(a) General requirements. This course is recommended
for students in Grades 10-12. Students shall be awarded one-half credit
for successful completion of this course.
(b) Introduction.
(1) Career and technical education instruction provides
content aligned with challenging academic standards and relevant technical
knowledge and skills for students to further their education and succeed
in current or emerging professions.
(2) The Agriculture, Food, and Natural Resources Career
Cluster focuses on the production, processing, marketing, distribution,
financing, and development of agricultural commodities and resources,
including food, fiber, wood products, natural resources, horticulture,
and other plant and animal products/resources.
(3) In Small Animal Management, students will acquire
knowledge and skills related to small animals and the small animal
management industry. Small Animal Management may address topics related
to small mammals such as dogs and cats, amphibians, reptiles, and
birds. To prepare for careers in the field of animal science, students
must enhance academic knowledge and skills, acquire knowledge and
skills related to animal systems, and develop knowledge and skills
regarding career opportunities, entry requirements, and industry expectations.
To prepare for success, students need opportunities to learn, reinforce,
apply, and transfer knowledge and skills in a variety of settings.
(4) Students are encouraged to participate in extended
learning experiences such as career and technical student organizations
and other leadership or extracurricular organizations.
(5) Statements that contain the word "including" reference
content that must be mastered, while those containing the phrase "such
as" are intended as possible illustrative examples.
(c) Knowledge and skills.
(1) The student demonstrates professional standards/employability
skills as required by business and industry. The student is expected
to:
(A) identify career development and entrepreneurship
opportunities in the field of specialty agricultural enterprises;
(B) apply competencies related to resources, information,
interpersonal skills, and systems of operation in specialty agricultural
enterprises;
(C) demonstrate knowledge of personal and mechanical
safety and health practices in the workplace;
(D) identify employers' expectations, including appropriate
work habits, ethical conduct, and legal responsibilities;
(E) demonstrate characteristics of good citizenship
such as stewardship, advocacy, and community leadership; and
(F) research career topics using technology such as
the Internet.
(2) The student develops a supervised agriculture experience
program. The student is expected to:
(A) plan, propose, conduct, document, and evaluate
a supervised agriculture experience program as an experiential learning
activity;
(B) apply proper record-keeping skills as they relate
to the supervised agriculture experience;
(C) participate in youth leadership opportunities to
create a well-rounded experience program; and
(D) produce and participate in a local program of activities
using a strategic planning process.
(3) The student describes the importance of responsible
small animal ownership. The student is expected to:
(A) explain the domestication and use of small animals;
(B) identify the influence small animals have on society;
(C) describe the importance of the small animal industry;
(D) describe the obligations and benefits of small
animal ownership; and
(E) discuss the use and services provided by small
animals.
(4) The student learns the hazards associated with
working in the small animal industry. The student is expected to:
(A) explain the importance of safe practices when working
with small animals;
(B) identify zoonotic diseases that can be transmitted
from small animals to humans;
(C) describe methods of preventing the spread of disease;
(D) follow safety guidelines when handling dangerous
chemicals and working with small animals; and
(E) demonstrate the proper use of laboratory equipment.
(5) The student evaluates current topics in animal
rights and animal welfare. The student is expected to:
(A) compare and contrast animal rights and animal welfare;
(B) research important persons, organizations, and
groups involved in the animal rights movement;
(C) create a timeline of dates and acts of legislation
related to animal welfare; and
(D) analyze current issues in animal rights and animal
welfare.
(6) The student knows the care and management requirements
for a variety of small animals. The student is expected to:
(A) discuss the physical characteristics for each species
studied;
(B) list the breeds or types of each species studied
as appropriate;
(C) discuss the habitat, housing, and equipment needs
for each species studied;
(D) compare and contrast nutritional requirements for
each species studied;
(E) explain health maintenance in each species studied,
including the prevention and control of diseases and parasites;
(F) describe and practice common methods of handling
each species studied; and
(G) perform procedures such as fecal and blood testing
and basic grooming procedures using available laboratory equipment.
(7) The student examines career opportunities in small
animal care. The student is expected to:
(A) identify, describe, and compare career opportunities
in small animal care and management; and
(B) describe the nature of the work, salaries, and
educational requirements for careers in small animal care.
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