| (a) General requirements. This course is recommended
for students in Grades 10-12. Recommended prerequisite: a minimum
of one credit from the courses in the Agriculture, Food, and Natural
Resources Career Cluster. Students shall be awarded one 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) Energy and Natural Resource Technology examines
the interrelatedness of environmental issues and production agriculture.
Students will evaluate the environmental benefits provided by sustainable
resources and green technologies. Instruction is designed to allow
for the application of science and technology to measure environmental
impacts resulting from production agriculture through field and laboratory
experiences. To prepare for careers in environmental service systems,
students must attain academic skills and knowledge, acquire advanced
technical knowledge and skills related to environmental service systems
and the workplace, 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 their knowledge and skills and technologies 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, education, and entrepreneurship
opportunities in the field of energy and natural resources;
(B) apply competencies related to resources, information,
interpersonal skills, and systems of operation in energy and natural
resources;
(C) demonstrate knowledge of personal and occupational
safety, environmental regulations, and first-aid policy in the workplace;
and
(D) analyze employers' expectations such as appropriate
work habits, ethical conduct, legal responsibilities, and good citizenship
skills.
(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 uses instructional time to conduct
field and laboratory investigations using safe, environmentally appropriate,
and ethical practices in a supervised agriculture experience. The
student is expected to:
(A) demonstrate safe practices during field and laboratory
investigations in a supervised agriculture experience; and
(B) use accepted procedures for the use and conservation
of resources and for the safe handling of materials.
(4) The student discusses the importance and scope
of natural resources. The student is expected to:
(A) identify various types of natural resources;
(B) discuss renewable and non-renewable energy resources
and their impact on the environment;
(C) analyze the impacts of natural resources and their
effects on the agricultural economy; and
(D) map the geographic and demographic uses of natural
resources.
(5) The student identifies water use and management
in agricultural settings. The student is expected to:
(A) identify the distribution and properties of water
in the hydrologic cycle;
(B) identify agricultural uses of water such as recycling;
(C) discuss how agricultural uses may impact water
resources;
(D) define point source and non-point source pollution;
(E) identify sources of point source and non-point
source pollution associated with agriculture;
(F) evaluate how the different agricultural water uses
may impact water availability; and
(G) research water use legislation.
(6) The student describes air quality associated with
agricultural production. The student is expected to:
(A) describe the components of the atmosphere and the
atmospheric cycle;
(B) define air pollution;
(C) analyze air quality legislation;
(D) identify sources and effects of air pollution from
agricultural production;
(E) discuss different emission management strategies;
and
(F) identify common air pollution controls used in
agricultural production.
(7) The student examines soil erosion as related to
agricultural production. The student is expected to:
(A) identify agricultural production practices that
can contribute to soil erosion;
(B) analyze effects of soil erosion;
(C) discuss the legal aspects of soil erosion; and
(D) identify soil erosion control methods and programs.
(8) The student explains the effects of natural resource
use. The student is expected to:
(A) identify the progression of use of natural resources
leading to environmental degradation;
(B) explain the impact of human population dynamics
on the environment;
(C) discuss the abuse of natural resources; and
(D) communicate the environmental consequences of natural
resource use such as the impact on living organisms.
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