| (a) General requirements. This course is recommended
for students in Grades 11 and 12. Prerequisites: Biology and Chemistry
or Integrated Physics and Chemistry (IPC); Algebra I and Geometry;
and either Small Animal Management, Equine Science, or Livestock Production.
Recommended prerequisite: Veterinary Medical Applications. Students
must meet the 40% laboratory and fieldwork requirement. This course
satisfies a high school science graduation requirement. 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 Animal Science examines the interrelatedness
of human, scientific, and technological dimensions of livestock production.
Instruction is designed to allow for the application of scientific
and technological aspects of animal science through field and laboratory
experiences. To prepare for careers in the field of animal science,
students must attain academic skills and knowledge, acquire knowledge
and skills related to animal systems, and develop knowledge and skills
regarding career opportunities, entry requirements, and industry standards.
To prepare for success, students need opportunities to learn, reinforce,
apply, and transfer their knowledge and skills in a variety of settings.
(4) Science, as defined by the National Academy of
Sciences, is the "use of evidence to construct testable explanations
and predictions of natural phenomena, as well as the knowledge generated
through this process." This vast body of changing and increasing knowledge
is described by physical, mathematical, and conceptual models. Students
should know that some questions are outside the realm of science because
they deal with phenomena that are not scientifically testable.
(5) Scientific inquiry is the planned and deliberate
investigation of the natural world. Scientific methods of investigation
are experimental, descriptive, or comparative. The method chosen should
be appropriate to the question being asked.
(6) Scientific decision making is a way of answering
questions about the natural world. Students should be able to distinguish
between scientific decision-making methods (scientific methods) and
ethical and social decisions that involve science (the application
of scientific information).
(7) A system is a collection of cycles, structures,
and processes that interact. All systems have basic properties that
can be described in space, time, energy, and matter. Change and constancy
occur in systems as patterns and can be observed, measured, and modeled.
These patterns help to make predictions that can be scientifically
tested. Students should analyze a system in terms of its components
and how these components relate to each other, to the whole, and to
the external environment.
(8) Students are encouraged to participate in extended
learning experiences such as career and technical student organizations
and other leadership or extracurricular organizations.
(9) 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 animal systems;
(B) apply competencies related to resources, information,
interpersonal skills, and systems of operation in animal systems;
(C) demonstrate knowledge of personal and occupational
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, for at least 40% of instructional
time, conducts field and laboratory investigations using safe, environmentally
appropriate, and ethical practices. The student is expected to:
(A) demonstrate safe practices during laboratory and
field investigations; and
(B) demonstrate an understanding of the use and conservation
of resources and the proper disposal or recycling of materials.
(3) The student uses scientific methods and equipment
during laboratory and field investigations. The student is expected
to:
(A) know the definition of science and understand that
it has limitations, as specified in subsection (b)(4) of this section;
(B) know that hypotheses are tentative and testable
statements that must be capable of being supported or not supported
by observational evidence. Hypotheses of durable explanatory power
that have been tested over a wide variety of conditions are incorporated
into theories;
(C) know that scientific theories are based on natural
and physical phenomena and are capable of being tested by multiple
independent researchers. Unlike hypotheses, scientific theories are
well-established and highly-reliable explanations, but they may be
subject to change as new areas of science are created and new technologies
emerge;
(D) distinguish between scientific hypotheses and scientific
theories;
(E) plan and implement descriptive, comparative, and
experimental investigations, including asking questions, formulating
testable hypotheses, and selecting equipment and technology;
(F) collect and organize qualitative and quantitative
data and make measurements with accuracy and precision using tools
such as calculators, spreadsheet software, data-collecting probes,
computers, standard laboratory glassware, microscopes, various prepared
slides, stereoscopes, metric rulers, electronic balances, gel electrophoresis
apparatuses, micropipettors, hand lenses, Celsius thermometers, hot
plates, lab notebooks or journals, timing devices, cameras, Petri
dishes, lab incubators, dissection equipment, meter sticks, and models,
diagrams, or samples of biological specimens or structures;
(G) analyze, evaluate, make inferences, and predict
trends from data; and
(H) communicate valid conclusions supported by the
data through methods such as lab reports, labeled drawings, graphic
organizers, journals, summaries, oral reports, and technology-based
reports.
(4) The student uses critical thinking, scientific
reasoning, and problem solving to make informed decisions within and
outside the classroom. The student is expected to:
(A) in all fields of science, analyze, evaluate, and
critique scientific explanations by using empirical evidence, logical
reasoning, and experimental and observational testing, including examining
all sides of scientific evidence of those scientific explanations,
so as to encourage critical thinking by the student;
(B) communicate and apply scientific information extracted
from various sources such as accredited scientific journals, institutions
of higher learning, current events, news reports, and marketing materials;
(C) draw inferences based on data related to promotional
materials for products and services;
(D) evaluate the impact of scientific research on society
and the environment;
(E) evaluate models according to their limitations
in representing biological objects or events; and
(F) research and describe the history of biology and
contributions of scientists.
(5) 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.
(6) The student demonstrates principles related to
the human, scientific, and technological dimensions of animal agriculture
and the resources necessary for producing domesticated animals. The
student is expected to:
(A) evaluate market classes and grades of livestock;
(B) identify animal products such as organic and farm-raised
and consumption patterns relative to human diet and health issues;
and
(C) describe the growth and development of livestock
as a global commodity.
(7) The student applies the principles of reproduction
and breeding to livestock improvement. The student is expected to:
(A) describe reproductive cycles and relate them to
breeding systems;
(B) explain the embryo transfer process and how it
can impact livestock industries;
(C) recognize the significance of meiosis to sexual
reproduction; and
(D) evaluate animal behavior and its relationship to
livestock management.
(8) The student applies the principles of molecular
genetics and heredity. The student is expected to:
(A) explain Mendel's laws of inheritance by predicting
genotypes and phenotypes of offspring using the Punnett square;
(B) predict genotypes and phenotypes of animal offspring
using Mendelian or non-Mendelian patterns of inheritance in various
forms of livestock and use Punnett Square and assign alleles to justify
all predictions;
(C) identify the parts of the nucleotide and the difference
between the nucleotides found in deoxyribonucleic acid (DNA) versus
ribonucleic acid (RNA);
(D) explain the functions of DNA and RNA;
(E) describe how heredity is used in the selection
of livestock such as knowing the difference between outbreeding and
inbreeding/linebreeding; and
(F) explain how traits are passed from parent to offspring
through genetic transfer and the implications of breeding practices.
(9) The student examines and compares animal anatomy
and physiology in livestock species. The student is expected to:
(A) identify and compare the external anatomy of livestock
species;
(B) compare the anatomy and physiology of the skeletal,
muscular, reproductive, digestive, circulatory, genito-urinary, respiratory,
nervous, immune, and endocrine systems of animals;
(C) describe interactions among various body systems
such as circulatory, respiratory, and muscular systems; and
(D) identify and describe the functions of epithelial,
nervous, connective, and muscular tissue and relate the functions
to animal body systems.
(10) The student determines nutritional requirements
of ruminant and non-ruminant animals. The student is expected to:
(A) describe the structures and functions of the digestive
system of ruminant animals, including cattle, and non-ruminant animals,
including poultry;
(B) identify and describe sources of nutrients and
classes of feeds and relate them to ruminant and non-ruminant animals;
(C) identify and describe vitamins, minerals, and feed
additives and how they relate to the nutritional requirements of ruminant
and non-ruminant animals;
(D) formulate rations based on different nutritional
requirements;
(E) analyze feeding practices in relation to nutritional
requirements of animals; and
(F) analyze feed quality issues and determine their
effect on animal health.
(11) The student evaluates animal diseases and parasites.
The student is expected to:
(A) identify factors that influence the health of animals
such as geographic location, age, genetic composition, and inherited
diseases for a particular species;
(B) identify pathogens and describe the effects that
diseases have on various body systems;
(C) explain the methods of prevention, control, and
treatment for diseases;
(D) describe the process of immunity and disease transmission;
(E) explain how external and internal parasites are
transmitted and the effect they have on the host;
(F) explain the methods of prevention, control, and
treatment of internal and external parasites;
(G) describe the life cycles of various parasites and
relate them to animal health issues; and
(H) conduct parasite diagnostic tests.
(12) The student defines how an organism grows and
how specialized cells, tissues, and organs develop. The student is
expected to:
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