| (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) Range Ecology and Management is designed to develop
students' understanding of rangeland ecosystems and sustainable forage
production. To prepare for careers in environmental and natural resource
systems, students must attain academic skills and knowledge, acquire
technical knowledge and skills related to environmental and natural
resources, 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, education, and entrepreneurship
opportunities in the field of environmental and natural resources;
(B) apply competencies related to resources, information,
interpersonal skills, and systems of operation in environmental and
natural resources;
(C) demonstrate knowledge of personal and occupational
safety, health, environmental regulations, and first-aid policy in
the workplace; and
(D) analyze employers' expectations, including 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 develops an understanding of the rangeland
ecosystem. The student is expected to:
(A) describe ecology, photosynthesis, energy flow,
and climax vegetation;
(B) describe the impact of rangeland on the water cycle
and water quality; and
(C) determine capabilities and limitations of rangelands.
(4) The student develops an understanding of rangeland
as a dynamic, living, and changeable system. The student is expected
to:
(A) explain the relationship of rangeland to the environment;
(B) discuss the interrelationships among water, alternative
use, carrying capacity, and population;
(C) identify and classify native, non-native, and invasive
plants and animals in the rangeland ecosystem;
(D) explore the use of rangeland plants as alternative
energy sources;
(E) develop an understanding of the role of rangeland
in water recharge and conservation; and
(F) recognize the importance of successful rangeland
ecology practices.
(5) The student analyzes the biotic and abiotic components
of a rangeland. The student is expected to:
(A) discuss components of rangeland with an emphasis
on soil;
(B) determine components of rangeland with an emphasis
on topography; and
(C) classify range sites by soil properties;
(6) The student develops an understanding of the dynamic
process of a renewable rangeland resource. The student is expected
to:
(A) determine range condition based on plant populations;
(B) compare and contrast rangeland condition trends;
and
(C) formulate methods to improve range conditions.
(7) The student identifies methods of maintaining and
improving rangeland for livestock management. The student is expected
to:
(A) identify plants beneficial to livestock;
(B) identify plant species harmful to livestock;
(C) analyze how livestock use range plants; and
(D) discuss livestock grazing management.
(8) The student identifies methods of maintaining and
improving rangeland for wildlife management. The student is expected
to:
(A) identify plants beneficial to wildlife;
(B) identify plants species harmful to wildlife;
(C) analyze how wildlife species use range plants;
and
(D) discuss wildlife grazing management.
(9) The student develops an understanding of rangeland
management as it relates to global concerns. The student is expected
to:
(A) examine how rangeland characteristics affect aquifers;
(B) analyze how rangeland characteristics affect the
environment;
(C) analyze how rangeland management affects the environment;
and
(D) evaluate the impact of energy production systems
on rangelands.
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