristics of Scientific Knowledge:
1. amoral - knowledge itself is neither good or bad
2. creative - think of other possible ways to explain observations; think outside the box
3. tentative and developmental - knowledge is always changing; by looking at historical findings one can make new explanations for the observations using new technology or creative thinking
4. testable - procedures must be reproducible in order for others to validate reliability of results
5. unified - explanations use current body of knowledge
6. socially and culturally embedded
- knowledge that is not culturally supported often is overlooked; it needs the backing of scientific community to usually be considered valuable (use examples -Galileo; Cloning; Stem Cell Research; etc)
7..self-correcting - knowledge is communicated to the society and other scientists and through this process is refined and possibly corrected
Scientific Thinking: Natural Law; Theory (explanations based on evidence)
Nutrients and their Cycles
12.0Describe Basic Principles of Plant Nutrition
17.0 Analyze the Relationships within Living Systems
23.0 Investigate Approved Nutritional Practices
S6C2-01 Describe the flow of energy to and from the Earth.
S6C2-03 Distinguish between weather and climate
S4C3-03 Diagram the following biogeochemical cycles in an ecosystem: water; carbon; nitrogen
S1C3-05 Design Models (conceptual or physical) of the following to represent ?real world? scenarios: carbon cycle; water cycle
Plants require 17 Essential nutrients to complete their life cycle
Essential nutrients are elements found naturally on Earth
Plants obtain essential nutrients from air; water; and soil.
Geochemical cycles; an element is composed of a single type of atom (review atomic structure).
The atoms and molecules on the earth cycle among the biotic (living) and abiotic (nonliving) components of the biosphere
Plants and humans require similar sets of essential nutrients
Chemical bonds of food molecules contain energy. Cells usually store this energy temporarily in phosphate bonds of a small high energy compound called ATP. Lesson 1- In Search of Essential Nutrients (supplement with atomic structure and geochemical cycles)

Atomic Structure
17.6 Recognize the role of energy within living systems
S5C1-06 Describe the following features and components of the atom: protons; neutrons; electrons; mass; number and type of particles; structure; organization
S5C1-03.1 Predict properties of elements using trends of the periodic table (ie. metals vs. non metals)
S5C1-01 Describe substances based on their physical properties
S5C1-02 Describe substances based on their chemical properties Atomic Structure (protons; neutrons; electrons)
When elements are listed in order according to the number of protons (called the atomic number); repeating patterns of physical and chemical properties identify families of elements with similar properties.

Scientific Inquiry
S1C2-01 Demonstrate safe and ethical procedures (e.g.; use and care of technology; materials; and organisms) and behavior in all science inquiry.
S1C2-01.1. Demonstrate the appropriate lab skills for investigations.
S1C2-03 Design an appropriate protocol (written plan of action) for testing a hypothesis: Identify dependent and independent variables in a controlled investigation; Determine an appropriate method for data collection (e.g.; using balances; thermometers; microscopes; spectrophotometer; using qualitative changes). Determine an appropriate method for recording data (e.g.; notes; sketches; photographs; videos; journals (logs); charts; computers/calculators).
S1C2-04. Conduct a scientific investigation that is based on a research (student?s) design.
Scientific Inquiry*: The process of asking and answering questions through the use of: Observation (qualitative and quantitative); Question
Background Information: topic selection; literature search; writing summaries; relevant information; citations; source verification (www Evaluation form)
Observation: qualitative vs. quantitative
Inference: a conclusion (idea) derived from reasoning and logic
Scientific Questions: existence questions vs. measurement questions; testable
Experimental Design:
Prediction of results; materials; procedures; independent and dependent variables; trials; controls
Data Collection: quantitative and qualitative data; data table rules (title indicating variables; data organized into rows and columns that are labeled including units)
Hypothesis (possible explanation based on knowledge and understanding of scientific concepts);
Data analysis (data tables; charts;
This is the most important stuff in the acceptance of this course for freshman science credit? if your kids go to Bio doing this stuff well ? your battle is won!
Students are given a minimum of 3 opportunities to design and conduct their own experiments and report the findings in a formal lab report.
Soils as Ecosystems
24.0 Analyze the Interaction among Environmental and Natural Resources Sciences
S5C2-01 Determine the rate of change of a quantity (e.g.; rate of erosion; rate of growth ; flow rate of water)
S5C5-01 Describe various ways in which matter and energy interact (e.g. photosynthesis; phase change) Properties of soils: physical vs. chemical properties; composition; nutrients; organic/inorganic matter; negatively charged; air space; water transport; depletion of nutrients.
Lesson 2 ? Properties of Soils

Data Analysis
16.0 Use Scientific Processes to Analyze Data
S1C2-05. Record observations; notes; sketches; questions; and ideas using tools such as journals; charts; graphs; and computers.
S1C2-05.1 Organize data into a data table using Microsoft Excel
S1C4-02. Produce graphs that communicate data.
S1C4-02.1 Produce graphs manually and electronically using Microsoft Excel
S1C3-01 Interpret data that show a variety of possible relationships between variables; including: positive; negative; and no relationship.
S1C3-04. Evaluate the design of an investigation to identify possible sources of procedural error; including: sample size; trials; controls; analyses.
S1C3-06 Use descriptive statistics to analyze data; including: mean; frequency; range
S1C4-01. For a specific investigation; choose an appropriate method for communicating the results.
S1C4-03. Communicate results clearly and logically.
S1C4-04. Support conclusions with logical scientific arguments.
Data Analysis: procedural error/interference; graphing techniques (bar; line; circle) including dependent and independent variables; graphing rules; (title indicating variables; labeled axes; scale that allows for detection of trend) statistical analysis (mean; frequency; range; etc); relationship between variables (positive; negative; and no relationship)
Introduce at end of Soil Lab
Formulating Hypothesis and Conclusions
16.1 Formulate predictions; questions; or hypotheses based on observations.
16.6 Analyze data to explain results and propose further investigations.
S1C4-04.1. Formulate scientific explanations that are supported by evidence. (see template)
S1C3-02 Evaluate whether investigational data support or do not support the proposed hypothesis.
S1C4-04 Support conclusions with logical scientific arguments.
S1C3-07. Propose further investigations based on the findings of a conducted investigation.
S2C1-02 Describe how diverse people and/or cultures; past and present; have made important contributions to scientific innovations.
S2C2-01 Specify the requirements of a valid; scientific explanation (theory); including that it be: logical; subject to peer review; public; respectful of rules of evidence.
Hypothesis: possible explanation based on science concepts and logic. Hypotheses must be testable and measurable. alternate hypotheses
Conclusions: (support or reject hypothesis; explanation of results based on evidence and logic)
Communicating Results: Scientific Research Report including discussion of results; conclusions made and proposal of further investigations. Introduce at end of Soil Lab
Pure vs. Applied science
S2C2-03 Distinguish between pure and applied science.
DPO-S2C2b Analyze biographies for evidence of scientific knowledge/nature of science
S1C1-01 Evaluate scientific information for relevance to a given problem.
S2C2-04 Describe how scientists continue to investigate and critically analyze aspects of theories.
Pure vs. Applied science ? technology; by its nature; has a more direct effect on society than science because its purpose is to solve human problems; help humans adapt; and fulfill human aspirations. Scientists rely on technology to enhance the gathering and manipulation of data
Active/Passive Transport
17.1 Explain the role of the cell and cellular processes.
S4C5-01 Compare the processes of photosynthesis and cellular respiration in terms of energy flow; reactants; and products. Active and passive transport of molecules into and out of cells ? concentration gradient
Active/Pass Transport
Plant Anatomy
14.0 Describe Principles of Plant Growth Production
S4C3-01 Identify the relationships among organisms within populations; communities; ecosystems and biomes.
Plant Anatomy
Plant vs. Soil
13.0 Examine the interaction of Biological Systems within the Environment
S5C5-02 Identify the indicators of a chemical change; including formation of a precipitate; evolution of a gas; color change; absorption or release of heat energy Structure and function of plant root system; vascular system: xylem transports water from roots to the rest of the plant. Phloem transports food from leaves to rest of plant
Lesson 3 ?Plant Soil Interactions

Interdependence and Disease of Organisms
12.0 Describe basic principles of nutrition
23.0 Investigate Approved Nutritional Practices
S1C3-01 Interpret data that show a variety of possible relationships between variables; including: positive; negative; and no relationship.
S4C1-03 Explain the importance of water to cells
S4C1-04 Analyze mechanisms of transport of materials into and out of cells: passive and active transport.
Deficiencies? can be corrected by using fertilizers that restore nutrient balance to the soil. Organic vs. Commercial fertilizer Natural resources; renewable vs. nonrenewable
Conservation in energy and the increase in Cell disorder functions involve chemical reaction. Food molecules created or taken into the cell react to provide the chemical constituents needed to make other molecules.
Interdependence of Organisms Lesson 4 ? Plant Nutrient Deficiencies Plant nutrient deficiencies

Interactions within an Environment
22.0 Investigate Approved Practices of Disease Control
25.0 Investigate Environmental and Economical Impacts of Integrated Pest Management Options
Living organisms have the capacity to produce populations of infinite size; but environments and resources are finite (Carrying Capacity = the maximum number of individuals that can be supported in a given environment)
Plants with nutrient deficiencies show specific symptoms. Lesson 5 ? Fertilizers and the Environment

Human Population and Sustainability
17.3 Analyze the relationships among various organisms and their environment
S3C23-01 Analyze social factors that limit the growth of a human population; including: affluence; education; access to health care; cultural influences
S3C3-02 Describe biotic (living) and abiotic (nonliving) factors that affect human populations.
S4C3-03 Assess how the size and the rate of growth of a population are determined by birth rate; death rate; immigration; emigration; and carrying capacity of the environment
S3C3-03 Predict the effect of change in a specific factor on a human population.
S3C2-04 Analyze the use of renewable and nonrenewable resources in AZ: water; land; soil ; minerals; air
S3C2-05 Evaluate methods used to manage natural resources Human population growth
Increasingly; humans modify ecosystems as a result of population growth; technology; and consumption
Science is not separate from society. Science is a part of society affected by society; culture; personal beliefs; and perspectives Lesson 6 ? Nourishing the Planet for the 21st Century

Gardening
13.0 Examine the Interaction of Biological Systems within the Environment
14.0 Describe Principles of Plant Growth Production
23.0 Investigate Approved Nutritional Practices Students will look at the plant growth and production requirements.
Students will design and install various gardens in the Ag Department Land Lab
Maintenance of the gardens will include weeding; watering; fertilizing and harvesting
Research and Testing will be conducted on the gardens. These will include monitoring plant growth; pH testing; fertilizer testing; etc NTP ? Lesson 2
Design; plant and produce a garden applying principals learned throughout the course
Record Keeping/Agricultural Business Management
1.0 Develop a plan for a career in Agricultural Business and Management
2.0 Prepare for employment in Agricultural Business and Management
3.0 Participate in Supervised Agricultural Experiences [SAE]
6.0 Evaluate the role of Agricultural Business and Management Industries in the Economy
7.0 Demonstrate Business and Financial Management practices needed in Agricultural Business and Management Industries All students will be required to conduct an SAE project at home; in the community or at school
Students will keep recordbooks that include the hours they have worked and the money they have earned
Recordbooks
Drafting
26.3 Develop a structural plan for a specific task Basic drafting techniques - Become familiar with drafting tools (scale; t-square; triangle; compass)
Design garden/landscape using proper plant placement and gardening guidelines
Sprinklers/Basic Plumbing
10.0 Demonstrate Laboratory Procedures and Safety Practices
26.0 Demonstrate AgriScience Mechanic Applications Identify the various reasons for sprinklers and plumbing
Compare and contrast the different type of plumbing materials
Students will assemble sprinkler materials while practicing proper Lab Safety Skills Construction of sprinkler project
Food Science & Agricultural Issues
18.0 Discuss Bioethical Issues
19.0 Describe Food Safety and Processing Practices
20.0 Investigate Ethics in the Agricultural Industry Food safety-how we maintain it.
How is food safety and availability impacted by various outside factors including: biofuels; genetic engineering practices in agriculture; Water quality; society; etc
Big Bang Theory
S6C4-01 Describe the Big Bang Theory as an explanation for the origin of the universe
S6C4-01.1 Explain the development of the Big Bang Theory by analyzing the major scientists; technologies and the supporting evidence. Big Bang Theory: (?We are made of stardust ? and so is all life as we know it.?)
Historical development - Galileo; Doppler; Einstein; Hubble and the evidence (Electromagnetic spectrum; HR Diagrams; Doppler Effect) that supports the theory.

School country

School state

School city

High school

School / district Address

School zip code

Requested competency code

Date submitted

Approved

Approved competency code

• LINT
• Integrated science

Approved date

Online / Virtual