Course title

Introduction to Agriculture

Pre-requisite

N/A

Course description

CIP 01.0100.10

This course is designed to introduce students to the agriculture industry including: plant science; aquaculture; plumbing/irrigation; and animal husbandry. Students will also develop premier leadership skills while preparing for career success. A Supervised Agricultural Experience project will be required of all students. All of the leadership development is provided through the FFA.

Introduction to Agriculture

Course Overview:

Welcome; this course is designed to introduce students to the agriculture industry including plant science; animal science; agricultural mechanics; food safety; etc. Students will also develop premier leadership skills while preparing for career success. A Supervised Agricultural Experience project will be required of all students. All of the leadership development is provided through the FFA. This course can be taken for an elective credit.

In order to graduate from high school; you need to successfully complete one fine art or vocational class and five electives requirement. Failure to pass this course could result in failure to earn the vocational/ electives needed for graduation.

It is very important that you take notes during class. Taking notes is essential as you will use them for lessons and during quizzes. The better your notes; the easier you will find this class. You should have a separate binder for Agriculture with plenty of paper; preferably something that you keep in my classroom in the book shelf provided for you next to my office. You may take home your binder and/or folder to study from any night; though I highly encourage you to leave it in my classroom for daily use.

In this class you can expect open-note quizzes and weekly vocabulary homework. Every day there will be notes/ laboratory work to complete and bell work and closure questions assigned from the curriculum. In addition there will be projects; handouts; graphic organizers; and/or charts to complete in class and out of class; some of which will be collected for points. Finally; there will be unit Exams and two Final Exams; one in December and one in May.

This course consists of three components: Agriculture Instruction/ Curriculum; Supervised Agricultural Experience; and the FFA.
1. Classroom (Agriculture Instruction/ Curriculum) 60%: Grades are nor given they are earned.
Grades will be determined by the degree to which objectives are met; success is achieved; timeliness; neatness; and original work.
2. Supervised Agricultural Experience (SAE) Project 20%
Students will be expected to design a SAE plan in the 1st quarter and implement it by the 2nd quarter. Students will keep an electronic record of this project and are expected to take photos of their project throughout the school year. It will be the responsibility of the student to keep accurate records throughout the school year and submit these records periodically to the instructor.
3. FFA Leadership Grade 20%
A major aspect of this course is the development of leadership skills; speaking abilities; teamwork; and various skills that will play a major role in every individual’s career choice. Students are required to participate in the local FFA activities and have an opportunity to participate in the district; state; and national FFA activities. This will count for 20% of each semester’s grade.

Progress Reports will be sent home throughout the semester. Grades may be accessed using Parent Portal on line at any time as well as posted grades in the classroom.

NO Zero Policy

Assignments and homework are a necessary extension from the daily classroom work. Homework is for your benefit and will insure that you have practiced the skills needed for success in this class. If an assignment is not turned in on the due date; students will have the opportunity to attend after school homework recovery to complete the work. The student must have the signature or stamp that indicates the work was completed in homework recovery. The assignment then must be turned in by student within seven days of the original assignment due date for UP TO 70%. PLEASE BE AWARE THAT PARENTS WILL BE CONTACTED IF WORK IS NOT COMPLETED. There may be assignments; projects or presentations that will not be eligible for homework recovery but I will make that clear on the assignment sheet.

Extra Help

I am always available to a student that needs my help. With that said; I can be reached via email or by leaving a message on the school number listed above. I frequently will spend lunch and after school in my room for the purpose of offering help. Also; advisory class and after school tutoring may be used for extra help. It is the student’s responsibility to make sure you request an Educational Learning Opportunity pass prior to coming for extra help during that time.

Grades are generated by accumulating points on work you produce. For instance; if there are 400 points assigned during a quarter and you have 350 points; your grade would be a “B”.

400 x 90% = 360-400 = A 400 x 80% = 320-359 = B 400 x 70% = 280-319 = C

Attendance

An excused absence means you have the right to make up missed work. RRHS allows one- day make up time for every one excused absence. An unexcused absence means the student will not be eligible to make up missed work. An exception to this policy is a previously assigned essay or long- term project. These assignments must be turned in on the due date whether physically in the classroom or not. A student absent on a test day should be prepared to take the test on the day he/she returns to class.

Loss of Graduation Credit (ARS Law 15-803)

Students who reach 10 non-school-related absences in any one course; per semester; WILL lose credit in that class. Absence appeals can be made to the Attendance Appeals committee with official documentation at the end of the semester. If you have missed 10 non-school-related absences in this class per semester to gain credit you will be assigned a five page; double spaced; 12 font; MLA formatted term paper on the topic of your choice in any subject of a Current Agricultural Issue.

Make up

It is the student’s responsibility to check the makeup board posted in class when absent. The board will give an outline of the class activities and any missed work. The absent board also includes homework checked on that day as well as any homework assigned. Below the board is a file that has a folder for each day of the week. In the folder will be any handouts given to students on that particular day. Please check this folder. Missed work must be completed according to the above absence timeline. Please make sure you arrange to make up any quizzes or tests missed.

Tardy Policy

Being on time for class is a requirement. A student will be considered tardy if the final bell rings and the student is not in the classroom. The student cannot be coming through the door during bell; the classroom door must be closed with student on the classroom side to be considered on time. A pattern of tardiness will result in possible reductions in participation points for that day as well a referral to administration.

Acceptable Behavior

1. Coming to class on time and prepared to work. You must be completely in the classroom before final bell.
2. RESPECT everyone in this class. RESPECT every object in this class including textbooks and materials.
3. No offensive language please.
4. Passes out of the classroom are limited. You will have TWO emergency bathroom passes per semester. If a condition exists that would require more frequent trips to the bathroom please come and talk to me.
5. No Food or Drink; however; water bottles are encouraged because there will not be drink passes.
6. I dismiss the class; not the bell.

Consequences for Unacceptable Behavior

All Rio Rico High School rules and consequences stated in the school handbook will be followed in this room. In addition; for more minor offenses:
• Verbal Warning; Re-direction
• Student- Teacher Informal Meeting
• Student- Teacher Discussion (Lunch Detention)
• Student- Teacher Discussion (After School Detention)
• Parent Conference
• Office Referral
.

13-1602. Criminal damage; classification

A. A person commits criminal damage by:
1. Recklessly defacing or damaging property of another person.
5. Recklessly drawing or inscribing a message; slogan; sign or symbol that is made on any public or private building; structure or surface; except the ground; and that is made without permission of the owner.

Aggravated Criminal Damage
More serious that criminal damage; aggravated criminal damage involves more intent in your actions and carries much harsher penalties. You may be charged with this elevated offense if the prosecution has probable cause that you committed any of the following acts either intentionally or recklessly:
A. Defacing; damaging; or changing the appearance of any building; structure; personal property; or church;
B. Defacing or damaging any place used as a school;
C. Damaging; defacing; or tampering with agricultural property;

How Points are Generated:

♦ Notes/Class Work – Various points/day – Notes are REQUIRED; though you do NOT have to copy down every word presented to get credit. If you are absent; complete the section review in the book that corresponds to that day’s lecture. The entire section review will count for your bell work; notes & closure and may be used on Friday’s Quiz. YOU MUST MAKE UP THE POINTS IF YOU ARE ABSENT!

♦ Vocabulary Homework – graded EVERY FRIDAY. Turn in all Vocabulary Squares completed for the week.

♦ Project (Homework) –Various points – Presentations; Term Papers; Agriscience Projects

♦ Notebook Quizzes – At the completion of each unit - 100 points – you may use your notes; bell work; closure questions and vocabulary to complete this quiz!

♦ EXAMS – 5 per semester; Five weeks in a row – 100 points each – No notes; bell work; closure questions or vocabulary may be used on these exams!

♦ Semester Finals —20% of overall grade for the semester; one final in December; and one in May.

Supplies Needed for this Course:

1-three ring; 1 ¬Ω inch binder
Set of Seven Dividers
Highlighter
Lined 3 Hole punched paper
Blue or black ink pens
Pencil

AS STATED IN YOUR STUDENT HANDBOOK: No cell phones; portable music players; or any other non-academic electronic device will be tolerated in class. Repeated offenses will result in the device being sent to the office for parental pick-up.

In addition; no gum and no hats are permitted in the CTE Academy.

Parents:
Please feel free to contact me at any time. My contact information is: rmcpherson@santacruz.k12.az.us;
(520) 375-8817 or I am available most days before and after school in room 205.

I am a graduate of the University of Arizona with a Masters of Agricultural Education; graduating with numerous academic honors. My teaching certificate is from the State of Arizona. This is my 8th year teaching. I have taught Auto Mechanics and Welding; CTE Agriculture at the High School level.

Quarter 1
Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9
3.0 Policies & Procedures 9.0 FFA
1.0 Supervised Agricultural Experience
29.0 Aquaculture

Benchmark Standards

3.1 Demonstrate understanding and use of technology appropriate for the SAE or career goals 9.4 Demonstrate teamwork through participation in CDE teams
3.2 Demonstrate workplace leadership and teamwork skills and behaviors 9.5 Practice techniques to involve each member of the team
3.3 Demonstrate positive attitudes in person and through communication technology 9.6 Practice effective meeting management through participation at FFA meetings
3.4 Demonstrate positive interpersonal behaviors 9.7 Develop and implement a personal and professional improvement plan as shown in the SAE Record and Planning book
3.5
Demonstrate safe and healthy workplace behaviors
9.8 Participate in FFA Career Development Events
3.6 Recognize and adapt to changes in the workplace 9.9 Practice decision-making process
3.7 Participate in a variety of SAE paid or non-paid work experiences 9.10 Participate in leadership activities through FFA offices and committees
3.8
List skills and competencies for selected SAE or career
1.1 Analyze the variety of career options in: agribusiness systems; animal systems; environmental service systems; food products & processing systems; natural resource systems; plant systems; and power; structural & technical systems
3.9 Complete Arizona SAE Record and Planning book 1.2 Develop career goals based on interests; attitudes and research; and record in the long-ranged
annual Supervised Agricultural Experience (SAE) program plan
9.1 Describe roles and responsibilities that FFA leaders and members bring to an organization 1.3 Write; review and revise plan/goals through an annual long ranged SAE program plan
9.2 Evaluate characteristics and importance of an effective team player 1.4 Manage personal and career goals through an annual long ranged SAE program plan
9.3 Evaluate characteristics of effective teams 1.5 Describe factors that contribute to job satisfaction and success

Supporting Standards

Quarter 2
Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9
18.0 Bioethical Issues
4.0 Agricultural Communications 27.B Agronomy
Assessment

Benchmark Standards

18.1 Explore the ethical considerations related to using biotechnology to improve human health 4.6 Deliver presentation incorporating verbal and nonverbal communication techniques
18.2 Discuss ethical considerations related to using biotechnology to produce and process human food 4.7 Communicate using effective and suitable language for a diverse audience
18.3 Identify ethical considerations related to using biotechnology to improve the production of animals 4.8 Demonstrate effective telephone techniques
18.4 Describe the ethical considerations businesses face when deciding to sell food produced using biotechnology techniques 4.9 List appropriate skills for oral customer communication
4.1 Through research; collect appropriate topical information and data as would be utilized for any FFA CDE that would require oral communication skills 4.10 Participate in any FFA CDE that requires oral communication
4.2 Use questioning techniques to obtain needed information from audience 27.1b Analyze and evaluate nutritional requirements and environmental conditions to develop and implement a fertilization plan
4.3 Interpret verbal and nonverbal communications of audience 27.2b Test appropriate materials or examine data to evaluate and manage soil/media nutrients
4.4 Demonstrate active listening skills 27.3b Explain and use basic methods for reproducing and propagating plants
4.5 Demonstrate use of technologies for a formal presentation 27.4b Develop and use a plan for integrated pest management.

Supporting Standards

Quarter 3
Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9
28.1f AZ Record Book 24.0 Natural Resources
9.0 Parliamentary Procedure
11.0 Principals of Animal Health Needs

Benchmark Standards

28.1.1f Identify information management systems 11.1 Explore the cells; tissues and organs in mammals
28.1.2.f Develop record keeping techniques and practices 11.2 Describe the epidermis system
28.1.3f Keep production and agribusiness records 11.3 Describe the musculoskeletal system
28.1.4f Make records analysis 11.4 Describe the nervous system
24.1 Evaluate environmental and natural resource sciences 11.5 Explore benefits to health care that have resulted from advances in technology
24.2 Demonstrate how dynamic processes such as weathering; erosion; and sedimentation relate to redistribution of materials in the earth system 11.6 Describe the respiratory system
24.3 Investigate soil morphology 11.7 Describe the digestive system
24.4 Illustrate land-use and water-use planning 11.8 Describe the urinary system
24.5 Explain factors that impact current and future water quantity and quality including surface; ground; and local water issues 11.9 Describe the reproductive system
24.6 Define bio-fuels and how they are effect the environment 11.10 Describe the endocrine system
24.7 Describe how human activities and natural causes can lead to pollution 11.11 Discuss how biotechnology has influenced mammal health
24.8 Evaluate the effectiveness of conservation practices on environmental quality and biodiversity 11.12 Explain how biotechnology has influenced mammal medicines
24.9 Research careers in environmental sciences 11.13 Compare the impact of biotechnology on the length and quality of mammal life
9.6 Practice effective meeting management through participation at FFA meetings 11.14 Explore careers in the health care field and/or veterinary care field

Supporting Standards

Quarter 4
Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9
15.0 Principals of Animal Growth & Production
14.0 Principals of Plant Growth & Development
10.0 Laboratory Safety 26.8 Plumbing
Assessment

Benchmark Standards

15.1 Recognize the physiological needs of living animals 14.7 Discuss the effects of plant biotechnology in sustainable agriculture systems
15.2 Explore animal health control practices 10.1 Demonstrate safe practices in a home; classroom; laboratory and work situation
15.3 Explain animal reproduction practices 10.2 Identify careers that involve working with hazardous biological materials
15.4 Describe the use of biotechnology in animal growth and reproduction 10.3 Know the value of safety to employees
15.5 Explore careers in animal growth and production 10.4 Discuss the impact of safety compliance on business
14.1 Identify parts of plants and their functions 10.5 Identify safety precautions associated with biotechnology
14.2 Explore methods of classifying plants 10.6 Safely operate and maintain equipment
14.3 Recognize the physiological needs of plants 26.1 Demonstrate personal and group safety
14.4 Explain plant reproduction 26.2 Develop a bill of materials for a specific task
14.5 Investigate plant tissue culture techniques 26.3 Develop a structural plan for a specific task
14.6 Explore careers that utilize biotechnology skills in the growth and production of plants 26.8 Demonstrate appropriate plumbing fabrication techniques used in agriculture

Supporting Standards

Arizona College and Career Readiness Standards

ENGLISH CCR 9-10.WHST.2.A-F; .3; .4; .5; .7; .8. RST.1-10. ELA 9-10.RLA.4; .7; MATH CCR 9-10. N-Q; 1. 2. 3. A-CED 1. 2. 3. 4. A-REI 1.2. S-ID; 1.2.3.4. S-IC 1. 2. S-MD 1. 2.
ACCRS
English Language Arts and Literacy in History/Social Studies
Grades 9-10
Writing Standards for Literacy in History/Social Studies; Science; and Technical Subjects (WHST)

9-10.WHST.2. Write informative/explanatory texts; including the narration of historical events; scientific procedures/ experiments; or technical processes.
a. Introduce a topic and organize ideas; concepts; and information to make important connections and distinctions; include formatting (e.g.; headings); graphics (e.g.; figures; tables); and multimedia when useful to aiding comprehension.
b. Develop the topic with well-chosen; relevant; and sufficient facts; extended definitions; concrete details; quotations; or other information and examples appropriate to the audience’s knowledge of the topic.
c. Use varied transitions and sentence structures to link the major sections of the text; create cohesion; and clarify the relationships among ideas and concepts.
d. Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers.
e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g.; articulating implications or the significance of the topic).

9-10.WHST.3. (See note; not applicable as a separate requirement)
Note: Students’ narrative skills continue to grow in these grades. The Standards require that students be able to incorporate narrative elements effectively into arguments and informative/explanatory texts. In history/social studies; students must be able to incorporate narrative accounts into their analyses of individuals or events of historical import.

9-10.WHST.4. Produce clear and coherent writing in which the development; organization; and style are appropriate to task; purpose; and audience.
9-10.WHST.5. Develop and strengthen writing as needed by planning; revising; editing; rewriting; or trying a new approach; focusing on addressing what is most significant for a specific purpose and audience.

9-10.WHST.6. Use technology; including the Internet; to produce; publish; and update individual or shared writing products; taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.

9-10.WHST.7. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject; demonstrating understanding of the subject under investigation.

9-10.WHST.8. Gather relevant information from multiple authoritative print and digital sources; using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas; avoiding plagiarism and following a standard format for citation.

9-10.WHST.9. Draw evidence from informational texts to support analysis; reflection; and research.
9-10.WHST.10. Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks; purposes; and audiences.

Reading Standards for Literacy in History/Social Studies; Science and Technical Subjects (RST)

9-10.RST.1. Cite specific textual evidence to support analysis of science and technical texts; attending to the precise details of explanations or descriptions.

9-10.RST.2. Determine the central ideas or conclusions of a text; trace the text’s explanation or depiction of a complex process; phenomenon; or concept; provide an accurate summary of the text.

9-10.RST.3. Follow precisely a complex multistep procedure when carrying out experiments; taking measurements; or performing technical tasks; attending to special cases or exceptions defined in the text.

9-10.RST.4. Determine the meaning of symbols; key terms; and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9–10 texts and topics.

9-10.RST.5. Analyze the structure of the relationships among concepts in a text; including relationships among key terms (e.g.; force; friction; reaction force; and energy).

9-10.RST.6. Analyze the author’s purpose in providing an explanation; describing a procedure; or discussing an experiment in a text; defining the question the author seeks to address.

9-10.RST.7. Integrate quantitative or technical information expressed in words in a text into visual form (e.g.; a table or chart) and translate information expressed visually or mathematically (e.g.; in an equation) into words.

9-10.RST.8. Assess the extent to which the reasoning and evidence in a text support the author’s claim or a recommendation for solving a scientific or technical problem.

9-10.RST.9. Compare and contrast findings presented in a text to those from other sources (including their own experiments); noting when the findings support or contradict previous explanations or accounts.

9-10.RST.10. By the end of grade 10; read and comprehend science/technical texts in the grades 9–10 text complexity band independently and proficiently.

Arizona Career Technical Education Workplace Employability Standards

ACTEWES

1.0 COMPLEX COMMUNICATION: Employs complex communication skills in a manner that adds to organizational Productivity.
1.A Masters core communication skills for the workplace.
1.B Communicates effectively in a diverse work environment.
1.C Uses technologies and social media for workplace communication.

2.0 COLLABORATION: Collaborates; in person and virtually; to complete tasks aimed at organizational goals.
2.A Commits to achieving collective goals.
2.B Promotes an environment of trust.
2.C Optimizes technology to collaborate with others.

3.0 THINKING AND INNOVATION: Integrates expertise in technical knowledge and skills with thinking and reasoning strategies to create; innovate; and devise solutions.
3.A Defines a problem in the workplace.
3.B Practices inquiry and reflection (I/R) to take action in the workplace.
3.C Takes action supported by evidence and reasoning to explain conclusions and accomplish work.
3.D Transfers knowledge and skills from one work situation to another.
3.E Creates/innovates to improve workplace productivity.

4.0 PROFESSIONALISM: Conducts oneself in a professional manner appropriate to organizational expectations.
4.A Adheres to organizational protocol related to behavior; appearance; and communication.
4.B Manages time in accordance with organizational expectations.
4.C Represents the organization in a positive manner.
4.D Performs assigned tasks with a “can do” attitude.
4.E Behaves in a way that distinguishes between personal and work-related matters.
4.F Produces work that reflects professional pride.

5.0 INITIATIVE AND SELF-DIRECTION: Exercises initiative and self-direction in the workplace.
5.A Functions independently within the organizational structure.
5.B Adapts to changing conditions and expectations in the organization.
5.C Pursues career advancement opportunities within an organization or field.
5.D Generates innovative ideas; methods; or devices contributing to organizational resources and goals.
5.E Exercises leadership in the workplace.

6.0 INTERGENERATIONAL AND CROSS-CULTURAL COMPETENCE: Interacts effectively with different
cultures and generations to achieve organizational mission; goals and objectives.
6.A Uses relevant intergenerational and cross-cultural communication that creates cultural synergy in the workplace.
6.B Contributes to an environment of acceptance and inclusion that enables different cultures and generations to work together.
6.C Respects generational differences related to the use of technology in the workplace.
Selects from technological and non-technological methods/tools to communicate across generations

7.0 ORGANIZATIONAL CULTURE: Functions effectively within an organizational culture.
7.A Navigates organizational structures and systems.
7.B Embodies organizational values.
7.C Performs work that advances organizational growth and success.

8.0 LEGAL AND ETHICAL PRACTICES: Observes laws; rules and ethical practices in the workplace.
8.A Respects the organization’s physical and intellectual property.
8.B Demonstrates loyalty to the organization; its mission and resources.
8.C Maintains a safe work environment.
8.D Adheres to the policies and procedures of the organization.
8.E Adheres to applicable local; state; federal and international laws and regulations.
8.F Takes responsibility for one’s actions in the workplace.
8.G Manages/uses resources for the good of the organization.
8.H Acts with integrity (honest; reliable; and trustworthy.)
8.I Interacts respectfully with co-workers and customers.

9.0 FINANCIAL PRACTICES: Applies knowledge of finances for the profitability and viability of the organization.
9.A Exercises prudence in personal finance as it relates to employment.
9.B Articulates financial goals and strategies of the organization.
9.C Contributes to organizational profitability through knowledge of finances.

School country

United States

School state

Arizona

School city

Rio Rico

High school

Rio Rico High School

School / district Address

1374 West Frontage Road

School zip code

85648

Requested competency code

Lab Science

Date submitted

05/22/2017

Approved

Yes

Approved competency code

• LGEO
• Geology

Approved date

06/15/2017

Online / Virtual

No