Florida Department of Education
Curriculum Framework 

Program Title:	Agricultural Use of UAS Technology
Program Type:	Career Preparatory
Career Cluster:	Agriculture, Food and Natural Resources

Secondary – Career Preparatory	
Program Number	8005200	
CIP Number	0141039901	
Grade Level	11-12	
Program Length	1 credit	
Teacher Certification 	Refer to the Program Structure section.	
CTSO	FFA	
SOC Codes (All applicable)	19-4099 – Life, Physical, and Social Science Technicians, All Other	
CTE Program Resources 	http://www.fldoe.org/academics/career-adult-edu/career-tech-edu/program-resources.stml	

Capstone Course 

The purpose of this course is to provide students who have completed or are currently completing a specific secondary job preparatory program for additional study in an agricultural program, a capstone experience in Unmanned Aircraft Systems (UAS) Technology for agriculture.  This course is designed to enhance competencies in the areas of agricultural science and UAS technology.  Laboratory-based activities are an integral part of this course.  These include the safe use and application of appropriate technology, scientific testing and observation equipment.

Additional Information relevant to this Career and Technical Education (CTE) program is provided at the end of this document.

Program Structure

This course may be taken only by a student who has completed or is currently completing a specific secondary job preparatory program for additional study in this career cluster.  

To teach the course(s) listed below, instructors must hold at least one of the teacher certifications indicated for that course.

The following table illustrates the secondary program structure:

Course Number	Course Title	Teacher Certification	Length	SOC Code	Level	Graduation Requirement	
8005233	Agricultural Use of UAS Technology	AGRICULTUR 1*	1 credit	19-4099	3	CT	
(Graduation Requirement Codes: CT= Career & Technical Education, EQ= Equally Rigorous Science, EC= Economics, MA= Mathematics, 
PL= Personal Financial Literacy)

Teacher Certification: Teachers must hold the traditional agriculture teacher certification and an Unmanned Safety Credential to teach this course.

Florida’s Career Readiness Skills for CTE Programs

Employability Skills	
01.0	Apply academic skills to workplace scenarios.	
01.01	Use reading skills.	
01.02	Use writing skills.	
01.03	Use mathematical strategies and procedures.	
01.04	Use scientific principles and procedures.	
02.0	Design a solution to an industry problem.	
02.01	Use critical thinking.	
02.02	Use creativity.	
02.03	Make sound decisions.	
02.04	Solve problems.	
02.05	Reason. 	
02.06	Plan and organize.	
03.0	Manage resources within an industry project	
03.01	Manage time.	
03.02	Manage money or resources.	
03.03	Manage materials.	
03.04	Manage personnel.	
04.0	Oversee the subcomponents, operations and output of a technical or organizational system.	
04.01	Manage systems.	
04.02	Monitor systems.	
04.03	Improve systems.	
05.0	Use information for decision making.	
05.01	Locate information.	
05.02	Organize information.	
05.03	Use information.	
05.04	Analyze information.	
05.05	Communicate information.	
06.0	Apply relevant technology to workplace scenarios to aid productivity.	
06.01	Use technology.	
07.0	Interpret and express interpersonal communication.	
07.01	Communicate verbally.	
07.02	Listen actively.	
07.03	Comprehend written material.	
07.04	Convey information in writing.	
07.05	Communicate nonverbally.	
07.06	Interpret nonverbal communication.	
08.0	Interact with others to accomplish workplace goals.	
08.01	Collaborate with others in a team.	
08.02	Respond to customer needs.	
08.03	Exercise leadership.	
08.04	Negotiate to resolve conflict.	
08.05	Respect others.	
09.0	Manage personal behavior to maximize productivity and professional growth.	
09.01	Demonstrate responsibility and self-discipline.	
09.02	Adapt and show flexibility.	
09.03	Work independently.	
09.04	Demonstrate a willingness to learn.	
09.05	Demonstrate integrity.	
09.06	Demonstrate professionalism.	
09.07	Take initiative.	
09.08	Display positive attitude.	
09.09	Take responsibility for professional growth.	
Career Exploration & Planning 	
10.0	Explain career opportunities aligned with the regional economy and personal aspirations.	
10.01	Describe regional occupations that are high-demand, high-growth, high-wage and/or high-skill.	
10.02	Describe careers aligned with his or her interests, skills and values based on career assessment, experiential learning, career informational interviews, research and/or reflection.	
11.0	Explain postsecondary pathways aligned with his or her career aspirations.	
11.01	Compare and contrast postsecondary pathways, including education, employment, entrepreneurship and enlistment (the “Four Es”). 	
11.02	Compare and contrast regional postsecondary training provider options, including apprenticeships, technical colleges, state colleges, universities and industry-recognized certification providers. 	
11.03	Define postsecondary credentialing and stacking options, including industry-recognized certifications, apprenticeship certificates of completion, career certificates, licenses and associate or baccalaureate degrees. 	
11.04	Compare postsecondary training data for training programs of interest, such as total costs, average student loan debt, and median earnings and job placement rates after program completion.	
12.0	Develop a personalized career and academic plan.	
12.01	Prioritize an occupation, credential and postsecondary training provider for plan formation.	
12.02	Self-assess progress toward meeting graduation requirements and skill-development goals.	
12.03	Develop and complete a chronological checklist of steps and deadlines prior to postsecondary training or national service application that includes any required documentation to gather, writing prompts and examinations.	
12.04	Identify a variety of financial aid opportunities, including scholarships, grants, savings, work, work-study programs, private loans and federal loans.	
12.05	Develop a postsecondary training budget that is inclusive of living and school expenses.	
Job Attainment	
13.0	Find, assess and apply to job opportunities.	
13.01	Identify online job posts relevant to his or her career aspirations.	
13.02	Compare and contrast the job posts’ required qualifications, job duties, compensation, benefits and employers. 	
13.03	Define what information, documentation and writing prompts are required for the positions.	
14.0	Communicate personal competence, character and fit for a job opportunity.	
14.01	Develop a resume.	
14.02	Write a cover letter.	
14.03	Curate a professional portfolio that includes work products.	
14.04	Prepare for and experience a mock job interview.	
15.0	Cultivate and leverage relationships to professionally advance.	
15.01	Request a signed reference letter, letter of recommendation and/or an online skill/professionalism endorsement. 	
15.02	Develop a plan to cultivate a professional digital footprint.	
15.03	Develop a networking plan for a specific industry of interest.	

Standards

After successfully completing this program, the student will be able to perform the following:

01.0	Investigate the origins and development of unmanned aviation.
02.0	Develop a plan for powered flight in the National Airspace System.
03.0	Explain aviation rules and regulations as they pertain to UAS.
04.0	Explain concepts and differences in human factors related manned and unmanned aviation.
05.0	Demonstrate Crew Resource Management principles.
06.0	Demonstrate the appropriate attitudes and behaviors associated with the safety mindset. 
07.0	Analyze UAS technologies, platforms, and systems.
08.0	Select appropriate UAV to complete a given objective.
09.0	Analyze the ethics and privacy considerations in the operation of unmanned aircraft.
10.0	Model methods to communicate with air traffic control and conflict aircraft.
11.0	Analyze UAS Operating standards and restrictions.
12.0	Explain components of airworthiness.
13.0	Explain aviation safety systems as they apply to UAS.
14.0	Explain new careers that have emerged using technology in agriculture.
15.0	Determine uses for UAS to monitor plant growth.
16.0	Describe how UAS can be used to evaluate soil conditions.
17.0	Develop an integrated pest management (IPM) plan using information from UAS technology.
18.0	Develop fertilizer recommendations by interpreting multiple data sources.
19.0	Determine uses for UAS to monitor animal operations. 
20.0	Determine the applications of UAS to provide data forage producers.
21.0	Determine the applications of UAS to provide data on agricultural crops.
22.0	Determine the applications of UAS to provide data to foresters.

Florida Department of Education
Student Performance Standards

Course Title: 	Agriculture Use of UAS Technology
Course Number: 	8005233
Course Credit:	1

CTE Standards and Benchmarks	
01.0	Investigate the origins and development of unmanned aviation. The student will be able to: 	
01.01	Actively participate in a group to present important systems, people, and technologies important to the development of the industry.	
01.02	Summarize the evolution of commercial UAS operations in the United States.	
01.03	Explain the limitations and constraints placed on the development of commercial UAS.	
01.04	Describe the process and evolution of a UAS regulatory framework.	
01.05	Explain technologies that led to modern day UAS.	
01.06	Describe the events important to the development of UAS.	
01.07	Explain classification schemes of UAS.	
01.08	Explain intelligence modes of control for UAS.	
01.09	Explain the difference between direct control versus supervisory control.	
01.10	Design a diagram illustrating the differences and similarities between beyond line of sight, beyond visual line of sight, electronic line of sight, and visual line of sight.	
02.0	Develop a plan for powered flight in the National Airspace System. The student will be able to:	
02.01	Interpret Aeronautical Charts to determine airspace for a given location.	
02.02	Explain the classes of airspace. 	
02.03	Describe weather and associated hazards to aviation.	
02.04	Interpret “official” sources of weather to make sound decision. 	
02.05	Interpret the Notices to Airman Information reporting system.	
02.06	Interpret both airport and center NOTAMs.	
03.0	Explain aviation rules and regulations as they pertain to UAS. The student will be able to:	
03.01	Explain the limitations and requirements of Visual Flight Rules as they pertain to UAS.	
03.02	Explain state and local rules and regulations governing UAS.	
04.0	Explain concepts and differences of in human factors related to manned and unmanned aviation. The student will be able to:	
04.01	Explain the human factors of UAS operations.	
04.02	Explain how ground control stations operate.	
04.03	Describe personnel required for UAS operations.	
04.04	Explain how human factors effect operation.	
04.05	Demonstrate an understanding of human imitations in perception, processing, and performance	
04.06	Describe the type and causes of human errors.	
04.07	Describe the physiological effects of drugs and alcohol.	
04.08	Describe methods for dealing with automation and the lack of sensory cues.	
05.0	Demonstrate Crew Resource Management principles. The student will be able to:  	
05.01	Explain the purpose of Crew Resource Management. 	
05.02	Describe situational awareness.	
05.03	Demonstrate effective crew communication and coordination.	
05.04	Utilize advocacy and inquiry to champion a course of action. 	
05.05	Describe strategies for dealing with task saturation or overloads.	
05.06	Demonstrate the skills associated with aeronautical decision making and operational analysis.	
05.07	Demonstrate proper site survey and analysis skills. 	
06.0	Demonstrate the appropriate attitudes and behaviors associated with the safety mindset. The student will be able to:	
06.01	Describe and demonstrate professional conduct. 	
06.02	Demonstrate the importance of being risk averse in UAS planning and flight. 	
07.0	Analyze UAS technologies, platforms, and systems. The student will be able to:	
07.01	Summarize UAS intelligence and components.	
07.02	Summarize platform capabilities and limitations.	
07.03	Analyze the control station of UAS.	
07.04	Summarize the payload element of UAS	
07.05	Analyze the environment in which the UAS operate.	
07.06	Explain frequency management in the United States.	
07.07	Assess UAS lifecycle and its implication on UAS operations.	
07.08	Compare UAS component reliability and operational considerations.	
07.09	Describe UAS user interfaces.	
07.10	Analyze levels of automation in robotic systems.	
07.11	Analyze when to use UAS rather than manned aircraft. 	
07.12	Describe UAS sensors used for navigation and stabilization.	
08.0	Select appropriate UAV to complete a given objective. The student will be able to:	
08.01	Explain characteristics of airborne robotic systems.	
08.02	Compare wing designs and benefits of each to the field of UAS.	
08.03	Analyze criteria set forth via a request for proposal to identify appropriate aircraft to conduct operations.	
08.04	Compare energy sources available for UAS.	
08.05	Compare payload options and apply them to appropriate operations.	
08.06	Explain uses of infrared technology.	
09.0	Analyze the ethics and privacy considerations in the operation of unmanned aircraft. The student will be able to:	
09.01	Explain the regulations and policies currently in place for UAS operations.	
09.02	Describe the foundations of an ethical code of conduct for UAS operators.	
09.03	Define professional use of UAS.	
09.04	Demonstrate standards of professionalism in everyday operations.	
09.05	Analyze ethical use of robotic aircraft. (safety of people)	
10.0	Model methods to communicate with air traffic control and conflict aircraft. The student will be able to:	
10.01	 Describe aviation communications practices.	
10.02	Explain the essential information required in aviation communication.	
10.03	Use the Aeronautical Information Manual to make a radio call.	
11.0	Analyze UAS Operating standards and restrictions. The student will be able to:	
11.01	Analyze UAS limitations and regulations.	
11.02	Explain guidelines and safety protocols.	
11.03	Explain the reporting requirements for UAS operations. 	
12.0	Explain components of airworthiness. The student will be able to:	
12.01	Explain the concept of system limitations.	
12.02	Prepare airworthiness inspections. 	
13.0	Explain aviation safety systems as they apply to UAS. The student will be able to:	
13.01	Explain the four pillars of a safety management system (SMS).	
13.02	Conduct a risk assessment. 	
13.03	Develop risk mitigation strategies. 	
13.04	Explain methods for safety assurance and promotion.	
13.05	Describe how a well working SMS can recover from an accident.	
14.0	Explain new careers that have emerged using technology in agriculture. The student will be able to:	
14.01	Identify significant career shifts with technology in the agriculture industry.	
14.02	Examine the role of technology in the agriculture industry.	
14.03	Solve mathematical applications using technology.	
14.04	Describe technologies associated with active and passive remote sensing payloads.	
14.05	Explain the limitations of remote sensing.	
15.0	Determine uses for UAS to monitor plant growth. The student will be able to:	
15.01	Describe the uses of UAS remote sensing technology to examine the processes of plant growth. 	
15.02	Determine the health of plant using chlorophyll counts.	
15.03	Identify nutrient deficiencies in plants using UAS remote sensing technology.	
16.0	Describe how UAS can be used to evaluate soil conditions. The student will be able to:	
16.01	Analyze soil properties using UAS remote sensing technology.	
16.02	Develop a plan to use UAS technology in best management practices for irrigation.	
16.03	Examine irrigation application effectiveness using UAS technology.	
17.0	Develop an integrated pest management (IPM) plan using information from UAS technology. The student will be able to:	
17.01	Identify pests and diseases and the damage they cause.	
17.02	Recommend appropriate solutions for pest and disease control.	
17.03	Differentiate between nutrient deficiencies and pest/disease damage in plants.	
18.0	Develop fertilizer recommendations by interpreting multiple data sources. The student will be able to:	
18.01	Identify nutrient deficiencies plan using UAS remote sensing.   	
18.02	Make fertilizer recommendations based on data from visual appraisal of plants and soil samples.	
18.03	Determine the appropriate type and rate of fertilizer to apply to plants.	
19.0	Determine uses for UAS to monitor animal operations. The student will be able to:	
19.01	Describe the uses of UAS technology to observe animals.	
19.02	Identify animals using UAS remote sensing.	
19.03	Determine calving percentages using UAS remote sensing.	
19.04	Identify the systems of common diseases of cattle, sheep, and goats.	
20.0	Determine the applications of UAS to provide data forage producers. The student will be able to:	
20.01	Identify common forages, pests, and diseases using UAS remote sensing.	
20.02	Identify the growth stage of forage crops.	
20.03	Identify common diseases that impact forage crops.	
20.04	Evaluate forage and hay as a source of nutrition for animals.	
21.0	Determine the applications of UAS to provide data on agricultural crops. The student will be able to:	
21.01	Use UAS remote sensing technology to identify pest and diseases.	
21.02	Analyze the use of UAS for early detection of diseases.	
21.03	Calculate yield estimates using UAS data.	
21.04	Evaluate and monitor crops using UAS remote sensing technology to predict harvest times.	
22.0	Determine the applications of UAS to provide data to foresters. The student will be able to:	
22.01	Identify economically important tree species.	
22.02	Identify forest pests, insects and diseases using UAS remote sensing techniques.	
22.03	Make forest management decisions using data from UAS images and data.	

Additional Information

Laboratory Activities

Laboratory investigations that include scientific inquiry, research, measurement, problem solving, emerging technologies, tools and equipment, as well as, experimental, quality, and safety procedures are an integral part of this career and technical program/course. Laboratory investigations benefit all students by developing an understanding of the complexity and ambiguity of empirical work, as well as the skills required to manage, operate, calibrate and troubleshoot equipment/tools used to make observations. Students understand measurement error; and have the skills to aggregate, interpret, and present the resulting data. Equipment and supplies should be provided to enhance hands-on experiences for students.

Florida Standards for English Language Development (ELD)
English language learners communicate for social and instructional purposes within the school setting. ELD.K12.ELL.SI.1

English Language Development (ELD) Standards Special Notes:
Teachers are required to provide listening, speaking, reading and writing instruction that allows English language learners (ELL) to communicate for social and instructional purposes within the school setting.   For the given level of English language proficiency and with visual, graphic, or interactive support, students will interact with grade level words, expressions, sentences and discourse to process or produce language necessary for academic success. The ELD standard should specify a relevant content area concept or topic of study chosen by curriculum developers and teachers which maximizes an ELL’s need for communication and social skills. For additional information on the development and implementation of the ELD standards, please contact the Bureau of Student Achievement through Language Acquisition at SALA@fldoe.org 

Extended Student Supervision

Because of the production and marketing cycle of the agriculture industry, this program requires individual instruction and supervision of students for the entire period beyond the 180-day school year.

Career and Technical Student Organization (CTSO)

CTSOs are co-curricular career and technical student organizations providing leadership training and reinforcing specific career and technical skills. Career and Technical Student Organizations provide activities for students as an integral part of the instruction offered. Other CTSOs not listed in this curriculum framework or recognized by the Florida Department of Education are permissible provided they support student mastery over the standards and benchmarks of this curriculum framework.

Accommodations

Federal and state legislation requires the provision of accommodations for students with disabilities as identified on the secondary student’s Individual Educational Plan (IEP) or 504 plan or postsecondary student’s accommodations’ plan to meet individual needs and ensure equal access. Accommodations change the way the student is instructed. Students with disabilities may need accommodations in such areas as instructional methods and materials, assignments and assessments, time demands and schedules, learning environment, assistive technology and special communication systems. Documentation of the accommodations requested and provided should be maintained in a confidential file.

In addition to accommodations, some secondary students with disabilities (students with an IEP served in Exceptional Student Education (ESE)) will need modifications to meet their needs. Modifications change the outcomes or what the student is expected to learn, e.g., modifying the curriculum of a secondary career and technical education course. Note: postsecondary curriculum and regulated secondary programs cannot be modified.

Some secondary students with disabilities (ESE) may need additional time (i.e., longer than the regular school year), to master the student performance standards associated with a regular course or a modified course.  If needed, a student may enroll in the same career and technical course more than once.  Documentation should be included in the IEP that clearly indicates that it is anticipated that the student may need an additional year to complete a Career and Technical Education (CTE) course.  The student should work on different competencies and new applications of competencies each year toward completion of the CTE course.  After achieving the competencies identified for the year, the student earns credit for the course.  It is important to ensure that credits earned by students are reported accurately.  The district’s information system must be designed to accept multiple credits for the same course number for eligible students with disabilities.