2012 – 2018 Jay County High School Agriculture Curriculum Guide Introduction to Agriculture, Food, and Natural Resources



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Jay School Corporation Agriculture Curriculum Guide – Introduction to Agriculture, Food, and Natural Resources

2012 – 2018




Jay County High School

Agriculture Curriculum Guide

Introduction to Agriculture, Food, and Natural Resources

Grades 9 – 12




Introduction to Agriculture, Food, and Natural Resources
Introduction to Agriculture, Food and Natural Resources is a two semester course that is highly recommended as a prerequisite to and a foundation for all other agricultural classes. The nature of this course is to provide students with an introduction to the fundamentals of agricultural science and business. Topics to be covered include: animal science, plant and soil science, food science, horticultural science, agricultural business management, landscape management, natural resources, agriculture power, structure, and technology, careers in agriculture, leadership, and supervised agricultural experience. An activity and project based approach is used along with team building to enhance the effectiveness of the student learning activities.


  • DOE Code: 5056

  • Recommended Grade Level:  Grade 9-12

  • Recommended Prerequisites:  None. Introduction to Agriculture, Food, and Natural Resources semesters should be taken in sequential order, however are not required to be taken consecutively.

  • Credits:  A 2-credit course over 2 semesters.

  • Counts as a Directed Elective or Elective for the General, Core 40, Core 40 with Academic Honors and Core 40 with Technical Honors diplomas.

One of the courses specified in the sequence of courses in the Agriculture Cluster, all Agriculture Pathways, all Agriculture Concentrations.



Domain – Careers

Core Standard 1

Students examine the scope of career opportunities in and the importance of agriculture to the economy.





Academic Standard

Literacy Embedded Standard

Learning Activities

Assessment(s)

IAFNR-1.1 Define and explore agriculture and agribusiness and their role in the economy.



11-12.RT.7 Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem.

  • Students will record ideas and facts covered during class discussion and lecture.

  • Students will gather relevant information from multiple sources including internet, current newspapers, and agriculture journals to determine the role of agriculture and agribusiness in the economy.

*Any or all assessments listed can be utilized to effectively gauge student learning.

IAFNR-1.2 Evaluate and explore the career opportunities in agriculture.



11-12.RT.2 Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms.

  • Students will select a career in that interests them in the agriculture industry to explore. Students will record the job descriptions, working environments, salary, and educational requirements.

  • Students will present their findings to the class.

  • Tests (essay, multi-choice, t/f, etc)

  • Quiz (vocab, concept, section)

  • Film summary/critique

  • Lab Reports

  • PowerPoint Presentation, Posters, Pamphlets, Essay, Research Paper

  • In class discussion q and a

*Any or all assessments listed can be utilized to effectively gauge student learning.

IAFNR-1.3 Identify how key organizational structures and processes affect organizational performance and the quality of products and services.

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


  • Students will record ideas and facts covered during class discussion and lecture.

  • Students will list ideas for organizational structures to positively affect a product or service of which they are assigned.

  • Students will present t heir findings to the class



  • Tests (essay, multi-choice, t/f, etc)

  • Quiz (vocab, concept, section)

  • Film summary/critique

  • Lab Reports

  • PowerPoint Presentation, Posters, Pamphlets, Essay, Research Paper

  • In class discussion q and a

*Any or all assessments listed can be utilized to effectively gauge student learning.

IAFNR-1.4 Demonstrate those qualities, attributes and skills necessary to succeed in, or further prepare for, a chosen career while effectively contributing to society.

11-12.RT.2 Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms.

  • Students will select a career in that interests them in the agriculture industry to explore. Students will record the job descriptions, working environments, salary, and educational requirements.

  • Students will present their findings to the class.

  • Tests (essay, multi-choice, t/f, etc)

  • Quiz (vocab, concept, section)

  • Film summary/critique

  • Lab Reports

  • PowerPoint Presentation, Posters, Pamphlets, Essay, Research Paper

  • In class discussion q and a

*Any or all assessments listed can be utilized to effectively gauge student learning.



Domain – Leadership

Core Standard 2

Students validate the necessity of leadership skills development in conjunction with participation in The National FFA Organization (FFA) as a critical component to a well rounded agricultural education.





Academic Standard

Literacy Embedded Standard

Learning Activities

Assessment(s)

IAFNR-2.1 Acquire and demonstrate communication skills such as writing, public speaking, and listening while refining oral, written, and verbal skills.

11-12.WT.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.


  • Students will select a speech topic and gather information for a prepared speech.

  • Students will demonstrate their skills during a class presentation.

  • Tests (essay, multi-choice, t/f, etc)

  • Quiz (vocab, concept, section)

  • Film summary/critique

  • Lab Reports

  • PowerPoint Presentation, Posters, Pamphlets, Essay, Research Paper

  • In class discussion q and a

*Any or all assessments listed can be utilized to effectively gauge student learning.

IAFNR-2.2 Recognize and explain the role of the FFA in the development of leadership, education, employability, communications and human relations skills.

11-12.WT.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.


  • Students are required to attend the first FFA meeting held at school. Students will record their observations of the meeting, including leadership educational, employability, commutations and human relations skills and opportunities.

  • Students will converse their findings with during a class discussion.

  • Students will record ideas and facts covered during class discussion and lecture.

  • Tests (essay, multi-choice, t/f, etc)

  • Quiz (vocab, concept, section)

  • Film summary/critique

  • Lab Reports

  • PowerPoint Presentation, Posters, Pamphlets, Essay, Research Paper

  • In class discussion q and a

*Any or all assessments listed can be utilized to effectively gauge student learning.

IAFNR-2.3 Examine roles within teams, work units, departments, organizations, inter-organizational systems, and the larger environment.

11-12.WT.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.


  • Students are required to attend the first FFA meeting held at school. Students will record their observations of the meeting, including leadership educational, employability, commutations and human relations skills and opportunities.

  • Students will converse their findings with during a class discussion.

  • Students will record ideas and facts covered during class discussion and lecture.

  • Tests (essay, multi-choice, t/f, etc)

  • Quiz (vocab, concept, section)

  • Film summary/critique

  • Lab Reports

  • PowerPoint Presentation, Posters, Pamphlets, Essay, Research Paper

  • In class discussion q and a

*Any or all assessments listed can be utilized to effectively gauge student learning.

IAFNR-2.4 Acquire the skills necessary to positively influence others.

11-12.WT.9 Draw evidence from informational texts to support analysis, reflection, and research.


  • Students will record ideas and facts covered during class discussion and lecture over the skills necessary to positively influence others.

  • Students will brain storm to determine the characteristics of a positive and negative leader and list examples.

  • Tests (essay, multi-choice, t/f, etc)

  • Quiz (vocab, concept, section)

  • Film summary/critique

  • Lab Reports

  • PowerPoint Presentation, Posters, Pamphlets, Essay, Research Paper

  • In class discussion q and a

*Any or all assessments listed can be utilized to effectively gauge student learning.

IAFNR-2.5 Develop a skill set to enhance the positive evolution of the whole person.

11-12.WT.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectivity to maintain the flow of ideas, avoiding plagiarism and overreliance on any once source and following a standard format for citation.

  • Students in groups will plant a community service project.

  • Students will present t heir information to the class.

  • Class will vote on the most useful project for our local community, and execute that project.

  • Students will promote, conduct, and conclude the project as an entire class.

  • Tests (essay, multi-choice, t/f, etc)

  • Quiz (vocab, concept, section)

  • Film summary/critique

  • Lab Reports

  • PowerPoint Presentation, Posters, Pamphlets, Essay, Research Paper

  • In class discussion q and a

*Any or all assessments listed can be utilized to effectively gauge student learning.



Domain – Supervised Agriculture Experience

Core Standard 3

Students validate the necessity of a Supervised Agricultural Experience (SAE) program as a critical component to a well rounded agricultural education.





Academic Standard

Literacy Embedded Standard

Learning Activities

Assessment(s)

IAFNR-3.1 Explain the nature of and become familiar with those terms related to an SAE program.

11-12.WT.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.


  • Students will record ideas and facts covered during class discussion and lecture over the SAE program.

  • Guest Speakers will include members of the FFA with strong SAE programs and state finalists.




  • Tests (essay, multi-choice, t/f, etc)

  • Quiz (vocab, concept, section)

  • Film summary/critique

  • Lab Reports

  • PowerPoint Presentation, Posters, Pamphlets, Essay, Research Paper

  • In class discussion q and a

*Any or all assessments listed can be utilized to effectively gauge student learning.

IAFNR-3.2 Explore the numerous possibilities for an SAE program which a student might develop.

11-12.WT.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.


  • Students will record ideas and facts covered during class discussion and lecture over the SAE program.

  • Guest Speakers will include members of the FFA with strong SAE programs and state finalists.




  • Tests (essay, multi-choice, t/f, etc)

  • Quiz (vocab, concept, section)

  • Film summary/critique

  • Lab Reports

  • PowerPoint Presentation, Posters, Pamphlets, Essay, Research Paper

  • In class discussion q and a

*Any or all assessments listed can be utilized to effectively gauge student learning.

IAFNR-3.3 Develop an individual SAE program and implement record keeping skills.

11-12.WT.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.


  • Students will record ideas and facts covered during class discussion and lecture over the SAE program, how to develop a program and accurate record keeping skills.

  • Students will develop an individual SAE program and implement record keeping skills.

  • Tests (essay, multi-choice, t/f, etc)

  • Quiz (vocab, concept, section)

  • Film summary/critique

  • Lab Reports

  • PowerPoint Presentation, Posters, Pamphlets, Essay, Research Paper

  • In class discussion q and a

*Any or all assessments listed can be utilized to effectively gauge student learning.



Domain – Plant & Soil Science

Core Standard 4

Students connect the necessity of plant and soil science to modern agriculture.





Academic Standard

Literacy Embedded Standard

Learning Activities

Assessment(s)

IAFNR-4.1 Apply knowledge of plant classification, plant anatomy and plant physiology to the production and management of plants.

11-12.RT.2 Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms.


  • Students will record ideas and facts covered during class discussion and lecture over plant classification, plant anatomy, and plant physiology.




  • Tests (essay, multi-choice, t/f, etc)

  • Quiz (vocab, concept, section)

  • Film summary/critique

  • Lab Reports

  • PowerPoint Presentation, Posters, Pamphlets, Essay, Research Paper

  • In class discussion q and a

*Any or all assessments listed can be utilized to effectively gauge student learning.

IAFNR-4.2 Prepare a plant management plan that addresses environmental factors, nutrients and soil on plant growth.

11-12.RT.7 Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem.

  • Students will record ideas and facts covered during class discussion and lecture over plant management.

  • Students will prepare a plan that address environmental factors, nutrients, and soil on plant growth.

  • Students will report their findings to the class.

  • Tests (essay, multi-choice, t/f, etc)

  • Quiz (vocab, concept, section)

  • Film summary/critique

  • Lab Reports

  • PowerPoint Presentation, Posters, Pamphlets, Essay, Research Paper

  • In class discussion q and a

*Any or all assessments listed can be utilized to effectively gauge student learning.

IAFNR-4.3 Identify the physical qualities of the soil that determine its use.

11-12.RT.6 Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, identifying important issues that remain unresolved.

  • Students will record ideas and facts covered during class discussion and lecture over the physical qualities of the soil that determines its uses.

  • Students will list different land determining urban and agriculture uses for a specific area of ground.




  • Tests (essay, multi-choice, t/f, etc)

  • Quiz (vocab, concept, section)

  • Film summary/critique

  • Lab Reports

  • PowerPoint Presentation, Posters, Pamphlets, Essay, Research Paper

  • In class discussion q and a

*Any or all assessments listed can be utilized to effectively gauge student learning.



Domain – Natural Resource

Core Standard 5

Students confirm the importance of preserving and replenishing our natural resources through natural resource management.





Academic Standard

Literacy Embedded Standard

Learning Activities

Assessment(s)

IAFNR-5.1 Explain interrelationships between natural resources and humans necessary to conduct management activities in natural environments.

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


  • Students will record ideas and facts covered during class discussion and lecture over the interrelationship between natural resources and humans.

  • In groups students will develop a management plan to conduct management activities in natural environments.

  • Groups will present their findings to the class.

  • Tests (essay, multi-choice, t/f, etc)

  • Quiz (vocab, concept, section)

  • Film summary/critique

  • Lab Reports

  • PowerPoint Presentation, Posters, Pamphlets, Essay, Research Paper

  • In class discussion q and a

*Any or all assessments listed can be utilized to effectively gauge student learning.

IAFNR-5.2 Apply knowledge of natural resources to production and processing industries.

11-12.RT.1 Cite specific textual evidence to support analysis of technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account.


  • Students will record ideas and facts covered during class discussion and lecture over the knowledge of natural resources to production and processing industries.




  • Tests (essay, multi-choice, t/f, etc)

  • Quiz (vocab, concept, section)

  • Film summary/critique

  • Lab Reports

  • PowerPoint Presentation, Posters, Pamphlets, Essay, Research Paper

  • In class discussion q and a

*Any or all assessments listed can be utilized to effectively gauge student learning.

IAFNR-5.3 Utilize effective methods and venues to communicate natural resource processes to the public.

11-12.WT.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.


  • Students will develop an educational information guide to distribute to the public addressing the importance of our natural resources and how to maintain them.

  • Tests (essay, multi-choice, t/f, etc)

  • Quiz (vocab, concept, section)

  • Film summary/critique

  • Lab Reports

  • PowerPoint Presentation, Posters, Pamphlets, Essay, Research Paper

  • In class discussion q and a

*Any or all assessments listed can be utilized to effectively gauge student learning.



Domain – Landscape Horticulture

Core Standard 6

Students analyze horticulture and landscape management as a component of agriculture.





Academic Standard

Literacy Embedded Standard

Learning Activities

Assessment(s)

IAFNR-6.1 Apply knowledge of plant classification, plant anatomy and plant physiology to the production and management of plants in horticulture industry.

11-12.RT.5 Analyze how the text structures information or ideas into categories or hierarchies, demonstrating understanding of the information or ideas.

  • Students will record ideas and facts covered during class discussion and lecture over the classification, plant anatomy and plant physiology to the production and management of plants in the horticulture industry.




  • Tests (essay, multi-choice, t/f, etc)

  • Quiz (vocab, concept, section)

  • Film summary/critique

  • Lab Reports

  • PowerPoint Presentation, Posters, Pamphlets, Essay, Research Paper

  • In class discussion q and a

*Any or all assessments listed can be utilized to effectively gauge student learning.

IAFNR-6.2 Prepare a horticulture management plan that addresses the influence of environmental factors, nutrients and soil on plant growth.

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


  • Students will prepare a horticulture management plant that address the influence of environmental factors, nutrients and soil on plant growth.

  • Tests (essay, multi-choice, t/f, etc)

  • Quiz (vocab, concept, section)

  • Film summary/critique

  • Lab Reports

  • PowerPoint Presentation, Posters, Pamphlets, Essay, Research Paper

  • In class discussion q and a

*Any or all assessments listed can be utilized to effectively gauge student learning.

IAFNR-6.3 Propagate, culture, and harvest plants.

11-12.RT.9 Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible.


  • Students will record ideas and facts covered during class discussion and lecture over the propagation, culture, and harvesting of plants.

  • Students will complete a sexual and asexual lab, demonstrating the two types of plant reproduction.




  • Tests (essay, multi-choice, t/f, etc)

  • Quiz (vocab, concept, section)

  • Film summary/critique

  • Lab Reports

  • PowerPoint Presentation, Posters, Pamphlets, Essay, Research Paper

  • In class discussion q and a

*Any or all assessments listed can be utilized to effectively gauge student learning.

IAFNR-6.4 Employ elements of design to enhance an environment.

11-12.RT.1 Cite specific textual evidence to support analysis of technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account.


  • Students will record ideas and facts covered during class discussion and lecture over the common landscaping techniques for our area.

  • Students will be assigned a section of the school grounds. Students will design a landscape to enhance the environment using techniques taught.

  • Tests (essay, multi-choice, t/f, etc)

  • Quiz (vocab, concept, section)

  • Film summary/critique

  • Lab Reports

  • PowerPoint Presentation, Posters, Pamphlets, Essay, Research Paper

  • In class discussion q and a

*Any or all assessments listed can be utilized to effectively gauge student learning.



Domain – Animal Science

Core Standard 7

Students prove the necessity for the modern animal science industry.





Academic Standard

Literacy Embedded Standard

Learning Activities

Assessment(s)

IAFNR-7.1 Examine the components, historical development, global implications and future trends of the animal systems industry.

11-12.RT.2 Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms.


  • Students will research a current event, determine the past, and investigate the global implications and future trends in the animal science industry.

  • Tests (essay, multi-choice, t/f, etc)

  • Quiz (vocab, concept, section)

  • Film summary/critique

  • Lab Reports

  • PowerPoint Presentation, Posters, Pamphlets, Essay, Research Paper

  • In class discussion q and a

*Any or all assessments listed can be utilized to effectively gauge student learning.

IAFNR-7.2 Classify, evaluate, select, and manage animals based on anatomical and physiological characteristics.

11-12.RT.4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific context relevant to grades 11-12 texts and topics.


  • Students will record ideas and facts covered during class discussion and lecture over the classification, and management of animals based on anatomical and physiological characteristics.

  • Once students have defined the terms needed. Students will be assigned an animal to research the classification, evaluation, selection, and management.

  • Tests (essay, multi-choice, t/f, etc)

  • Quiz (vocab, concept, section)

  • Film summary/critique

  • Lab Reports

  • PowerPoint Presentation, Posters, Pamphlets, Essay, Research Paper

  • In class discussion q and a

*Any or all assessments listed can be utilized to effectively gauge student learning.

IAFNR-7.3 Provide for the proper health care of animals

11-12.WT.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.

  • Each student will be assigned a specific animal; students will research the proper health care of the animal and present this information in a form of a poster.

  • Students will record ideas and facts covered during class discussion and lecture over the proper health care of animals.

  • Tests (essay, multi-choice, t/f, etc)

  • Quiz (vocab, concept, section)

  • Film summary/critique

  • Lab Reports

  • PowerPoint Presentation, Posters, Pamphlets, Essay, Research Paper

  • In class discussion q and a

*Any or all assessments listed can be utilized to effectively gauge student learning.

IAFNR-7.4 Apply principles of animal nutrition to ensure the proper growth, development, reproduction, and economic production of animals.

11-12.WT.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectivity to maintain the flow of ideas, avoiding plagiarism and overreliance on any once source and following a standard format for citation.

  • Students will record ideas and facts covered during class discussion and lecture over animal nutrition, growth, development, reproduction, and economic production of animals.

  • Students will calculate proper feed rations.

  • Tests (essay, multi-choice, t/f, etc)

  • Quiz (vocab, concept, section)

  • Film summary/critique

  • Lab Reports

  • PowerPoint Presentation, Posters, Pamphlets, Essay, Research Paper

  • In class discussion q and a

*Any or all assessments listed can be utilized to effectively gauge student learning.

IAFNR-7.5 Evaluate and select animals based on scientific principles of animal production.

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


  • Students will record ideas and facts covered during class discussion and lecture over the selection of animals based on scientific principles of animal production.

  • Students will discuss the traits of a desirable animal.

  • Students will use the Pundit Square to determine animal characteristics.

  • Tests (essay, multi-choice, t/f, etc)

  • Quiz (vocab, concept, section)

  • Film summary/critique

  • Lab Reports

  • PowerPoint Presentation, Posters, Pamphlets, Essay, Research Paper

  • In class discussion q and a

*Any or all assessments listed can be utilized to effectively gauge student learning.

IAFNR-7.6 Examine the components of the meat industry.

11-12.WT.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.

  • Students will record ideas and facts covered during class discussion and lecture over the components of the meat industry.

  • Students will evaluate meat cuts to determine the quality of the cut according to the USDA grading scale.

  • Tests (essay, multi-choice, t/f, etc)

  • Quiz (vocab, concept, section)

  • Film summary/critique

  • Lab Reports

  • PowerPoint Presentation, Posters, Pamphlets, Essay, Research Paper

  • In class discussion q and a

*Any or all assessments listed can be utilized to effectively gauge student learning.



Domain – Agribusiness

Core Standard 8

Students explore the basic economic principles which are used in agricultural business management.





Academic Standard

Literacy Embedded Standard

Learning Activities

Assessment(s)

IAFNR-8.1 Recognize principles of capitalism as related to agricultural businesses.

11-12.RT.2 Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms.


  • Students will record ideas and facts covered during class discussion and lecture over the principles of capitalism as related to agricultural businesses.

  • Students will look up a current event related to the subject matter. Student will summarize the important key factors and use during a class discussion.

  • Students will engage in a classroom discussion over current events related to subject matter.

  • Tests (essay, multi-choice, t/f, etc)

  • Quiz (vocab, concept, section)

  • Film summary/critique

  • Lab Reports

  • PowerPoint Presentation, Posters, Pamphlets, Essay, Research Paper

  • In class discussion q and a

*Any or all assessments listed can be utilized to effectively gauge student learning.

IAFNR-8.2 Describe the meaning, importance and economic impact of entrepreneurship.

11-12.RT.2 Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms.


  • Students will view a film over the subject matter.

  • Students will record ideas and facts covered during class discussion and lecture over the importance and economic impact of entrepreneurship.

  • Tests (essay, multi-choice, t/f, etc)

  • Quiz (vocab, concept, section)

  • Film summary/critique

  • Lab Reports

  • PowerPoint Presentation, Posters, Pamphlets, Essay, Research Paper

  • In class discussion q and a

*Any or all assessments listed can be utilized to effectively gauge student learning.

IAFNR-8.3 Execute supply-and-demand principles in AFNR businesses.

11-12.RT.4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific context relevant to grades 11-12 texts and topics

  • Students will record ideas and facts covered during class discussion and lecture over the supply and demand in the agriculture businesses.

  • Students will graph out the supply and demand for several common agriculture items and discuss the daily price changes in several markets.

  • Tests (essay, multi-choice, t/f, etc)

  • Quiz (vocab, concept, section)

  • Film summary/critique

  • Lab Reports

  • PowerPoint Presentation, Posters, Pamphlets, Essay, Research Paper

  • In class discussion q and a

*Any or all assessments listed can be utilized to effectively gauge student learning.

IAFNR-8.4 Recognize quality AFNR business plan components that have been developed using the SMART (specific, measurable, attainable, realistic and timely) format.

11-12.WT.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.


  • In groups, students will create a business plan that will be developed using the SMART format.

  • Students will present their findings to their classmates.

  • Tests (essay, multi-choice, t/f, etc)

  • Quiz (vocab, concept, section)

  • Film summary/critique

  • Lab Reports

  • PowerPoint Presentation, Posters, Pamphlets, Essay, Research Paper

  • In class discussion q and a

*Any or all assessments listed can be utilized to effectively gauge student learning.



Domain – Food Science

Core Standard 9

Students apply concepts of agriculture to the various aspects of the food science industry.





Academic Standard

Literacy Embedded Standard

Learning Activities

Assessment(s)

IAFNR-9.1 Examine components of the food industry.

11-12.RT.3 Follow precisely a complex multistep procedure when performing technical tasks; analyze the specific results based on explanations in the text.


  • Students will record ideas and facts covered during class discussion and lecture over the components of the food industry.

  • Students will utilize the Food Science Career Development Event for further research.

  • Tests (essay, multi-choice, t/f, etc)

  • Quiz (vocab, concept, section)

  • Film summary/critique

  • Lab Reports

  • PowerPoint Presentation, Posters, Pamphlets, Essay, Research Paper

  • In class discussion q and a

*Any or all assessments listed can be utilized to effectively gauge student learning.

IAFNR-9.2 Apply principles of science to the food products and processing industry.

11-12.WT.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.


  • Students will record ideas and facts covered during class discussion and lecture over the components of the food industry.

  • Students will utilize the Food Science Career Development Event for further research.

  • Students will develop their own food product based on a variety of requirements using a nutritional food guide and an ingredients list. Students will need to market this item once developed.

  • Tests (essay, multi-choice, t/f, etc)

  • Quiz (vocab, concept, section)

  • Film summary/critique

  • Lab Reports

  • PowerPoint Presentation, Posters, Pamphlets, Essay, Research Paper

  • In class discussion q and a

*Any or all assessments listed can be utilized to effectively gauge student learning.

IAFNR-9.3 Select and process food products for storage, distribution and consumption.

11-12.WT.9 Draw evidence from informational texts to support analysis, reflection, and research.


  • Students will record ideas and facts covered during class discussion and lecture over the components of the food industry.

  • Students will utilize the Food Science Career Development Event for further research.

  • Students will develop their own food product based on a variety of requirements using a nutritional food guide and an ingredients list. Students will need to market this item once developed.

  • Tests (essay, multi-choice, t/f, etc)

  • Quiz (vocab, concept, section)

  • Film summary/critique

  • Lab Reports

  • PowerPoint Presentation, Posters, Pamphlets, Essay, Research Paper

  • In class discussion q and a

*Any or all assessments listed can be utilized to effectively gauge student learning.

IAFNR-9.4 Understand food safety and management techniques in the food products and processing industry.

11-12.RT.3 Follow precisely a complex multistep procedure when performing technical tasks; analyze the specific results based on explanations in the text.


  • Students will record ideas and facts covered during class discussion and lecture over the food safety and management techniques in the food products and processing industry

  • Students will utilize the Food Science Career Development Event for further research.

  • Students will evaluate pictures of correct and incorrect food safety and management techniques in the food production and processing industry; they will document their findings and discuss with their group.

  • Tests (essay, multi-choice, t/f, etc)

  • Quiz (vocab, concept, section)

  • Film summary/critique

  • Lab Reports

  • PowerPoint Presentation, Posters, Pamphlets, Essay, Research Paper

  • In class discussion q and a

*Any or all assessments listed can be utilized to effectively gauge student learning.



Domain – Power, Structure, and Technology

Core Standard 10

Students establish a basic knowledge of agricultural power, structure, and technology and physical science.





Academic Standard

Literacy Embedded Standard

Learning Activities

Assessment(s)

IAFNR-10.1 Use physical science principles and engineering applications with power, structural and technical systems to solve problems and improve performance.

11-12.WT.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.


  • Students will record ideas and facts covered during class discussion and lecture over the physical science principles and engineering applications with power, structural and technical systems to solve problems and improve performance.

  • Students will research how agriculture systems have been improved over the past 100 years.

  • Students will present their research and information in a form of a presentation aid.

  • Tests (essay, multi-choice, t/f, etc)

  • Quiz (vocab, concept, section)

  • Film summary/critique

  • Lab Reports

  • PowerPoint Presentation, Posters, Pamphlets, Essay, Research Paper

  • In class discussion q and a

*Any or all assessments listed can be utilized to effectively gauge student learning.

IAFNR-10.2 Apply technology principles in the use of agricultural technical systems.

11-12.WT.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.


  • Students will record ideas and facts covered during class discussion and lecture over the use of agriculture technical systems.

  • Students will research how agriculture systems have been improved over the past 100 years.

  • Students will present their research and information in a form of a presentation aid.

  • Tests (essay, multi-choice, t/f, etc)

  • Quiz (vocab, concept, section)

  • Film summary/critique

  • Lab Reports

  • PowerPoint Presentation, Posters, Pamphlets, Essay, Research Paper

  • In class discussion q and a

*Any or all assessments listed can be utilized to effectively gauge student learning.

IAFNR-10.3 Investigate power, structure, and technological systems as they relate to the modern agriculture industry.

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


  • Students will record ideas and facts covered during class discussion and lecture over the power, structure, and technological systems as they relate to modern agriculture industry.

  • Modern Marvels: Modern Farm Tractors Provide Comforts Modern Farm Tractors Provide Comforts Video

  • Tests (essay, multi-choice, t/f, etc)

  • Quiz (vocab, concept, section)

  • Film summary/critique

  • Lab Reports

  • PowerPoint Presentation, Posters, Pamphlets, Essay, Research Paper

  • In class discussion q and a

*Any or all assessments listed can be utilized to effectively gauge student learning.


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