Course title

Pre-requisite

Course description

MODESTO CITY SCHOOLS
COURSE OUTLINE
COURSE TITLE: Integrated Agriculture Sci 3 CP Integrated Agriculture Sci 4 CP
COURSE NUMBER: AGR01501 AGR01502
RECOMMENDED GRADE LEVEL: 10-12
ABILITY LEVEL: Unsectioned
DURATION: 1 Year
CREDIT: 5 per Semester
MEETS GRADUATION REQUIREMENTS: Practical Arts; or two (2) years of
Integrated Agriculture Science (1; 2; 3; 4) will satisfy Science requirement
REQUIRED FOR GRADUATION: No
CBEDS CODE: 4070
MEETS UC ENTRANCE REQUIREMENTS: Yes; “d” requirement
MEETS CSU ENTRANCE REQUIREMENTS: Yes
REPLACES: Agriculture Science 3-4
Course Description:
Agriculture Education is organized instruction which prepares individuals for employment in agriculture and may also prepare them for advanced training; leading to an agricultural career requiring education at a postsecondary level. It is recommended that a student be involved in a supervised Occupational Program and in FFA activities that deal with animals and/or plants.
Recommended Prerequisites: Integrated Agriculture Science 1-2 with a “C” or higher.
Date Matched Against State Framework; Model Curriculum
Standards; and State Curriculum Guides:
Board Approved: January 17; 2012
REVIEW CYCLE: 2011-12 through 2015-16
REQUIRED TEXTBOOK (Title; publisher; year): The Science of Agriculture: A Biological Approach; Ray V. Herren; Delmar Publishers; 1997 or Latest Edition
McDougal Littell California Biology; Nowicki; McDougal Littell; 2008 or Latest Edition
INSTRUCTIONAL MATERIALS
Basic Text(s):
McDougal Littell California Biology; Nowicki; McDougal Littell; 2008 or
Latest Edition
The Science of Agriculture: A Biological Approach; Ray V. Herren; Delmar
Publishers; 1997 or Latest Edition
Supplementary Texts:
FFA Official Manual; Future Farmers of America; FFA Foundation
FFA Handbook; Future Farmers of America; FFA Foundation
All Together; California Ag Council
The Farm Management Guide; Doane Western; Inc.
Feed and Feeding; Morrison; Morrison Publishing
Judging Livestock; Dairy Cattle; Poultry and Crops; Youtz; Prentice Hall
Western Fertilizer Handbook; California Fertilizer Association; Interstate
Printers
Livestock and Poultry Production; Bundy; Prentice Hall
Applied Biology/Chemistry Curriculum Materials; Center for Occupational
Research and Development (CORD); Texas; 1993
SUMMARY OF MAJOR UNITS OF INSTRUCTION
Units Approximate Length of
Instruction for Each Unit
(Weeks)
1. Ecology 9 weeks
2. Cell Biology 9 weeks
3. Genetics 9 weeks
4. Theory of Evolution 5 weeks
5. Leadership/FFA 2 weeks
6. Careers 2 weeks
Total Number of Weeks 36 weeks
1.0 GOAL: ECOLOGY
Stability in an ecosystem is a balance between competing effects. As a basis for understanding this concept; students will know:
A. Population Ecology
1. How to analyze the effects that changes in population have on the ecological balance of a community.
2. How fluctuations in population size in an ecosystem are determined by the relative rates of birth; immigration; emigration; and death.
3. How to distinguish between the accommodation of an individual organism to its environment; and the gradual adaptation of a lineage through genetic change.
4. How to demonstrate an understanding of the process by which living things attempt to maintain homeostasis.
5. How to discuss the environmental factors affecting growth (e.g.; heat; water; oxygen; seed dormancy; and disease).
6. How to list six basic plant growth requirements and indicate the importance of each (e.g.; heat; mineral nutrients; water; light; gasses; and support).
7. How to demonstrate the ability to use the scientific method in performing individual and group research and its direct application as a problem-solving strategy.
B. Communities and Ecosystems
1. Biodiversity is the sum total of different kinds of organism; and is affected by alterations of habitats.
2. How water; carbon; and nitrogen cycle between abiotic resources and organic matter in the ecosystem and how oxygen cycles via photosynthesis and respiration.
3. A vital part of an ecosystem is the stability of its producers and decomposers.
4. At each link in a food web; some energy is stored in newly made structures but much is dissipated into the environment as heat and this can be represented in a food pyramid.
5. How to demonstrate an understanding of the process by which living things attempt to maintain stability within an ecosystem.
6. How to demonstrate the life cycle of a dicotyledonous plant from seed to seed production.
C. Human Impact
1. How to analyze changes in an ecosystem as a result of changes in climate; human activity; or introduction of non-native species.
2. How to demonstrate the ability to identify friction in a number of different physical interactions.
3. List the requirements necessary for seed germination rates (e.g.; heat; water; oxygen; seed dormancy; and disease).
4. How to demonstrate four environmental factors that affect the rooting
of a stem cutting (e.g.; soil; temperature; humidity; light; and rooting medium).
5. How to demonstrate the ability to describe how man and nature affect atmospheric chemistry.
6. How to demonstrate a knowledge of careers available to them; and where scientific principles are applicable to careers outside the scientific disciplines.
7. How to demonstrate an understanding of how our environment is modified by scientific knowledge and products (technology).
8. How to demonstrate an understanding of the ethical considerations imposed by increasingly competitive technologies such as recombinant genetics; animal experimentation; genetic counseling; recycling; and waste management.
2.0 GOAL: CELL BIOLOGY
Fundamental life processes of plants and animals depend on a variety of chemical reactions that are carried out in specialized areas of the organism’s cells. As a basis for understanding this concept; students will know:
A. Chemistry of Life
1. That enzymes are proteins that serve as catalysts to increase the rate of biochemical reactions; without altering the reaction; equilibrium; and that the activity of enzymes depends on the temperature; ionic conditions and pH of the surroundings.
2. Most macromolecules (polysaccharides; nucleic acids; proteins; lipids) in cells and organisms are synthesized from a small collection of simple precursors.
3. Explain why knowledge of the duct system of plants is necessary for successful grafting. Girdle a tree and discuss observations with the class.
4. Define the term hormone; and describe how they are transported to target structures in plants (e.g.; vascular tissue).
5. How to demonstrate an understanding of analogous and homologous structures in living things.
6. How to demonstrate the ability to distinguish between chemical and physical properties.
7. How to demonstrate a knowledge of the cellular organelles and their individual functions.
8. List the food products of photosynthesis (i.e.; starch; carbohydrates; sugar; fats).
9. Explain the role of chlorophyll molecule in photosynthesis.
B. Cell Structure and Function
1. That cells are enclosed within semi-permeable membranes that regulate their interaction with their surroundings.
2. How prokaryotic and eukaryotic cells; and viruses differ in complexity; and how plant and animal cells and bacteria differ in their general structure.
3. The roll of endoplasmic reticulum and Golgi apparatus in secretion of
proteins.
4. How eukaryotic cells are given shapes and internal organization by a cytoskeleton and/or cell wall.
5. Explain the difference between sexual and vegetative propagation; demonstrate applications of each; and discuss how they are currently utilized in agriculture.
6. Sketch a plant cell and an animal cell and compare and contrast the two.
7. Diagram and label the five primary plant structures; indicating the functions of each (e.g.; leaf; stem root; flower; meristematic tissue).
8. Describe the functions of various plant cells (e.g.; leaf cell; root cell; cambium cell).
9. Sketch and label each of the following root types and distinguish between roots and underground stems: carrot; potato; corn; grass. Compare the tap and fibrous root systems.
10. How to demonstrate an understanding of the cellular events; the representative structures; and the functions that are responsible for an organism growth and development.
C. Cellular Energy
1. That usable energy is captured from sunlight by chloroplast and stored via the synthesis of sugar from carbon dioxide.
2. The role of the mitochondria is making stored chemical bond energy available to cells; through completing the breakdown of glucose to carbon dioxide.
3. How chemismotic gradients in the mitochondria and chloroplast store energy for ATP production.
4. Diagram the transpirational and translocational systems of a plant and describe the functions of each (e.g.; cambium xylem; phloem).
5. Define transpiration and discuss four environmental factors that affect the transpiration rate (e.g.; wind humidity; temperature; insolation).
6. Discuss the function of to stomata and explain how water affects its function.
7. How to demonstrate the ability to explain how vascular systems; leaf; and root systems interact to maintain cellular integrity in vascular plants.
3.0 GOAL: GENETICS
Mutations and sexual reproduction lead to genetic variation in a population. As a basis for understanding this concept; students will know:
A. Sexual Reproduction
1. Meiosis is an early step in sexual reproduction in which the pairs of chromosomes separate and are segregated randomly during cell division to produce gametes containing only one chromosome of each type.
2. That only certain cells in a multicellular organism undergo meiosis.
3. New combinations of alleles may be generated in a zygote through
fusion of mail and female gametes (fertilization).
4. Why approximately half of an individual’s DNA sequence comes from each parent.
5. Give an advantage and a disadvantage of the following breeding systems and give a situation when each could be used: inbreeding; linebreeding; closebreeding; outcrossing; and crossbreeding.
6. List and describe in order of occurrence; the major events that take place in plant reproduction including pollination; fertilization; and seed production.
7. Students will demonstrate an understanding of the various reproductive mechanisms.
B. Structure and Function of the Gene
Genes are a set of instructions; encoded in the DNA sequence of each organism; specifying to sequence of amino acids in proteins characteristic of that organism. As a basis for understanding this concept; students will know:
1. The general pathway by way in which ribosomes synthesize proteins; using tRNAs to translate genetic information in MRNA.
2. How to apply the genetic coding rules to predict the sequence of amino acids from a sequence of codons in RNA.
3. How changes in or mutations in the DNA sequence of a gene may or may not affect the sequence of amino acids in the encoded protein; or the expression of a gene.
4. Various proteins differ from one another in the number and sequence of amino acids.
5. The Central Dogma of molecular biology outlines the flow of information; from transcription of RNA in the nucleus to translation of proteins on ribosomes in the cytoplasm.
6. Why proteins having different amino acid sequences typically have different shapes and chemical properties.
7. Draw and describe the difference between oogenesis and spermatogenesis.
C. Heredity
A multicellular organism develops from a single zygote—its phenotype depends on its genotype; which is established at fertilization. As a basis for understanding this concepts; students will know:
1. How random chromosome segregation explains the probability that a particular allele will be in a gamete.
2. The role of chromosomes in determining an individual’s sex.
3. How to predict the possible new combinations of alleles on the zygote; given the genetic makeup of the parents.
4. How to predict the possible new combinations of phenotypes in a genetic cross; given the genotypes of the parents and made of inheritance (autosomal or X-linked; dominant or recessive).
5. The genetic basis for Mendel’s laws of segregation and independent assortment.
6. Specialization of cells in multicellular organisms is usually due to different patterns in gene expression rather than to differences in the genes themselves.
7. How to predict the probably mode if inheritance from a pedigree diagram that indicates phenotypes.
8. How to use data on frequency of recombination at meiosis; to estimate genetic distances between loci; and to interpret genetic maps of chromosomes.
9. Work out heterability percentages on common traits of livestock using dominant and recessive alleles.
10. Review the following Basic core terms: phenotype; genotype; allele; homozygous; heterozygous; variation; and mutation.
11. Briefly describe the chromosome theory of inheritance.
D. Biotechnology
The genetic composition of cells can be altered by incorporation of exogens
DNA into the cells. As a basis for understanding this concept; students will
know:
1. The general structures and functions of DNA; RNA; and protein.
2. How to apply base-pairing rules to explain precise copying of DNA
during semi-conservative replication; and transcription of information
from DNA into mRNA.
3. How genetic engineering (biotechnology) is used to produce useful
biomedical and agricultural products.
4. How basic DNA technology (restriction digestion by endonucleases;
gel electrophoresis; ligation; and transformation) is used to construct
recombinant DNA molecules.
5. How exogens DNA can be inserted into bacterial cells in order to alter their genetic makeup and support expression of new protein products.
6. Compare and contrast advantages and disadvantages of seed production with vegetable propagation (e.g.; seeds-inexpensive; easy to store; genetic variation and disease free; vegetative-faster growth; clone of mother plant; shorter flowering time; etc.).
7. Diagram a hybrid cross (e.g.; using two heterozygous gene pairs; determine the genotypes of the offspring on a grid).
4.0 GOAL: THEORY OF EVOLUTION
A. Diversity of Organisms
Evolution is the result of genetic changes that occur in constantly changing environments. As a basis for understanding this concept; students will know:
1. How natural selection determines the differential survival of groups of organisms.
2. A great diversity of species increases the chance that at least some organisms survive large changes in the environment.
3. Discuss three reasons for the current use of the modern system of plant classification (e.g.; language barriers; universal name;
standardization of evolutionary similarities).
4. Define genus; species; and variety. Collect ten common species in areas and memorize generic names.
5. List three basis by which plants can be classified (morphology; physiology; and evolution).
6. Define the word (taxonomy).”
7. Discuss the development of the “Kingdom Concept.”
8. List and discuss three applications the science3 of taxonomy has for the field of agriculture (e.g.; plant; insect; and microorganism identification).
B. Population Genetics
The frequency of an allele in a gene pool of a population depends on many factors; and may be stable or unstable over time. As a basis for understanding this concept; students will know:
1. Why natural selection acts on the phenotype rather than the genotype of an organism.
2. Why alleles that are lethal in a homozygous individual may be carried in a heterozygote; and thus maintained in a gene pool.
3. That new mutations are constantly being generated; and so harmful alleles can never be eliminated from a gene pool.
4. Variation within a species increases the likelihood that at least some members of a species will survive under changed environmental conditions.
5. The conditions for Hardy-Weinburgequilibrium in a population; and why these conditions are not met in nature.
6. How to solve the Hardy-Weinburg equation to determine the predicted frequency of genotypes in a population; given the frequency of genotypes in a population; given the frequency of phenotypes.
5.0 GOAL: STRUCTURE AND FUNCTIONS OF LIVING SYSTEMS
As a result of the coordinated structures and functions of organ systems; the internal environment of the human body remains relatively stable (Homeostatic); despite changes in the outside environment. As a basis for understanding this concept; students will know.
A. Control and Response
1. How the nervous system mediates communication between different parts of the body and interactions with the environment.
2. How feedback loops involving the nervous and endocrine systems maintain overall regulation of optimal conditions within the body.
3. How the nervous systems function; and the role of neurons in transmitting electrochemical impulses.
4. The roles of sensory neurons; interneurons; and motor neurons in sensation; thought; and response.
5. The role of the skin in providing nonspecific defenses against infection.
6. The role of antibodies in the body’s response to infection.
7. How vaccination protects an individual from infectious diseases.
8. That there are important differences between bacteria and viruses; with respect to their requirements for growth and replication; the primary defense of the body against them; and effective treatment of infections they cause.
9. Why an individual with a compromised immune system (for example; a person with AIDS); may be unable to fight off and survive infections of microorganisms that are usually benign.
10. The individual functions and sites of secretion of digestive enzymes (amylases; proteases; nucleases; lipases); stomach acid; and bile salts.
11. How hormones (including digestive; reproductive; osmoregulatory) provide internal feedback mechanisms in the maintenance of T-lymphocytes in the immune system.
12. Draw and label the reproductive system of a cow and a bull and describe the function of each part in the process of fertilization.
B. Transport
1. How the complementary activity of major body systems provides cells with oxygen and nutrients; and removes toxic waster products such as carbon dioxide.
2. The homeostatic role of the kidneys in the removal of nitrogenous wastes and of the liver in blood detoxification and glucose balance.
C. Support and Movement
1. The cellular and molecular basis of muscle contraction; including the role of actin; myosin; CA+2 and ATP.
D. Nutrition Effect on the Body
1. Develop a low-cost feed ration for one species of livestock; at maintenance; growth; and lactation using concentrates and roughages from your local area. Include the cost of the ration.
2. List vitamins and amino acids not synthesized by each species of livestock and identify feeds high in these specific nutrients.
3. List ten common nutritional diseases caused by vitamin and/or mineral deficiencies or toxicity. Explain the treatment and prevention of these diseases.
4. Identify samples of concentrates and roughages; compare the energy; nutrients; and bulk supplied by each; and list sources of both.
5. Trace the pathway of breakdown and identify the organs involved in digestion of carbohydrates; fats; and proteins in the monogastric system.
6. Develop an awareness of the importance of constant feeding regime and list possible metabolic disease problems due to sudden changes in feed (e.g.; founder; bloat).
7. Define symbiosis and describe how microorganisms (protozoa/bacteria) contribute to the breakdown of complex carbohydrates in ruminants.
8. List other contributions of microbial digestion (in ruminants) to the host including synthesis of amino acids and B-vitamins.
9. Describe the differences between vaccines; immune blood serum; and
bacterins and explain how each is used to fight disease.
10. Briefly explain the process of respiration; utilizing a diagram of the lungs.
11. Demonstrate an understanding of the structure and function of the digestive system by tracing the pathways of food through the four types of livestock digestive systems; with emphasis on function of the organs in the digestive process.
12. Identify three common roughages and four concentrates available in your area. Discuss which feeds have the highest nitrogen; energy; protein; calcium; and phosphorous.
13. Identify the major feed additives on the market; explain how each affects production; and review regulations for their use.
14. Explain how hormones are used as growth regulators and list animals on which they are used.
15. Describe the function of the endocrine system; the location of the glands; and list hormones affecting growth and reproduction.
16. Draw and label the digestive systems of a ruminant; cecual fermenter (horse; rabbit); monogastric; and an avian system. Compare and contrast the digestive systems.
17. Students will demonstrate the ability to explain how circulatory; respiratory; and digestive systems interact to maintain cellular integrity in animals.
18. Develop Pearson Square.
6.0 GOAL: LEADERSHIP DEVELOPMENT
The student will be able to:
A. Record all transactions and activities pertinent to the student’s SOEP and FFA activities in the California Vocational Agriculture Record Book.
B. Identify contests in which vo-ag students may participate.
C. List the requirements for earning the Chapter Farmer; State Farmer; and
American Farmer degree.
D. Develop a long-range SOEP plan.
E. List and describe the FFA awards available to members.
F. Maintain and complete the following parts of the California Farm Account Book:
1. Calendar of operations
2. Business agreement
3. Budget
4. Journal
5. Loan payment summary
6. Depreciable property inventory
7. Non-depreciable property inventory
8. Financial statement
9. Net income summary
7.0 Career Pathways: Students will identify major agricultural careers; within the Biological Science Categories.
A. Ecology
B. Cell Biology
C. Genetics
7.1 Develop a personal occupational plan that outlines career goals and an action plan to achieve those goals.
MODESTO CITY SCHOOLS
TEXTBOOK ADOPTION
NAME OF BOOK: McDougal Littell California Biology
AUTHOR(S): Stephen Nowicki
PUBLISHER: McDougal Littell
COPYRIGHT DATE: 2008
ISBN #: 978-0-618-72510-6
PRICE: $69.99
DEPARTMENT: Agriculture
CLASS: Integrated Agriculture Science 3-4
GENERAL DESCRIPTION:
This book is appropriate for a standard survey biology course. It covers the
concepts of the course outlines in an easy to read format. Supports CA
Science Standards
ASSURANCE OF SOCIAL APPROPRIATENESS: The selection committee has determined that the materials comply with the State of California Standards for Evaluation of Instructional Materials with Respect to Social Content.
APPROVED BY: Advisory Committee
Selection Committee:
Roger Dickson; Instructor; Enochs High School; Mike Brecht; Instructor;
Enochs High School; Don Prather; Rancher; Bill Morris; Nursery Owner;
Dave Forrest; Rancher
Rodney L. Owen; Director Lynn Lysko
School-to-Career Education Director; Curriculum & Staff
Development; 7-12

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• LINT
• Integrated science

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Online / Virtual