| (a) General requirements. This course is recommended
for students in Grades 10-12. 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) Food Technology and Safety examines the food technology
industry as it relates to food production, handling, and safety. To
prepare for careers in value-added and food processing systems, students
must attain academic skills and knowledge, acquire technical knowledge
and skills related to value-added and food processing 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 and locate career opportunities that appeal
to personal career goals;
(B) apply competencies related to resources, information,
interpersonal skills, and systems of operation in food processing;
(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 explains the impact of food science
systems. The student is expected to:
(A) explain the significance of food science systems;
(B) define trends in food production, world population,
and supply and demand for food products;
(C) research trends in animal and food science research;
and
(D) evaluate the relationship between biotechnology
and the food science industry.
(4) The student analyzes the nutritive value of food
constituents. The student is expected to:
(A) define the terms used in food technology;
(B) compare and contrast the nutritive value of food
groups; and
(C) apply data and measurements to solve a problem
related to food processing.
(5) The student identifies procedures and regulations
for sanitation and safety in the food industry. The student is expected
to:
(A) identify food industry inspection standards, including
hazard analysis and critical control points;
(B) describe procedures for insect and rodent control;
(C) identify appropriate chemicals used in the food
industry;
(D) assess conditions with regard to safety and health;
and
(E) identify specific regulation for organic animal
products, grains, and produce.
(6) The student identifies safety and governmental
regulations involved in the processing and labeling of foods. The
student is expected to:
(A) research regulations dealing with preserving red
meat, poultry, and fish;
(B) describe packaging, labeling, and storage requirements
for red meat, poultry, and fish;
(C) explain the impact of temperature in food preservation;
(D) compare and contrast packaging requirements; and
(E) evaluate cultural practices and exotic species
in food harvesting and processing.
(7) The student demonstrates an understanding of the
trends and issues important to careers in the food science industry
by comparing and contrasting issues affecting the food science industry,
including biotechnology, employment, safety, environmental, and animal
welfare issues. The student is expected to:
(A) select solutions for different environmental issues;
(B) identify issues affecting food science;
(C) research history and policies related to food science
issues;
(D) analyze and defend solutions for different environmental
issues; and
(E) apply economic principles such as supply, demand,
and profit to food science systems.
(8) The student describes the processing, packaging,
quality analysis, and marketing of red meats and their by-products.
The student is expected to:
(A) describe preparing livestock carcasses for market;
(B) describe the U.S. Department of Agriculture's inspection
and grading procedures;
(C) identify wholesale and retail cuts;
(D) evaluate and grade beef, pork, lamb, and goat carcasses
and wholesale cuts; and
(E) identify methods of fabricating and marketing processed
meats.
(9) The student describes the processing, packaging,
quality analysis, and marketing of eggs, poultry, and fish and their
by-products. The student is expected to:
(A) describe processing techniques;
(B) demonstrate poultry and retail cuts evaluation;
(C) identify grades and classes of eggs, poultry, fish,
and seafood;
(D) fabricate specialty and value-added products;
(E) demonstrate an understanding of quality and portion
control procedures; and
(F) describe marketing procedures for eggs, poultry,
fish, and seafood.
(10) The student describes the processing, packaging,
quality analysis, and marketing of fruits, nuts, and vegetables and
their by-products. The student is expected to:
(A) identify, classify, and grade fruits, nuts, and
vegetables;
(B) demonstrate trimming, washing, waxing, peeling,
blanching, and other marketing techniques;
(C) research critical issues in transporting, receiving,
and storing fruits, nuts, and vegetables; and
(D) discuss preserving, packaging, and storing fruits,
nuts, and vegetables.
(11) The student describes the processing, packaging,
quality analysis, and marketing of milk and dairy products for distribution.
The student is expected to:
(A) describe methods of preparing milk for processing;
(B) evaluate methods of processing milk and dairy products;
(C) identify dairy products, including cultured milk
products and frozen dairy desserts; and
(D) process, classify, and grade cheese.
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