| (a) General requirements. This course is recommended
for students in Grades 11 and 12. Recommended prerequisites: a minimum
of one credit from the courses in the Agriculture, Food, and Natural
Resources Career Cluster and Energy and Natural Resource Technology.
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) Advanced Energy and Natural Resource Technology
is designed to explore the interdependency of the public and natural
resource systems related to energy production. In addition, renewable,
sustainable, and environmentally friendly practices will be explored.
To prepare for careers in the field of energy and natural resource
systems, students must attain academic skills and knowledge, acquire
technical knowledge and skills related to energy and natural resources
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) apply accepted procedures for the use and conservation
of resources and for the safe handling of materials.
(4) The student determines and evaluates the importance
and scope of energy and natural resources. The student is expected
to:
(A) identify various types of natural resources;
(B) identify renewable, non-renewable, and sustainable
energy resources and determine their availability;
(C) evaluate the impacts of energy production on natural
resources and the agricultural economy; and
(D) analyze the geographic and demographic uses of
natural resources.
(5) The student analyzes ethical issues related to
natural resource management and energy production. The student is
expected to:
(A) compile examples of different lease agreements
used for leasing minerals and natural resources;
(B) interpret legal documents related to natural resource
management and energy production; and
(C) compare and contrast public and industry interest
in natural resource management.
(6) The student understands the role of natural resource
management and energy production policies at the local, state, and
national levels. The student is expected to:
(A) identify policy affecting the use of natural resources;
(B) identify policy affecting energy production;
(C) research controls that protect Earth's natural
resources;
(D) identify state and federal agencies that have natural
resource management and energy production responsibilities; and
(E) define the roles of government, society, and property
owners in the development of natural resource management and energy
production policy.
(7) The student recognizes the purpose of land use
planning for natural resource management and energy production. The
student is expected to:
(A) discuss advantages and disadvantages of land use
planning for natural resource management and energy production; and
(B) compare and contrast land use policy trends within
the state.
(8) The student identifies water use and wastewater
management. The student is expected to:
(A) identify municipal, industrial, and agricultural
uses of water;
(B) explore and develop water recycling opportunities;
(C) evaluate sources of point and non-point source
pollution associated with municipal, industrial, and agricultural
uses;
(D) describe effective management practices commonly
used to abate point and non-point sources of pollution;
(E) analyze how water use impacts water availability;
(F) research water use legislation;
(G) discuss water quality policy and how it affects
the decisions made in agricultural production; and
(H) discuss the interaction of energy production and
water resources.
(9) The student describes air quality associated with
natural resource management and energy production. The student is
expected to:
(A) research air quality legislation;
(B) identify sources and effects of air pollution;
(C) discuss different emission management strategies;
and
(D) identify air pollution controls used in energy
production.
(10) The student examines soil erosion as related to
natural resource management and energy production. The student is
expected to:
(A) examine the effects of natural resource management
and energy production on soil erosion;
(B) analyze the components and functions of soils;
(C) appraise soil and water conservation programs;
and
(D) compare soil erosion control methods.
(11) The student analyzes the identification, handling,
storing, and disposing of waste and hazardous materials. The student
is expected to:
(A) classify types of waste and hazardous materials;
(B) research legislation related to waste and hazardous
materials;
(C) select appropriate entities responsible for waste
and hazardous material management; and
(D) describe safe handling, storing, and disposal of
waste materials such as composting and recycling.
(12) The student learns the processes for producing
energy and green products from agricultural, biomass, fossil fuel,
wind, solar, and geothermal sources. The student is expected to:
(A) identify agricultural and silvicultural crops and
bio-products suitable for renewable production;
(B) discuss production processes for agricultural-
and silvicultural-based bio-products;
(C) describe the fundamentals for non-renewable resource
recovery;
(D) analyze the effects of non-renewable resource recovery
methods and the environmental considerations associated with each
method such as environmentally friendly alternatives;
(E) analyze the advantages and disadvantages of wind-generated
energy;
(F) identify public policy considerations associated
with transmission line construction to transport wind-generated energy;
(G) locate areas in the state that have geothermal
energy production potential;
(H) explain the benefits of geothermal energy;
(I) identify solar energy systems and describe the
function of each; and
(J) identify the environmental considerations associated
with biofuels.
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