AG-ASB GPS Standards for Animal Science and - the Georgia ...

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Dec 3, 2012 (4 years and 8 months ago)

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Georgia Agriculture Education Curriculum








Program Concentration:


Agriculture

Career Pathway:




Agriscience

Course Title:



Animal Science and Biotechnology


AG
-
ASB
-
02.421


As part of the Agriscience pathway program of study, this course is
designed to introduce students to the scientific pr
inciples that underlie the
breeding and husbandry of agricultural animals, and the production,
processing, and distribution of agricultural animal products. Introduces
scientific principles applied to the animal industry; covers reproduction,
production te
chnology, processing, and distribution of agricultural animal
products. Classroom and laboratory activities are supplemented through
supervised agricultural experiences and leadership programs and activities.


AG
-
ASB
-
1:

The student demonstrates the appli
cation of scientific
methods in agricultural animal research and production.

a.

Distinguishes between basic and applied science.

Lesson: AG
-
ASB
-
02.421
-
01.1


b.

Discusses the advances made in American agriculture.

Lesson: AG
-
ASB
-
02.421
-
01.1


c.

Analyzes how agricult
ural research has benefited the consumer.

Lesson: AG
-
ASB
-
02.421
-
01.1


d.

Cites scientific discoveries in animal agriculture.

Lesson: AG
-
ASB
-
02.421
-
01.2


e.

Explains scientific developments that have revolutionized animal
agriculture.

Lesson: AG
-
ASB
-
02.421
-
01.2


f.

Lists pharmaceuticals that are derived from animals and lists their
uses.

Lesson: AG
-
ASB
-
02.421
-
01.2

Georgia Agriculture Education Curriculum







g.

Discusses agriculture as a science.

Lesson: AG
-
ASB
-
02.421
-
01.3


h.

Performs the steps involved in the scientific method.



Lesson: AG
-
ASB
-
02.421
-
01.3


i.

Conduc
ts a simple scientific research study.



Lesson: AG
-
ASB
-
02.421
-
01.3


j.

Investigates and reports on selected animal science
technology/biotechnology careers.



Lesson: AG
-
ASB
-
02.421
-
01.4



Academic Standards:

ELA10RC4 (c) Determines strategies for finding co
ntent and contextual
meaning for unfamiliar words or concepts


SCSh1

Students will evaluate the importance of curiosity, honesty, openness,
and skepticism in science.



SCSh2

Students will use standard safety practices for all classroom
laboratory and fie
ld investigations.



SCSh3
Students will identify and investigate problems scientifically.



SCSh4

Students use tools and instruments for observing, measuring, and
manipulating scientific equipment and materials.



SCSh6

Students will communicate scientifi
c investigations and information
clearly.



SCSh7

Students analyze how scientific knowledge is developed.


SCSh8
Students will understand important features of the process of
scientific inquiry.


Georgia Agriculture Education Curriculum






SCSh9
Students will enhance reading in all curriculum areas.



SB5 (
d) Relate natural selection to changes in organisms. (e) Recognize the
role of evolution to biological resistance (pesticide and antibiotic
resistance).


AG
-
ASB
-
2:

The student describes the various phases, segments, trends,
consumption and economic

scope of the large animal industry.

a.

Describes ecological balance.



Lesson: AG
-
ASB
-
02.421
-
02.1


b.

Describes the various segments of the beef industry.



Lesson: AG
-
ASB
-
02.421
-
02.1



c.

Researches the various phases of the sheep industry and the
importance of w
ool as a consumer fabric.



Lesson: AG
-
ASB
-
02.421
-
02.1


d.

Assesses the various phases of the swine industry.



Lesson: AG
-
ASB
-
02.421
-
02.1


e.

Explains how horses are used historically and in modern times.



Lesson: AG
-
ASB
-
02.421
-
02.1


f.

Develops a chart of the pe
r capita consumption of products from large
animals grown in the United States.



Lesson: AG
-
ASB
-
02.421
-
02.2


g.

Justifies the use of agricultural land to produce meat animals.



Lesson: AG
-
ASB
-
02.421
-
02.2


h.

Identifies key production areas of beef cattle and h
ogs.



Lesson: AG
-
ASB
-
02.421
-
02.3


i.

Determines relationships between feed crop production and the
production of meat animals.



Lesson: AG
-
ASB
-
02.421
-
02.3


Georgia Agriculture Education Curriculum






j.

Identifies breeds of large animals.

---------------------------------------


k.

Locates on a map the sta
tes and regions foremost in the production of
meat animals.



Lesson: AG
-
ASB
-
02.421
-
02.3


Academic Standards:

ELA10RC4 (a) Explores life experiences related to subject area content


SCSh4

Students use tools and instruments for observing, measuring, and
man
ipulating scientific equipment and materials.



SCSh6

Students will communicate scientific investigations and information
clearly.



SCSh9
Students will enhance reading in all curriculum areas.


SSWG1 (a) describe the concept of place by explaining how phy
sical
characteristics such as landforms, bodies of water, climate, soils, natural
vegetation, and animal life are used to describe a place.


SB3 (b) Examine the evolutionary basis of modern classification systems.


AG
-
ASB
-
3:

The student describes the vario
us phases, segments, trends,
consumption and economic scope of the poultry industry.

a.

Summarizes the poultry industry’s growth trends.



Lesson: AG
-
ASB
-
02.421
-
03.1


b.

Evaluates the production of poultry products in each state.



Lesson: AG
-
ASB
-
02.421
-
03.1


c.

Id
entifies on a map the states and regions foremost in production of
poultry.



Lesson: AG
-
ASB
-
02.421
-
03.1



d.

Computes the per capita consumption of chicken, turkey and eggs.



Lesson: AG
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ASB
-
02.421
-
03.1

Georgia Agriculture Education Curriculum







e.

Describes vertical integration using segments of the p
oultry industry
as examples.



Lesson: AG
-
ASB
-
02.421
-
03.2


f.

Outlines the operation of modern poultry operations.



Lesson: AG
-
ASB
-
02.421
-
03.2


g.

Explains the operation of modern hatcheries.



Lesson: AG
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ASB
-
02.421
-
03.2


h.

Identifies breeds of poultry.

---------
------------------------------


i.

Outlines a modern poultry production operation.



Lesson: AG
-
ASB
-
02.421
-
03.2


j.

Describes the process of egg development in poultry.



Lesson: AG
-
ASB
-
02.421
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03.3


k.

Traces the biological processes involved in the production of e
ggs.



Lesson: AG
-
ASB
-
02.421
-
03.3


l.

Analyzes egg composition.



Lesson: AG
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ASB
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02.421
-
03.3


m.

Describes chick embryo development.



Lesson: AG
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ASB
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02.421
-
03.4


n.

Discusses proper storage conditions of hatching eggs.



Lesson: AG
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ASB
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02.421
-
03.4




Academic Stan
dards:

ELA10RC2 (c) Relates messages and themes from one subject area to those
in another area.


Georgia Agriculture Education Curriculum






SCSh4

Students use tools and instruments for observing, measuring, and
manipulating scientific equipment and materials.



SCSh6

Students will communicate scie
ntific investigations and information
clearly.



SCSh9
Students will enhance reading in all curriculum areas.


SSEMI2 (a) Define the Law of Supply and the Law of Demand.


SB3 (b) Examine the evolutionary basis of modern classification systems.


AG
-
ASB
-
4:

T
he student describes the various phases, segments, trends,
consumption and economic scope of the dairy industry.

a.

Identifies the major areas and characteristics of dairy production in
the United States and compares dairy production among the states.



Lesso
n: AG
-
ASB
-
02.421
-
04.1


b.

Discusses breeds of dairy cows and their characteristics.



Lesson: AG
-
ASB
-
02.421
-
04.1


c.

Demonstrates the steps used to milk cows in the modern dairy.



Lesson: AG
-
ASB
-
02.421
-
04.1


d.

Determines the per capita consumption of various dair
y products.



Lesson: AG
-
ASB
-
02.421
-
04.1



e.

Assesses the uses of milk from species other than cows and their
importance in the dairy industry.



Lesson: AG
-
ASB
-
02.421
-
04.1


f.

Identifies dairy products, their use and their economic importance.



Lesson: AG
-
ASB
-
02.421
-
04.1


g.

Examines the scientific process by which milk is produced.



Lesson: AG
-
ASB
-
02.421
-
04.2



Georgia Agriculture Education Curriculum






h.

Traces the hormonal activity that controls lactation.



Lesson: AG
-
ASB
-
02.421
-
04.2


i.

Reviews the equipment and procedures involved in milking.



Lesson:
AG
-
ASB
-
02.421
-
04.2


j.

Identifies the breeds of dairy cattle.



Lesson: AG
-
ASB
-
02.421
-
04.3


k.

Contrasts the breeds of dairy cattle, including their origin and breed
characteristics.



Lesson: AG
-
ASB
-
02.421
-
04.3


l.

Assesses the uses of goat and sheep milk in chees
e manufacturing.



Lesson: AG
-
ASB
-
02.421
-
04.3


m.

Describes the nutritive content of milk.



Lesson: AG
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ASB
-
02.421
-
04.4


n.

Explores the scientific processes of pasteurization and
homogenization in milk processing.



Lesson: AG
-
ASB
-
02.421
-
04.4



o.

Recognizes and e
xplains the differences in milk classifying and
grading.



Lesson: AG
-
ASB
-
02.421
-
04.4


p.

Demonstrates the conversion of milk to butter, cheese and ice cream
products.



Lesson: AG
-
ASB
-
02.421
-
04.4



Academic Standards:

ELA10RC3 (c) Explores understanding of
new words found in subject area
texts.


Georgia Agriculture Education Curriculum






SCSh4

Students use tools and instruments for observing, measuring, and
manipulating scientific equipment and materials.



SCSh6

Students will communicate scientific investigations and information
clearly.



SCSh9
St
udents will enhance reading in all curriculum areas.


SB5 (
d) Relate natural selection to changes in organisms. (e) Recognize the
role of evolution to biological resistance (pesticide and antibiotic
resistance).


SSEMI2 (a) Define the Law of Supply and the

Law of Demand.


AG
-
ASB
-
5:

The student evaluates trends in the aquaculture industry and
the scientific principles involved in the production of aquatic animals.

a.

Explores the scope of the aquaculture industry.



Lesson: AG
-
ASB
-
02.421
-
05.1


b.

Classifies the ch
aracteristics of ectothermic animals.



Lesson: AG
-
ASB
-
02.421
-
05.1


c.

Evaluates the feed
-
conversion efficiency of fish.



Lesson: AG
-
ASB
-
02.421
-
05.1


d.

Researches types of aquatic animal production in the United States.



Lesson: AG
-
ASB
-
02.421
-
05.2


e.

Investigat
es the physical characteristics of water and its relationship
to fish production.



Lesson: AG
-
ASB
-
02.421
-
05.2


f.

Estimates fish populations in production operations by scientific
sampling.



Lesson: AG
-
ASB
-
02.421
-
05.2




Georgia Agriculture Education Curriculum






g.

Measures and adjusts water pH as it

relates to fish growth and
development.



Lesson: AG
-
ASB
-
02.421
-
05.2


h.

Describes how fish attain oxygen.



Lesson: AG
-
ASB
-
02.421
-
05.3


i.

Explains how oxygen is dissolved into and depleted from water.



Lesson: AG
-
ASB
-
02.421
-
05.3


j.

Tests pond and river and o
ther water for dissolved oxygen levels.



Lesson: AG
-
ASB
-
02.421
-
05.3


k.

Provides for the addition of oxygen to water by mechanical agitation.



Lesson: AG
-
ASB
-
02.421
-
05.3


l.

Describes the methods and facilities used in the production of various
aquatic animals
.



Lesson: AG
-
ASB
-
02.421
-
05.4


m.

Interprets the behavioral characteristics of bullfrogs and alligators
that make them difficult to produce in confinement.



Lesson: AG
-
ASB
-
02.421
-
05.4



Academic Standards:


ELA10LSV1 (c) Responds to questions with appropria
te information; (d)
Actively solicits another person’s comments or opinion.


SCSh3
Students will identify and investigate problems scientifically.



SCSh4

Students use tools and instruments for observing, measuring, and
manipulating scientific equipment a
nd materials.



SC5
Students will understand that the rate at which a chemical reaction
occurs can be

affected by changing concentration, temperature, or pressure and the
addition of a

Georgia Agriculture Education Curriculum






catalyst.


SC7
Students will characterize the properties that describe
solutions and
the nature of acids and bases.


SES6 (a)

Relate the nature and distribution of life on Earth, including
humans, to the chemistry and availability of water.
, (b)
Relate the
distribution of biomes (terrestrial, freshwater, and marine) to clima
te
regions through time.


SPS6 (
a) Describe solutions in terms of, solute/solvent, conductivity,
concentration (b) Observe factors affecting the rate a solute dissolves in a
specific solvent. (c) Demonstrate that solubility is related to temperature by
con
structing a solubility curve.


SSWG1 (a)

describe the concept of place by explaining how physical
characteristics such as landforms, bodies of water, climate, soils, natural
vegetation, and animal life are used to describe a place


SSEMI2 (a) Define the La
w of Supply and the Law of Demand.



AG
-
ASB
-
6:

The student describes the various phases, segments, trends,
demand, consumption and economic scope of the alternative and
laboratory animals.

a.

Analyzes the advantages and disadvantages of raising alternative
ag
ricultural animals.



Lesson: AG
-
ASB
-
02.421
-
06.1


b.

Describes alternative animal agriculture industry.



Lesson: AG
-
ASB
-
02.421
-
06.1


c.

Explains the potential of ostriches, goats and other alternative
animals as food animals.



Lesson: AG
-
ASB
-
02.421
-
06.1


d.

Desc
ribes the production of certified laboratory animal.



Lesson: AG
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ASB
-
02.421
-
06.2

Georgia Agriculture Education Curriculum







e.

Lists the animals most often used in scientific research and explains
reasons for their selection and use.



Lesson: AG
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ASB
-
02.421
-
06.2


f.

Lists the distinguishing characteris
tics of insects used in agricultural
animal production.



Lesson: AG
-
ASB
-
02.421
-
06.3


g.

Explains the importance of the honeybee to agriculture and the
society of the honeybee.



Lesson: AG
-
ASB
-
02.421
-
06.3


h.

Discusses the threat to American agriculture by the
Africanized
honeybee and explains the biological reasons for the problem.



Lesson: AG
-
ASB
-
02.421
-
06.3


i.

Outlines production practices to produce organic and natural animal
products.

--------------------------------------------



Academic Standards:


SCSh4

Students use tools and instruments for observing, measuring, and
manipulating scientific equipment and materials.



SCSh6

Students will communicate scientific investigations and information
clearly.



SCSh9
Students will enhance reading in all curriculum
areas.


AG
-
ASB
-
7:

The student classifies animals using scientific binomial
nomenclature as well as classifies agriculture animals by breed and
use.

a.

Explains how agricultural animals are classified scientifically.



Lesson: AG
-
ASB
-
02.421
-
07.1

b.

Explains the u
se of the binomial system of classification.



Lesson: AG
-
ASB
-
02.421
-
07.1

Georgia Agriculture Education Curriculum







c.

Utilizes kingdoms to classify all living organisms.



Lesson: AG
-
ASB
-
02.421
-
07.1


d.

Identifies characteristics of animals that place them in different
classifications.



Lesson: AG
-
AS
B
-
02.421
-
07.1


e.

Explains how breeds of livestock were developed.



Lesson: AG
-
ASB
-
02.421
-
07.2


f.

Explains the purpose of breed associations.



Lesson: AG
-
ASB
-
02.421
-
07.2


g.

Classifies agricultural animals.



Lesson: AG
-
ASB
-
02.421
-
07.3


h.

Identifies characteristic
s that can be used to group objects.



Lesson: AG
-
ASB
-
02.421
-
07.3



i.

Categorizes common and distinguishing characteristics of several
agricultural animals.



Lesson: AG
-
ASB
-
02.421
-
07.3



Academic Standards:


ELA10RC2 (a) Identifies messages and themes from
books in all subject
areas.


SCSh9
Students will enhance reading in all curriculum areas.


SB3 (
a) Relate the complexity and organization of organisms to their ability
for obtaining, transforming, transporting, releasing, and eliminating the
matter and en
ergy used to sustain the organism.(b) Examine the evolutionary
basis of modern classification systems. (six kingdoms)
;


SB5
Students will evaluate the role of natural selection in the development
of the theory of

Georgia Agriculture Education Curriculum






evolution.


AG
-
ASB
-
8:

The student describe
s and addresses the general public’s
food safety and environmental concerns.

a.

Rationalizes the consumers concerns for food safety.



Lesson: AG
-
ASB
-
02.421
-
08.1


b.

Explains the causes of problems with meat.



Lesson: AG
-
ASB
-
02.421
-
08.1


c.

Demonstrates knowledge
of how safety problems can be solved.



Lesson: AG
-
ASB
-
02.421
-
08.1


d.

Differentiates between meat grading and meat inspection.



Lesson: AG
-
ASB
-
02.421
-
08.2


e.

Discusses examples of how genetic engineering has benefited the
producer and consumer as well as the
concerns over genetic
engineering.



Lesson: AG
-
ASB
-
02.421
-
08.3


f.

Evaluates producers of agricultural animals as caretakers of the
environment.



Lesson: AG
-
ASB
-
02.421
-
08.4


g.

Describes the concept of the greenhouse effect.



Lesson: AG
-
ASB
-
02.421
-
08.4


h.

Summ
arizes how the balance of oxygen and carbon dioxide is
maintained in the atmosphere.



Lesson: AG
-
ASB
-
02.421
-
08.4


i.

Discusses how bacteria can be beneficial to the environment.



Lesson: AG
-
ASB
-
02.421
-
08.4


j.

Determines consumer concerns with various phases o
f the animal and
meat industry.



Lesson: AG
-
ASB
-
02.421
-
08.4

Georgia Agriculture Education Curriculum







k.

Explains the growth in organically produced animal products.

------------------------------------------



Academic Standards:


ELA10RC4 (b) Discusses in both writing and speaking how certain wor
ds and
concepts relate to multiple subjects.


SCSh3
Students will identify and investigate problems scientifically.


SCSh6

Students will communicate scientific investigations and information
clearly.



SCSh9
Students will enhance reading in all curriculum

areas.


SC1 (
a) Relate the role of nuclear fusion in producing essentially all elements
heavier than hydrogen


SC5 (
b) Investigate the effects of a catalyst on chemical reactions and
apply it to everyday examples


ELA10LSV1 (i) Employs group decision
-
maki
ng techniques such as
brainstorming or a problem
-
solving sequence (e.g., recognizes problem,
defines problem, identifies possible solutions, selects optimal solution,
implements solution, and evaluates solution)



ELA10LSV1 (e) Offers own opinion forcefull
y without domineering; (f)
Contributes voluntarily and responds directly when solicited by teacher or
discussion leader; (g) Gives reasons in support of opinions expressed.


AG
-
ASB
-
9:

The student describes crucial animal welfare issues and
explains the be
nefits of treating animals in a human manner and
providing for the animals needs.


a.

Discerns the difference between animal welfare and animal rights.



Lesson: AG
-
ASB
-
02.421
-
09.1

Georgia Agriculture Education Curriculum







b.

Researches potential problems brought about by animals being raised
in confin
ement.



Lesson: AG
-
ASB
-
02.421
-
09.1


c.

Interprets the reasons given by some people for their objections to
raising farm animals.



Lesson: AG
-
ASB
-
02.421
-
09.1


d.

Debates the use of production practices such as confinement
operations.



Lesson: AG
-
ASB
-
02.421
-
09.
1


e.

Debates management practices used in the production of agricultural
animals.



Lesson: AG
-
ASB
-
02.421
-
09.2


f.

Investigates the benefit to producers of content and healthy animals.



Lesson: AG
-
ASB
-
02.421
-
09.2


g.

Explains potential problems of animal producti
on such as the
continuous use of antibiotics.



Lesson: AG
-
ASB
-
02.421
-
09.2


h.

Cites examples of how the use of animals in research has benefited
humans.



Lesson: AG
-
ASB
-
02.421
-
09.3


i.

Investigates the laws that govern the use of laboratory animals for
researc
h.



Lesson: AG
-
ASB
-
02.421
-
09.3


j.

Interprets the laws governing the use of agricultural animals.



Lesson: AG
-
ASB
-
02.421
-
09.3


k.

Discusses the production and increasing popularity of natural and
organically produced animal products.

--------------------------
--------------

Georgia Agriculture Education Curriculum






Academic Standards:


ELA10RL4 (d) Includes a formal works cited or bibliography when applicable.


SCSh1
Students will evaluate the importance of curiosity, honesty, openness,
and skepticism in science.


SCSh3
Students will identify and inve
stigate problems scientifically.



SCSh6

Students will communicate scientific investigations and information
clearly.




SCSh9
Students will enhance reading in all curriculum areas.


ELA10LSV1 (i) Employs group decision
-
making techniques such as
brainstorm
ing or a problem
-
solving sequence (e.g., recognizes problem,
defines problem, identifies possible solutions, selects optimal solution,
implements solution, and evaluates solution)


ELA10LSV1 (e) Offers own opinion forcefully without domineering; (f)
Contri
butes voluntarily and responds directly when solicited by teacher or
discussion leader; (g) Gives reasons in support of opinions expressed.


AG
-
ASB
-
10: The student observes and interprets the natural behavior
of agricultural animals and relates these beha
viors to production
practices yielding more content, healthier, and productive animals.

a.

Describes the importance of ethology in the production of agricultural
animals.



Lesson: AG
-
ASB
-
02.421
-
10.1


b.

Differentiates between instinctive and learned behaviors o
f animals.



Lesson: AG
-
ASB
-
02.421
-
10.1


c.

Judges animal intelligence based on behavior.



Lesson: AG
-
ASB
-
02.421
-
10.1


d.

Describes the conditioning response and its use in animal production.



Lesson: AG
-
ASB
-
02.421
-
10.1


Georgia Agriculture Education Curriculum






e.

Explains how animal behaviors are devel
oped.



Lesson: AG
-
ASB
-
02.421
-
10.1


f.

Infers how unusual stimuli and surroundings affect animals.



Lesson: AG
-
ASB
-
02.421
-
10.1


g.

Examines how cattle view their surroundings and how that behavior is
used to design cattle facilities.



Lesson: AG
-
ASB
-
02.421
-
10.
1


h.

Describes and identifies social, dominate, flight, and protective
behaviors in animals.



Lesson: AG
-
ASB
-
02.421
-
10.1


i.

Investigates the social behaviors of agricultural animals.



Lesson: AG
-
ASB
-
02.421
-
10.2


j.

Identifies dominant animals in a group.



Less
on: AG
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ASB
-
02.421
-
10.2


k.

Discusses how dominant behavior contributes to natural selection.



Lesson: AG
-
ASB
-
02.421
-
10.2


l.

Analyzes the types of sexual and reproductive behaviors in
agricultural animals.



Lesson: AG
-
ASB
-
02.421
-
10.3


m.

Observes animal behavior
and successfully collects data for an
ethogram.



Lesson: AG
-
ASB
-
02.421
-
10.3


n.

Describes the methods used by agricultural animals to communicate.



Lesson: AG
-
ASB
-
02.421
-
10.4


o.

Describes the types of ingestive behaviors in agricultural animals.



Lesson: AG
-
ASB
-
02.421
-
10.4



Georgia Agriculture Education Curriculum






p.

Explains how the natural behaviors of agricultural animals can be used
to provide the animals with a safer, more comfortable environment.



Lesson: AG
-
ASB
-
02.421
-
10.4



Academic Standards:



SCSh4

Students use tools and instruments for ob
serving, measuring, and
manipulating scientific equipment and materials.



SCSh9
Students will enhance reading in all curriculum areas.


SB5
Students will evaluate the role of natural selection in the development
of the theory of evolution.


AG
-
ASB
-
11: The

student applies genetic principles to animal selection,
breeding, and production.

a.

Explains the basic function of deoxyribonucleic acid (DNA) and
ribonucleic acid (RNA).



Lesson: AG
-
ASB
-
02.421
-
11.1


b.

Explains how traits are passed from parent to offspring

through
genetic transfer.



Lesson: AG
-
ASB
-
02.421
-
11.1


c.

Researches and explains the concept of dominant genes verses
recessive genes.



Lesson: AG
-
ASB
-
02.421
-
11.1


d.

Describes the concept of co
-
dominant genes.



Lesson: AG
-
ASB
-
02.421
-
11.1


e.

Explains how prod
ucers use the genetic principles to produce desired
types of animals.



Lesson: AG
-
ASB
-
02.421
-
11.1


f.

Explains how the sex of an animal is determined.



Lesson: AG
-
ASB
-
02.421
-
11.1

Georgia Agriculture Education Curriculum







g.

Explains the difference between phenotypic and genotypic
characteristics.



L
esson: AG
-
ASB
-
02.421
-
11.2


h.

Computes mathematically the expected color of offspring.



Lesson: AG
-
ASB
-
02.421
-
11.2


i.

Compares the expected coat color with results obtained through
scientific observation.



Lesson: AG
-
ASB
-
02.421
-
11.2


j.

Describes how the concept

of heritability is used in the selection of
livestock.



Lesson: AG
-
ASB
-
02.421
-
11.3


k.

Predicts phenotypic and genotypic characteristics in animals.



Lesson: AG
-
ASB
-
02.421
-
11.3


l.

Utilizes performance data in the selection of livestock.



Lesson: AG
-
ASB
-
02.4
21
-
11.3


m.

Describes Expected Progeny Difference (EPD).



Lesson: AG
-
ASB
-
02.421
-
11.3



Academic Standards:


ELA10RC2 (c) Relates messages and themes from one subject area to those
in another area;


SCSh9
Students will enhance reading in all curriculum area
s.


SB2

Students will analyze how biological traits are passed on to successive
generations.


MM1D2
Students will use the basic laws of probability.


MM2P1
Students will solve problems (using appropriate technology).


Georgia Agriculture Education Curriculum







SB2 (
d) Describe the relationships be
tween changes in DNA and potential
appearance of new traits including; Alterations during replication,
Insertions, Deletions, Substitutions, Mutagenic factors that can alter DNA,
High energy radiation (x
-
rays and ultraviolet), Chemical, ( f) Examine the us
e
of DNA technology in forensics, medicine, and agriculture.


ELA10LSV1 (e) Offers own opinion forcefully without domineering; (f)
Contributes voluntarily and responds directly when solicited by teacher or
discussion leader; (g) Gives reasons in support of

opinions expressed.


AG
-
ASB
-
12: The student applies scientific methods of animal selection
and explains the advantages and disadvantages.

a.

Explains the concept of natural selection.



Lesson: AG
-
ASB
-
02.421
-
12.1


b.

Discusses how humans have influenced the de
velopment of animals.



Lesson: AG
-
ASB
-
02.421
-
12.1


c.

Illustrates how scientific research has influenced the development of
animals.



Lesson: AG
-
ASB
-
02.421
-
12.1



d.

Cites examples of how problems have developed in animals because of
the selection process cont
rolled by humans.



Lesson: AG
-
ASB
-
02.421
-
12.1


e.

Compares and contrasts the benefits of scientific animal selection and
breeding by the producer with natural selection and random mating.



Lesson: AG
-
ASB
-
02.421
-
12.1


f.

Traces the stages in the development of
modern swine.



Lesson: AG
-
ASB
-
02.421
-
12.2


g.

Discusses problems associated with overly muscled pigs.



Lesson: AG
-
ASB
-
02.421
-
12.2



Georgia Agriculture Education Curriculum






h.

Interprets the reasoning behind the selection of sex character in
agricultural animals.



Lesson: AG
-
ASB
-
02.421
-
12.2


i.

Outline
s selection criteria for specific agricultural animals and uses.



Lesson: AG
-
ASB
-
02.421
-
12.2


j.

Outlines the physical characteristics associated with growth in
animals.



Lesson: AG
-
ASB
-
02.421
-
12.2


k.

Compares and contrasts the characteristics of modern beef,

swine,
and dairy animals with those of their ancestors.



Lesson: AG
-
ASB
-
02.421
-
12.2


l.

Cites examples of heterosis in agricultural animal production.

--------------------------------------



Academic Standards:


ELA10RC3 (c) Explores understanding of new w
ords found in subject area
texts.


SCSh8
Students will understand important features of the process of
scientific inquiry.


SCSh9
Students will enhance reading in all curriculum areas.


SB2 Students will analyze how biological traits are passed on to succ
essive
generations.


SB5
Students will evaluate the role of natural selection in the development
of the theory of

evolution.


AG
-
ASB
-
13: The student demonstrates an understanding of the
reproductive anatomy and biological processes involved in the
reprodu
ction of agricultural animals.

Georgia Agriculture Education Curriculum






a.

Distinguishes between asexual and sexual reproduction.



Lesson: AG
-
ASB
-
02.421
-
13.1


b.

Explains the process by which gametes are produced in both the male
and female.



Lesson: AG
-
ASB
-
02.421
-
13.1


c.

Diagrams and explains the step
s involved in meiosis.



Lesson: AG
-
ASB
-
02.421
-
13.1


d.

Describes the parts and functions of the male and female
reproductive system.



Lesson: AG
-
ASB
-
02.421
-
13.2


e.

Analyzes the functions of the hormones that control reproduction.



Lesson: AG
-
ASB
-
02.421
-
13.2


f.

Describes the phases of the female reproductive cycle.



Lesson: AG
-
ASB
-
02.421
-
13.2


g.

Explains the process by which fertilization takes place.



Lesson: AG
-
ASB
-
02.421
-
13.3


h.

Compares the size and shape of sperm cells and egg cells.



Lesson: AG
-
ASB
-
02.421
-
1
3.3


i.

Demonstrates the procedures used in artificial insemination.



Lesson: AG
-
ASB
-
02.421
-
13.4


j.

Explains the use and procedures of embryo transfer and evaluates its
economic importance.



Lesson: AG
-
ASB
-
02.421
-
13.4


k.

Describes the process and advantages of
estrus synchronization.



Lesson: AG
-
ASB
-
02.421
-
13.4




Georgia Agriculture Education Curriculum






l.

Researches and predicts new scientific technology that will be of
benefit to livestock producers.



Lesson: AG
-
ASB
-
02.421
-
13.4


Academic Standards:


SCSh9
Students will enhance reading in all curricu
lum areas.


SB1 (
a) Explain the role of cell organelles for both prokaryotic and
eukaryotic cells, including the cell membrane, in maintaining homeostasis and
cell reproduction.


SB2
Students will analyze how biological traits are passed on to successive
g
enerations.


SB5
Students will evaluate the role of natural selection in the development
of the theory of

evolution.


AG
-
ASB
-
14: The student describes the physiological processes involved
in prenatal and postnatal growth and development of agricultural
ani
mals.

a.

Measures the growth process in an animal.



Lesson: AG
-
ASB
-
02.421
-
14.1


b.

Analyzes the circumstances of growth that affect production
enterprises.



Lesson: AG
-
ASB
-
02.421
-
14.1


c.

Distinguishes between prenatal and postnatal growth and illustrates
the pha
ses of each.



Lesson: AG
-
ASB
-
02.421
-
14.1, AG
-
ASB
-
02.421
-
14.2


d.

Describes and explains the phases of mitosis.



Lesson: AG
-
ASB
-
02.421
-
14.2


e.

Explains the layers of the blastula and the organs that are derived
from each layer.



Lesson: AG
-
ASB
-
02.421
-
14.2

Georgia Agriculture Education Curriculum







f.

De
scribes the functions of the placenta.



Lesson: AG
-
ASB
-
02.421
-
14.2


g.

Identifies characteristics of twenty
-
four, forty
-
eight, and seventy
-
two hour old chick embryos.



Lesson: AG
-
ASB
-
02.421
-
14.2


h.

Differentiates between body cells and explains the functions
of each
type cell.



Lesson: AG
-
ASB
-
02.421
-
14.3


i.

Sequences fat deposition in an animal’s body.



Lesson: AG
-
ASB
-
02.421
-
14.3


j.

Investigates and explains why selection for muscling in animals is
important.



Lesson: AG
-
ASB
-
02.421
-
14.3


k.

Compares and contrasts
the growth and reproductive phases in an
animal’s life.



Lesson: AG
-
ASB
-
02.421
-
14.3


l.

Describes the effects of hormones in the growth process.



Lesson: AG
-
ASB
-
02.421
-
14.4


m.

Describes the effects castration has on the growth of an animal.



Lesson: AG
-
ASB
-
0
2.421
-
14.4


n.

Explains the aging process in animals.



Lesson: AG
-
ASB
-
02.421
-
14.4


o.

Distinguishes between chronological and physiological age.



Lesson: AG
-
ASB
-
02.421
-
14.4





Georgia Agriculture Education Curriculum






Academic Standards:


ELA10RC4 (a) Explores life experiences related to subject area

content. (b)
Discusses in both writing and speaking how certain words and concepts
relate to multiple subjects.


SCSh7

Students analyze how scientific knowledge is developed.


SCSh9
Students will enhance reading in all curriculum areas.


SB1 (
a) Explain
the role of cell organelles for both prokaryotic and
eukaryotic cells, including the cell membrane, in maintaining homeostasis and
cell reproduction.


SB2
Students will analyze how biological traits are passed on to successive
generations.


AG
-
ASB
-
15: The
student describes nutrient sources and functions as
they relate to monogastric and ruminant agricultural animals.

a.

Lists nutrients that are essential to the growth and development of
animals.



Lesson: AG
-
ASB
-
02.421
-
15.1


b.

Describes the role water plays in s
upporting animal growth and
development.



Lesson: AG
-
ASB
-
02.421
-
15.1



c.

Discusses the relationship between proteins and amino acids.



Lesson: AG
-
ASB
-
02.421
-
15.1


d.

Identifies protein feed sources.



Lesson: AG
-
ASB
-
02.421
-
15.1


e.

Distinguishes between carnivor
es, omnivores, and herbivores and gives
examples.



Lesson: AG
-
ASB
-
02.421
-
15.1




Georgia Agriculture Education Curriculum






f.

Explains the role and importance of protein, carbohydrates, and fats
in the diets of animals.



Lesson: AG
-
ASB
-
02.421
-
15.1, AG
-
ASB
-
02.421
-
15.2


g.

Identifies types of common sug
ars and their role in animal nutrition.



Lesson: AG
-
ASB
-
02.421
-
15.2


h.

Identifies the common grains that are used as a source of
carbohydrates.



Lesson: AG
-
ASB
-
02.421
-
15.2


i.

Distinguishes between concentrates and roughages and gives examples
of each.



Less
on: AG
-
ASB
-
02.421
-
15.2


j.

Lists the sources of fats, minerals, vitamins, roughages, starches,
sugars, proteins, etc., in animal rations.



Lesson: AG
-
ASB
-
02.421
-
15.2, AG
-
ASB
-
02.421
-
15.3


k.

Discusses the role that minerals play in animal growth and
development.



Lesson: AG
-
ASB
-
02.421
-
15.3


l.

Demonstrates the use of chemical tests to indicate the presence of
nutrients.



Lesson: AG
-
ASB
-
02.421
-
15.3


m.

Distinguishes between a monogastric and a ruminant digestive system.



Lesson: AG
-
ASB
-
02.421
-
15.4


n.

Lists and defines
the function of the organs of monogastric and
ruminant digestive systems.



Lesson: AG
-
ASB
-
02.421
-
15.4


o.

Explains the differences in feed used by monogastrics and feed used
by ruminants.



Lesson: AG
-
ASB
-
02.421
-
15.4


Georgia Agriculture Education Curriculum






p.

Classifies agricultural animals as monog
astrics or ruminants and
predicts feed sources of each.



Lesson: AG
-
ASB
-
02.421
-
15.4



Academic Standards:




SCSh2
Students will use standard safety practices for all classroom
laboratory and field investigations.



SCSh3
Students will identify and invest
igate problems scientifically.



SCSh6
Students will communicate scientific investigations and information
clearly.



SCSh9
Students will enhance reading in all curriculum areas.


SB1 (
c) Identify the function of the four major macromolecules (i.e.,
carboh
ydrates, proteins, lipids, nucleic acids)


SB3 Students will derive the relationship between single
-
celled and multi
-
celled organisms and the increasing complexity of systems.


SES6 (a)

Relate the nature and distribution of life on Earth, including
humans,

to the chemistry and availability of water


AG
-
ASB
-
16: The student investigates the physiological and chemical
properties of meat products and preservation.

a.

Describes the physiological processes that take place in the animal’s
body at death.



Lesson: AG
-
ASB
-
02.421
-
16.1


b.

Explains the steps in the slaughter of meat animals.



Lesson: AG
-
ASB
-
02.421
-
16.1


c.

Describes the biological process of ossification.



Lesson: AG
-
ASB
-
02.421
-
16.2


Georgia Agriculture Education Curriculum






d.

Estimates the marbling of beef.



Lesson: AG
-
ASB
-
02.421
-
16.2


e.

Explains the v
alue of high verses low yield grades.



Lesson: AG
-
ASB
-
02.421
-
16.2


f.

Calculates the quality and yield grades for beef.



Lesson: AG
-
ASB
-
02.421
-
16.2


g.

Identifies the wholesale and retail cuts of beef, pork, and lamb.



Lesson: AG
-
ASB
-
02.421
-
16.3


h.

Explains the

different types of tissues that compose muscles.



Lesson: AG
-
ASB
-
02.421
-
16.3


i.

Describes the factors that affect the palatability of meats and the
sensation of taste.



Lesson: AG
-
ASB
-
02.421
-
16.3


j.

Describes the importance of meat to the human diet.



Less
on: AG
-
ASB
-
02.421
-
16.3


k.

Evaluates the value of nutrients provided by meat.



Lesson: AG
-
ASB
-
02.421
-
16.3


l.

Discusses the types of microbes that cause spoilage of meat products.



Lesson: AG
-
ASB
-
02.421
-
16.4


m.

Lists the factors that favor the growth of microbes
.



Lesson: AG
-
ASB
-
02.421
-
16.4


n.

Researches the scientific principles involved in meat preservation.



Lesson: AG
-
ASB
-
02.421
-
16.4


o.

Demonstrates the preservation of meat products using various curing
methods.



Lesson: AG
-
ASB
-
02.421
-
16.4


Georgia Agriculture Education Curriculum







Academic Standards
:



SCSh2
Students will use standard safety practices for all classroom
laboratory and field investigations.



SCSh3
Students will identify and investigate problems scientifically.



SCSh9
Students will enhance reading in all curriculum areas.


SB1 (c)

Ide
ntify the function of the four major macromolecules (i.e.,
carbohydrates, proteins, lipids, nucleic acids)


SSEMI2 (a) define the Law of Supply and the Law of Demand


AG
-
ASB
-
17: The student describes the effects, development, and
control of parasites in ag
ricultural animals.

a.

Explains symbiotic relationships.



Lesson: AG
-
ASB
-
02.421
-
17.1


b.

Distinguishes between mutualism, commensalism, and parasitism.



Lesson: AG
-
ASB
-
02.421
-
17.1



c.

Discusses how parasitism causes harm to the host animal.



Lesson: AG
-
ASB
-
02.4
21
-
17.1


d.

Identifies parasites of agricultural animals and matches the parasite
to the host.



Lesson: AG
-
ASB
-
02.421
-
17.1



e.

Estimates production losses due to parasites of agricultural animals.



Lesson: AG
-
ASB
-
02.421
-
17.1


f.

Diagrams the phases of a parasite
’s life cycle and identifies how
knowledge of life cycle can be used to control the parasite.



Lesson: AG
-
ASB
-
02.421
-
17.2


Georgia Agriculture Education Curriculum






g.

Differentiates between internal and external parasites.



Lesson: AG
-
ASB
-
02.421
-
17.2


h.

Explains how scientific research is used in th
e control and/or
eradication of parasites.



Lesson: AG
-
ASB
-
02.421
-
17.3


i.

Explains the conventional means of controlling parasites of
agricultural animals.



Lesson: AG
-
ASB
-
02.421
-
17.3


Academic Standards:


SCSh9
Students will enhance reading in all curricu
lum areas.


SB4 Students will assess the dependence of all organisms on one another
and the flow of energy and matter within their ecosystems.



SB3 (
a) Relate the complexity and organization of organisms to their ability
for obtaining, transforming, trans
porting, releasing, and eliminating the
matter and energy used to sustain the organism


SB5 (
a) Trace the history of the theory. (d) Relate natural selection to
changes in organisms. (e) Recognize the role of evolution to biological
resistance (pesticide
and antibiotic resistance).


AG
-
ASB
-
18: The student identifies and describes animal diseases,
animal immune systems, and disease prevention and control programs.

a.

Lists the types and characteristics of disease
-
causing organisms.



Lesson: AG
-
ASB
-
02.421
-
18.1


b.

Describes three types and characteristics of bacteria.



Lesson: AG
-
ASB
-
02.421
-
18.1


c.

Characterizes viruses and protozoa.



Lesson: AG
-
ASB
-
02.421
-
18.1




Georgia Agriculture Education Curriculum






d.

Identifies signs and symptoms that are used to recognize and
quarantine sick animals.



Lesson: AG
-
AS
B
-
02.421
-
18.1


e.

Lists agricultural animal diseases caused by microorganisms.



Lesson: AG
-
ASB
-
02.421
-
18.1


f.

Determines sources of disease
-
causing organisms in the environment.



Lesson: AG
-
ASB
-
02.421
-
18.1


g.

Describes how an animal’s immune system works.



Les
son: AG
-
ASB
-
02.421
-
18.2


h.

Explains the function of red and white blood cells.



Lesson: AG
-
ASB
-
02.421
-
18.2


i.

Describes how disease vaccines are developed and the success of
their uses.



Lesson: AG
-
ASB
-
02.421
-
18.2


j.

Discusses how antigens enter the body and e
xplains the body’s
reactions.



Lesson: AG
-
ASB
-
02.421
-
18.2


k.

Distinguishes between active and passive immunity.



Lesson: AG
-
ASB
-
02.421
-
18.2


l.

Differentiates between naturally acquired immunity and artificially
acquired immunity.



Lesson: AG
-
ASB
-
02.421
-
18.2


m.

Differentiates between infectious and noninfectious diseases.



Lesson: AG
-
ASB
-
02.421
-
18.3


n.

Describes how diseases are spread and prescribes methods to limit
infection.



Lesson: AG
-
ASB
-
02.421
-
18.3


Georgia Agriculture Education Curriculum






o.

Lists examples of diseases caused by genetic disorders.



Lesson: AG
-
ASB
-
02.421
-
18.3


p.

Cites examples of diseases caused by improper nutrition.



Lesson: AG
-
ASB
-
02.421
-
18.3


q.

Researches plants that are poisonous to agricultural animals.



Lesson: AG
-
ASB
-
02.421
-
18.3


r.

Provides examples of government disease
-
eradic
ation programs.



Lesson: AG
-
ASB
-
02.421
-
18.3


s.

Lists zoonotic diseases and concerns for human health.

-----------------------------------

Academic Standards:


ELA10RL4 (d) Includes a formal works cited or bibliography when applicable


ELA10RL5 (c) Uses gene
ral dictionaries, specialized dictionaries,
thesauruses, or related references as need to increase learning


SCSh9
Students will enhance reading in all curriculum areas.


SB3
Students will derive the relationship between single
-
celled and multi
-
celled orga
nisms and the increasing complexity of systems.


SB5
Students will evaluate the role of natural selection in the development
of the theory of evolution.


AG
-
ASB
-
19:

The student becomes oriented to the comprehensive
program of agricultural education, learn
s to work safely in the
agriculture lab and work sites, demonstrates selected competencies in
leadership through the FFA and agricultural industry organizations,
and develops plans for a supervised agricultural experience program.

a.

Explains the role of the
Agriculture Education program and the FFA
in personal development.


Lesson: AG
-
ASB
-
02.421
-
19.1, AG
-
ASB
-
02.421
-
19.2,


AG
-
ASB
-
02.421
-
19.3


Georgia Agriculture Education Curriculum






b.

Demonstrates knowledge learned through a Supervised Agricultural
Experience Program (SAEP).




Lesson: AG
-
ASB
-
02.421
-
19.5


c.

Develops leadership and personal development skills through
participation in the FFA.




Lesson: AG
-
ASB
-
02.421
-
19.4


d.

Explores career opportunities in animal science thought the FFA and
Agriculture Education Program.




Lesson: AG
-
ASB
-
0
2.421
-
19.6


e.

Explores the professional agricultural organizations associated with
the course content.




Lesson: AG
-
ASB
-
02.421
-
19.6




Academic Standards:


ELA10C1 The student demonstrates understanding and control of the rules
of the English language, re
alizing that usage involves the appropriate
application of conventions and grammar in both written and spoken formats.


SCSh6
Students will communicate scientific investigations and information
clearly.



SCSh9
Students will enhance reading in all curricu
lum areas.


ELA10LSV1 (d) Actively solicits another person’s comments or opinion. (e)
Offers own opinion forcefully without domineering.


ELA10LSV1 (i) Employs group decision
-
making techniques such as
brainstorming or a problem
-
solving sequence (e.g., rec
ognizes problem,
defines problem, identifies possible solutions, selects optimal solution,
implements solution, evaluates solution)


Georgia Agriculture Education Curriculum






ELA10LSV1 (e) Offers own opinion forcefully without domineering; (f)
Contributes voluntarily and responds directly when sol
icited by teacher or
discussion leader; (g) Gives reasons in support of opinions expressed.



Reading Across the Curriculum


Reading Standard Comment

After the elementary years, students engage in reading for learning. This
process sweeps across all disci
plinary domains, extending even to the area of
personal they experience text in all genres and modes of discourse. In the
study of various disciplines of learning (language arts, mathematics, science,
social studies), students must learn through reading t
he communities of
discourse of each of those disciplines. Each subject has its own specific
vocabulary, and for students to excel in all subjects, they must learn the
specific vocabulary of those subject areas in context.


Beginning with the middle grades

years, students begin to self
-
select
reading materials based on personal interests established through classroom
learning. Students become curious about science, mathematics, history, and
literature as they form contexts for those subjects related to thei
r
personal and classroom experiences. As students explore academic areas
through reading, they develop favorite subjects and become confident in
their verbal discourse about those subjects.


Reading across curriculum content develops both academic and pers
onal
interests in students. As students read, they develop both content and
contextual vocabulary. They also build good habits for reading, researching,
and learning. The Reading Across the Curriculum standard focuses on the
academic and personal skills
students acquire as they read in all areas of
learning.


CTAE
-
RC
-
1

Students will enhance reading in all curriculum areas by:



a.

Reading in all curriculum areas



Read a minimum of 25 grade
-
level appropriate books per
year from a variety of subject discipli
nes and
participate in discussions related to curricular learning
in all areas.

Georgia Agriculture Education Curriculum








Read both informational and fictional texts in a variety
of genres and modes of discourse.



Read technical texts related to various subject areas.



b.

Discussing books



Discuss
messages and themes from books in all subject
areas.



Respond to a variety of texts in multiple modes of
discourse.



Relate messages and themes from one subject area to
messages and themes in another area.



Evaluate the merit of texts in every subject discipl
ine.



Examine author’s purpose in writing.



Recognize the features of disciplinary texts.



c.

Building vocabulary knowledge



Demonstrate an understanding of contextual vocabulary
in various subjects.



Use content vocabulary in writing and speaking.



Explore un
derstanding of new words found in subject
area texts.



d.

Establishing context



Explore life experiences related to subject area
content.



Discuss in both writing and speaking how certain words
are subject area related.




Determine strategies for finding c
ontent and
contextual meaning for unknown words.


CTAE Foundation Skills


The Foundation Skills for Career, Technical and Agricultural Education
(CTAE) are critical competencies that students pursuing any career pathway
should exhibit to be successful. As
core standards for all career pathways in
all program concentrations, these skills link career, technical and agricultural
education to the state’s academic performance standards.


The CTAE Foundation Skills are aligned to the foundation of the U. S.
Depa
rtment of Education’s 16 Career Clusters. Endorsed by the National
Career Technical Education Foundation (NCTEF) and the National
Georgia Agriculture Education Curriculum






Association of State Directors of Career Technical Education Consortium
(NASDCTEc), the foundation skills were developed from
an analysis of all
pathways in the sixteen occupational areas. These standards were identified
and validated by a national advisory group of employers, secondary and
postsecondary educators, labor associations, and other stakeholders. The
Knowledge and Ski
lls provide learners a broad foundation for managing
lifelong learning and career transitions in a rapidly changing economy.



CTAE
-
FS
-
1 Technical Skills:

Learners achieve technical content skills

necessary to pursue the full range of careers for all

pat
hways in the program concentration.


CTAE
-
FS
-
2 Academic Foundations:

Learners achieve state academic

standards at or above grade level.


CTAE
-
FS
-
3 Communications:

Learners use various communication

skills in expressing and interpreting information.


CTA
E
-
FS
-
4 Problem Solving and Critical Thinking:

Learners define

and solve problems, and use problem
-
solving and

improvement methods and tools.


CTAE
-
FS
-
5 Information Technology Applications:

Learners use

multiple information technology devices to access,

organize, process, transmit, and communicate

information.


CTAE
-
FS
-
6 Systems:

Learners understand a variety of organizational

structures and functions.


CTAE
-
FS
-
7 Safety, Health and Environment:

Learners employ safety,

health and environmental managem
ent systems in

corporations and comprehend their importance to

organizational performance and regulatory compliance.


CTAE
-
FS
-
8 Leadership and Teamwork:

Learners apply leadership and

teamwork skills in collaborating with others to accomplish
organizatio
nal goals and objectives.

Georgia Agriculture Education Curriculum







CTAE
-
FS
-
9 Ethics and Legal Responsibilities:

Learners commit to

work ethics, behavior, and legal responsibilities in the

workplace.


CTAE
-
FS
-
10 Career Development:

Learners plan and manage

academic
-
career plans and employment

relations.


CTAE
-
FS
-
11 Entrepreneurship:

Learners demonstrate understanding of

concepts, processes, and behaviors associated with

successful entrepreneurial performance.




























Georgia Agriculture Education Curriculum






Teacher Notes