| (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 Equine Science, students will acquire knowledge
and skills related to equine animal systems and the equine industry.
Equine Science may address topics related to horses, donkeys, and
mules. 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 their 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 equine science;
(B) demonstrate competencies related to resources,
information, interpersonal skills, and systems of operation in equine
science;
(C) demonstrate knowledge of personal and occupational
health and safety 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 analyzes equine science as it relates
to the selection of horses. The student is expected to:
(A) recognize the importance of equine industries such
as racing, rodeos, equestrian therapy, and the global food market;
and
(B) evaluate and select horses based on purpose.
(4) The student knows how to provide proper nutrition
using accepted protocols and processes to maintain animal performance.
The student is expected to:
(A) determine nutritional requirements of horses;
(B) describe the anatomy and physiology of horses,
including the skeletal, muscular, respiratory, reproductive, and circulatory
systems; and
(C) explain methods of maintaining horse health and
soundness.
(5) The student analyzes equine science as it relates
to the management of horses. The student is expected to:
(A) select equipment and facilities for horses;
(B) demonstrate methods of handling horses safely;
and
(C) identify the procedures for breeding horses per
industry standards.
(6) The student identifies animal pests and diseases.
The student is expected to:
(A) identify and describe the role of bacteria, fungi,
viruses, genetics, and nutrition in disease;
(B) identify methods of disease control, treatment,
and prevention;
(C) classify internal and external parasites, including
treatment and prevention; and
(D) identify behavioral diseases such as cribbing,
heaving, and wind sucking.
(7) The student compares and contrasts issues affecting
the equine industry. The student is expected to:
(A) describe biotechnology issues related to the equine
industry; and
(B) identify animal welfare policy pertaining to equine
industries such as racing, rodeos, equestrian therapy, the global
food market, and pharmaceutical research.
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