Course title

Plant Science Hydroponics

Pre-requisite

Agri-science I, Agri-science II, and Agri-science III

Course description

This course is designed to introduce students to the agriculture industry including: advanced plant science; animal science; agricultural systems/careers; etc. In this course their will be a specific emphasis on Hydroponics Systems and Agricultural Business. 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. Potential dual enrollment with Cochise Community College.

Advanced Plant Systems

Course Overview:

Welcome; this course meets for 1 class period this course is designed to introduce students to the agriculture industry including plant science; animal science; agricultural mechanics; food safety; etc. In this course there will be specific emphasis on hydroponics systems and agricultural business. 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.

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; and 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 in 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 28.1f AZ Record Book 16.0 Use Scientific Process to Analyze Data
OPTION B – Plant Science
27.3b Explain and use basic methods for reproducing and propagating plants
2.0 Resume

Benchmark Standards
3.1 Demonstrate understanding and use of technology appropriate for the SAE or career goals 16.5 Identify new and innovative food products developed as a result of advances in technology
3.2 Demonstrate workplace leadership and teamwork skills and behaviors 16.6 Analyze data to explain results and propose further investigations
3.3 Demonstrate positive attitudes in person and through communication technology 16.7 Design models
3.4 Demonstrate positive interpersonal behaviors 16.8 Communicate results of investigations
3.5
Demonstrate safe and healthy workplace behaviors
27.3.1b Determine the role of genetics in plants
3.6 Recognize and adapt to changes in the workplace 27.3.2b Describe the components and functions of plant reproductive parts
3.7 Participate in a variety of SAE paid or non-paid work experiences 27.3.3b Identify and practice methods of asexual/sexual plant propagation
3.8
List skills and competencies for selected SAE or career
27.3.4b Describe the principles of plant micro-propagation
3.9 Complete Arizona SAE Record and Planning book 27.3.5b Apply principles and practices of biotechnology to plant propagation
28.1.1f Identify information management systems 27.3.6b Distinguish between natural and artificial plant selection
28.1.2.f Develop record keeping techniques and practices 2.1 Develop a resume and sample cover letter utilizing data from the SAE Record and Planning book and from the Job Interview CDE
28.1.3f Keep production and agribusiness records 2.2 Create a personal portfolio with industry-specific work samples
28.1.4f Make records analysis 2.3 Complete a job application process; including electronic applications
16.1 Formulate predictions; questions; or hypotheses based on observations 2.4 Demonstrate customer service skills
16.2 Evaluate appropriate resources 2.5
Demonstrate interviewing skills utilized in any FFA Career Development Event (CDE)

16.3 Illustrate the scientific method 2.6 Apply researched company/agency information for the purpose of preparing for the interview process
16.4 Design and conduct controlled investigations

Supporting Standards

Quarter 2
Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9
OPTION B – Plant Science 28.3b Distinguish between different uses for plants
OPTION B – Plant Science 28.2b Classify plants based on physiology for taxonomic or other classifications
OPTION B – Plant Science 27.1b implement a fertilization plan
25.0 Integrated Pest Management
Assessment

Benchmark Standards
28.3.1b Describe horticultural crops 27.1.4b Determine the environmental factors that influence and optimize plant growth
28.3.2b Define agronomic crops 27.1.5b Apply nutrients to plants for economic growth
28.3.3b Compare and contrast horticultural and agronomic crops 27.1.6b Describe nutrient application methods and appropriate practices
28.2.1b Investigate the seven levels of classifications (Kingdom; Division; Class; Order; Family; Genus; Species) 25.1 Classify common pests; including insects and noxious weeds
28.2.2b Describe physiological functions of plants 25.2 Evaluate economic impact of pests on plant production
28.2.3b Describe germination process and conditions 25.3 Predict methods by which pests spread
28.2.4b Classify plants as annuals; biennials or perennials. 25.4 Recognize signs of pest damage
28.2.5b Classify plants according to growth habit. 25.5 Identify thresholds created for specific pests
28.2.6b Classify plants by type. 25.6 Select and propose the most economical and environmentally safe pest control method
28.2.7b Classify plants by economic value. 25.7 Identify GMO crops and their role in the agriculture industry
27.1.1b Describe nutrient sources 25.8 Read and interpret pesticide labels
27.1.2b Determine plant nutrient requirements for optimum growth 25.9 Select and wear protective clothing for applying pesticides
27.1.3b Identify function of plant nutrients in plants 25.10 Apply pesticide effectively

Supporting Standards

Quarter 3
Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9
3.0 AZ Record Book Range Management
OPTION B – Plant Science
27.2b Managed Soil Nutrients
25.0 Pests & Pesticide Control

Benchmark Standards
29.1.1f Budget resources (e.g.; capital; human; financial; time) 27.2.5b Determine the chemical properties of soil/media
29.1.2f Manage assets for optimum utilization 27.2.6b Determine land use capability
29.1.3f Manage risk of liabilities 27.2.7b Determine the biological functions of microorganisms of soil/media
29.1.4f Evaluate credit uses and options 25.1 Classify common pests; including insects and noxious weeds
29.1.5f Prepare and interpret financial statements (e.g.; balance sheet; profit/loss statement; cash flow statement) 25.2 Evaluate economic impact of pests on plant production
29.1.6f Prepare tax forms (e.g.; W-4; I9; Depreciation; 1099; Workers Compensation) 25.3 Predict methods by which pests spread
29.1.7f Determine cost of doing business 25.4 Recognize signs of pest damage
29.1.8f Compare and examine advantages and disadvantages of banking procedures (e.g.; bank reconciliation) 25.5 Identify thresholds created for specific pests
29.1.9f Analyze investment options (e.g.; buy; lease; finance; risk) 25.6 Select and propose the most economical and environmentally safe pest control method
27.2.1b Collect and test soil/media and/or plant tissue 25.7 Identify GMO crops and their role in the agriculture industry
27.2.2b Interpret tests of soil/media and/or plant tissue 25.8 Read and interpret pesticide labels
27.2.3b Identify soil slope; structure and texture 25.9 Select and wear protective clothing for applying pesticides
27.2.4b Evaluate soil/media permeability and water-holding capacity 25.10 Apply pesticide effectively

Supporting Standards

Quarter 4
Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9
OPTION B – Plant Science
27.4b Label & MSDS; Types & Formulations; the Environment; Safety; Calibration & Mixing; Application Equipment; Federal & Arizona Agricultural Laws 32.1f AZ Record Book Assessment

Benchmark Standards
27.4.1b Identify plant pests (e.g.; insects; diseases; weeds; rodents) 32.2.2f Develop public relations campaigns
27.4.2b Determine pest management safety practices 32.2.3f Develop sales goals and incentive programs
27.4.3b Determine pest management methods 32.3.1f Promote products and services
27.4.4b Develop pest management plans based on pest life cycles 32.3.2f Advertise products and services
27.4.5b Implement pest control plan with appropriate treatments 32.4.1f Identify key components to organize a sale
27.4.6b Evaluate pest control plan 32.4.2f Build and develop customer relationships
27.4.7b Prevent; identify and manage pest resistance 32.4.3f Conduct sales presentation
32.1.1f Evaluate methods of marketing products and services 32.4.4f Provide post-sale service
32.1.2f Apply economic principles to marketing (e.g.; supply and demand) 32.4.5f Handle customer complaints
32.1.3f Research products and service design(s) 32.4.6f Locate prospective new customers
32.2.1f Identify and develop value-added products

Supporting Standards

Arizona College and Career Readiness Standards

ENGLISH CCR 11-12.WHST.2.A-F; .3; .4; .5; .7; .8. RST.1-10. ELA 11-12.RLA.4; .7; .10. MATH CCR 11-12. 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 11-12
Writing Standards for Literacy in History/Social Studies; Science; and Technical Subjects (WHST)

11-12.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).

11-12.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.

11-12.WHST.4. Produce clear and coherent writing in which the development; organization; and style are appropriate to task; purpose; and audience.
11-12.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.

11-12.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.

11-12.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.

11-12.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.

11-12.WHST.9. Draw evidence from informational texts to support analysis; reflection; and research.
11-12.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)

11-12.RST.1. Cite specific textual evidence to support analysis of science and technical texts; attending to the precise details of explanations or descriptions.

11-12.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.

11-12.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.

11-12.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.

11-12.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).

11-12.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.

11-12.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.

11-12.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.

11-12.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.

11-12.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

CTE

Date submitted

05/22/2017

Approved

Yes

Approved competency code

• LADV
• Advanced science

• LBIO
• Biology

Approved date

06/15/2017

Online / Virtual

No