Course title

Ag Biology

Pre-requisite

N/A

Course description

Dos Palos High School
Integrated Agricultural Biology
Course Syllabus
I. COURSE DESCRIPTION

Agriculture Biology is a one year; laboratory science course; designed for the college-bound student with a career interest in agriculture. Using agriculture as the learning vehicle; the course emphasizes the principles; central concepts and inter-relationships among the following topics: Cellular aspects of life; the chemical and structural basis of life; energetics of life; growth and reproduction in plants and animals; plant and animal genetics; animal behavior; nutrition in animals; health and diseases of animal soil science and the similarities between animals and humans. The course is centered around an extensive laboratory component in order to connect the big ideas of life science with agricultural applications; earth and physical science principles; and other curricular areas; including written and oral reporting.

A. COURSE GOALS

1. Utilize agricultural applications as a relevant vehicle to teach biological science principles and improve the scientific literacy of students.
2. Strengthen instruction in science for the student pursuing professional level careers in agriculture
3. Integrate mathematics standards; language arts standards; and career employability standards including creative thinking and problem solving skills; and technology literacy related to the agricultural industry.
4. Meet a portion of the laboratory science requirement for admission to the University of California and California State University systems.
5. Develop a sense of the interrelationships between life; earth; and physical science and their relationship to agricultural applications.
6. To motivate underrepresented populations to study and pursue a career in science and agriculture.

B. PREREQUISITE

It is recommended that students first complete Ag Science 1 or General Physical Science with a passing grade of “c” or better and Algebra. Ninth-grade students should generally meet the CP Biology requirements or have teacher approval.

C. COURSE FORMAT

1. Forty percent classroom instruction; including:
• Discussion
• Demonstration
• Lecture
• Examinations
• Reading assignment
• Guest speakers

2. Forty percent laboratory and /or field instruction; including:
• Laboratory science experience
• Field research projects

3. Ten percent FFA leadership experiences; including:
• Verbal and written communication exercises
• Leadership development activities

4. Ten percent supervised workplace learning
• Individually developed supervised occupational experience projects

D. RECOMMENDED TEXTS

Biggs; Alton “Biology the Dynamics of Life” (1995) Glencoe/McGraw hill publishers.

SUPPLEMENTAL TEXTS

Lee S. Jasper “Agriscience and Technology” (1994). Interstate publishers.

Osborne; E. Edward “Biological Science Applications in Agriculture” (1994). Interstate Publishers.

Gillespie; R. James “Modern Livestock and Poultry Production” (1992) Delmar Publishers.

Reiley; H. Edward; Shry; L. Carroll “Introductory Horticulture” (1997) Delmar Publishers

E. ASSESSMENT

1. 40% of the grade will be based on classroom instruction; including:
• Exams
• Quizzes
• Papers
• Homework and reading assignments

(Students must pass all tests with an average of 60% to pass the class)

2. 40% of the grade will be based on laboratory assignments

3. 20% of the grade will be based on the student portfolio; including:
• Classroom projects
• Written summaries of projects
• Ongoing supervised agricultural experience project record books
• FFA leadership activities
• Notebook

II. COURSE OUTLINE

A. Introduction to Agricultural Biology

1. Agricultural Biology; why is it important?
2. Careers opportunities in the agricultural fields.
3. How does biology in agriculture impact students.

B. Agricultural Research

1. The importance of research in Agricultural Biology
2. How research is conducted.
3. The principles of research
a. Formulation
b. Project management
c. Analysis

C. Agriculture and the Environment

1. The characteristics of living things:
a. Cells- The building blocks of all life forms
1) Plant and animal cell Identification and functions
2) Cell structures
3) Cellular respiration
4) Cellular Transport
5) Cell differentiation

2. What are the inorganic characteristics that support life:
a. Soil and Water
1) Soil: What are the components of soil and why are there different soils?
a) Soil components
b) Soil formation factors and horizons
c) Soil texture and structure
d) Soil organisms and organic matter
e) Plants and the soil
f) Erosion
2) Water and water movement in the soil

3. Classifications of plants and animals
a. Taxonomy of living organisms
b. Evolutionary relationships with other major groups
c. Comparison of modern plants and animals to their ancestors

4. How do living organisms interact with the environment? How do the weather and other biotic factors effect living organisms?
a. Structure and function of ecosystems
b. The food web
c. Modern agricultural practices and the environment
d. Demographics and the environment

D. Plant Physiology and Reproduction

1. Plant structure and functions
2. Plant growth
a. Plant propagation
1) Sexual Reproduction(seeds)
2) Asexual Reproduction(cuttings)
b. Photosynthesis and respiration
c. Modern plant process and Biotechnology
d. The role of plants and medicines

E. Animal Physiology; Reproduction; Health and Nutrition
1. What are the internal systems of animals? How do these systems differ from species to species and with humans?

2. Digestive systems of animals
a. Ruminant
b. Monogastric

3. Life and growth systems of animals
a. Respiratory system
b. Reproduction system
c. Circulatory system
d. Endocrine system
e. Nervous system

4. Nutrition for the domesticated animal
a. Feed identification and nutrient evaluation
b. Livestock nutrient requirements
c. Ration formulation

5. Animal diseases
a. Diseases that affect animals
b. Causes; symptoms and preventions
c. Cost to the industry

F. Plant and Animal Genetics

a. Cell reproduction
1. Mitosis
2. Meiosis
b. Heritability traits
c. DNA
d. Agriculture; genetics and the importance of both
e. Famous geneticists and their contributions
f. Careers in genetics and biotechnology

III. Laboratory Exercises

Digestive system - Activity #1

Bring in the digestive system of a sheep (ruminant) and a pig (monogastric). Have the students dissect each system and discuss their functions. Students will be able to label the parts of a digestive system and discuss their uses.

Cell identification - Activity #2

Have students take cheek cell samples and a plant cell sample from either an onion or a piece of lettuce. Add a solution of methylene blue and a cover slip to the sample on a slide. Have students draw both samples under low power and then compare the differences. Students should speculate why the differences occur. Students will also have a chance to view single cell organisms from both a plant and an animal. (pond water collection and cheek cells in a petri dish will work for both of these).

Cellular environment and transport - Activity #3

Use thin tubing or capillary tubes to demonstrate osmosis. Students will experiment with the tubes using various solutions; ranging from pure water to a thick sugar solution. Students will describe the differences in transport; as a result of solutions and tubing being utilized.

Food analysis lab - Activity #4

This lab will have students test the nutritional value of food. The nutrients tested will be: Starch; Fat; Protein and Vitamin C. Students will collect data on all four nutrients and chart their findings. Included in this activity is an enzyme action experiment utilizing saliva as a digestive aide. Findings from this activity should help the student understand the importance of nutrients in the livestock industry.

Semen lab - Activity #5

Students will look at sperm samples obtained from a local livestock breeder. Students will compare two different semen samples under medium power and high power. They will observe the motility of the sperm; death rate; and deformed sperm. Students will draw a conclusion as to which semen sample would be more suited for use in the breeding industry. The death rate as a result of the lab environment (light; temperature; air ) will also be observed.

Soils pH lab - Activity #6

Students will examine the pH of four soils found from around the school and the County. When the findings are examined and report complete; students will be able to distinguish the differences between acidic soils and basic soils. Students will also be able to identify which plant life will be best suited for the types of soil that are found around school and in our County. Students will identify soil amendments that can change the acidity or base of an identified soil type.

Soils field test - Activity #7

Students will collect samples of soil from school; home and fields in the Central Valley region. Students will be able to measure the content composition of the soil and distinguish between sand; silt; and clay. Students will also be looking for soil organisms that are contained within their soil sample. Students will use a soil triangle to calculate the measurements and percentages from their individual samples; thus; identifying the type of soil they have collected.

Genetics - Activity #8

Students are to diagram the process of Mitosis and Meiosis. Students will be broken into groups of two or three and given a poster board and some yarn; pasta; glue; and coloring pencils. They will be assigned a different stage in the mitosis or meiosis process and asked to diagram the stage. They will be required to report to the class about the stage and how it differs from the others. Creativity is a must as thereare no set directions for the diagram. Each group member must report on a portion of their group’s work.

Flower project - Activity #9

Students are to dissect a flower that contains both male and female reproductive organs( such as a daffodil). They are to label all parts of the flower and their functions. Grades will be based on creativity and completeness.

Demographics; living systems; and the ecosystem - Activity #10

Students will draw a natural food web; including plants insects; larger animals; and humans. Students will be asked to compare the natural food chain to an artificially-developed food chain found in agricultural production. The students will diagram the interrelationship of different systems in the food web; including the Nitrogen and Oxygen cycles; the effects of increasing populations and the importance of plants to all participants in the food web. The instructor will use a trash can or a cement slab to make a compost pile from school and cafeteria buy-products to demonstrate how the breakdown of organic material leads to the production of beneficial elements.

Taxonomy of living organisms – Activity #11

Students are to collect ten different plants and develop a key to help determine the classification of each spiecies. If there are two similar plants; students are to list the differences between the two using their key. Students are to diagram a family tree of an animal and discuss how evolution has changed the animal. If time permits; the same can be done for a plant such as wheat. How have the effects of domestication and biotechnology changed the organisms?

Power point research project - Activity #12

Students will pick a disease that deals with the livestock industry. They will be required to put together a power point presentation containing information about the disease. They will need to know the economical affects of the disease; its symptoms; vaccines that are available; contiguousness; animals affected; and any other important information they find. The presentation will be a minimum of 4 minutes in length and contain a bibliography and cover slide. Students will be required to present the information to the class.

IV. Learning Outcomes

Unit A: What is Agricultural Biology

1. Explain the importance of Agriculture Biology and its uses in California.

2. Compare the various careers in the area of agricultural biology and agriculture in general. Prepare a job portfolio complete with resume; cover letter; job application and references.

Unit B: Agricultural Research

1. Explain the importance of research in Agriculture
2. Describe the scientific method.
3. Develop a power point project dealing with a topic in agriculture.

Unit C: Agriculture and the Environment

1. Identify plants and their role in the web of life.
2. Compare and contrast the nitrogen and oxygen cycles and their importance to Agriculture.
3. Explain the term erosion and its effects on agriculture.
4. Conduct an experiment dealing with water and erosion in the soil.
5. Describe the five soil forming factors and their sources.
6. Describe the difference between plant and animal cells.
7. Compare and contrast the processes of mitosis and meiosis.
8. Identify and diagram male and female gametes in both plant and animals.
9. Define the term “ecosystem”.
10. Report on the good and bad effects of the population growth of the California’s Central Valley
11. Evaluate the economic impact and effects of pollution and erosion on agriculture.
12. Explain the concept of cellular adaptation.
13. Discuss three reasons for the current use of plant classification.
14. Apply taxonomy in three ways to the field of agriculture.
15. Prepare a phylogenic tree for at least one domesticated animal species.
16. Explain how the process of natural selection affects plants and animals.

Unit D: Plant Physiology and Reproduction

1. Compare and contrast the differences of plants and their functions.
2. Explain the roles of green plants and trees to the environment.
3. Compare and contrast sexual and asexual reproduction.
4. Compare and contrast monocots and dicots
5. Demonstrate an application of both sexual propagation and asexual propagation
6. Draw and explain the anatomy and its function to the plant.
7. Describe and explain photosynthesis and its importance to plants and humans.
8. Explain why biotechnology is so important to plant production as it pertains to agriculture.

Unit E: Animal Physiology; Reproduction; Health and Nutrition.

1. Demonstrate the differences of the digestive systems of ruminant and non ruminant animals and explain the workings of the major organs.
2. Dissect the digestive systems and discuss how each works and its importance to the animal.
3. Analyze the function of the mammalian body systems.
4. Compare and contrast the reproductive system of the mammalian body.
5. Compare and contrast the estrus cycle of cattle; sheep; swine and the menstrual cycle of humans.
6. Explain the importance of good nutrition to the mammalian body system.
7. Analyze and formulate feed rations for livestock.
8. Explain the symptoms and deficiencies caused by the lack of the essential vitamins and minerals.
9. Discuss the importance of developing and maintaining a health plan for livestock.
10. Explain the economic value of vaccinating and maintaining a disease free herd.
11. Develop a flow chart outlining the lifecycle of one internal and one external parasite.
12. Analyze the nutritional content of several feeds.
13. Dissect various organisms and identify the organs and systems of each.

Unit F: Plant and Animal Genetics

1. Explain the difference between phenotype; genotype and the difference between dominant and recessive traits.
2. Explain the difference between heterozygous and homozygous traits.
3. Explain the function of each of the following: gene; allele; DNA; chromosomes and RNA.
4. Design a presentation dealing with the aspects of mitosis and meiosis and present it to the class.
5. Discuss the contributions of Gregor Mendel to the field of genetics.
6. Explain the use of the punnett square in determining genetics and heredity.
7. Explain complete dominance; incomplete dominance and co-dominance.
8. Evaluate the effectiveness of selection and heritability in production agriculture by comparing modern day crops and animals to those of their ancestors.
9. Analyze the effects of biotechnology on modern agriculture.

School Country

United States

School state

California

School city

Dos Palos

School Address

1701 E. Blossom Ave

School zip code

93620

Requested competency code

Lab Science

Date submitted

12/4/2015

Approved

Yes

Approved competency code

• LBIO
• Biology

Approved date

01/21/2016

Online / Virtual

No