Florida Department of Education
Curriculum Framework 

Course Title:	Orientation to Agriscience and Career Planning
Course Type:	Orientation/Exploratory
Career Cluster:	Agriculture, Food and Natural Resources

Secondary – Middle School	
Course Number	8100110	
CIP Number	01019910CE	
Grade Level	6-8	
Course Length	Semester	
Teacher Certification	Refer to the Course Structure section.	
CTSO	FFA	
CTE Program Resources 	http://www.fldoe.org/academics/career-adult-edu/career-tech-edu/program-resources.stml	

Purpose 

This course provides an overview of agriculture and will help students to be educated about their food supply. The content includes but is not limited to agricultural literacy, importance of agriculture, the role of science, math, reading, writing, geography, history, and technology in agriculture, plants and animals, and sources of consumer goods from agriculture. Reinforcement of academic skills occurs through classroom instruction and applied laboratory procedures.  Instruction and learning activities are provided in a laboratory setting using hands-on experiences with the equipment, materials and technology appropriate to the course content and in accordance with current practices.

Students will learn a basic understanding of agriculture with focuses on plants, animals, and natural resources.  Students will also learn about our food system and the safety procedures in agriculture systems.

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

Course Structure

The length of this course is one semester. It may be offered for two semesters when appropriate. When offered for one semester, it is recommended that it be at the exploratory level and more in-depth when offered for two semesters. Planned and Supervised Agricultural Experiences (SAE) must be provided through one or more of the following:  (1) foundational career exploration, (2) directed laboratory experience, (3) project ownership/entrepreneurship, (4) cooperative education/internship, (5) School Based Enterprise, or (6) Service Learning.

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 course structure:

Course Number	Course Title	Teacher Certification	Length	
8100110	Orientation to Agriscience and Career Planning	AGRICULTUR 1 @2
AGRICUTUR 7G
EXP AG @4
MG General Science C	Semester	

Standards

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

01.0	Demonstrate knowledge and skills in agriscience research.
02.0	Demonstrate knowledge and skills in the importance of agriculture.
03.0	Demonstrate knowledge and skills in agriscience laboratories and workshops.
04.0	Demonstrate knowledge and skills plant sciences.
05.0	Demonstrate knowledge and skills in animal sciences.
06.0	Demonstrate knowledge and skills in food science.
07.0	Demonstrate product knowledge and skills in agricultural processing and marketing.
08.0	Demonstrate knowledge and skills in natural resources.
09.0	Demonstrate leadership and communication skills.
10.0	Integrate the use of science, mathematics, reading, geography, history, writing, and communication in agriscience and technology.

Career and Education Planning [these must be met to satisfy the requirements of Section 1003.4156, Florida Statutes]

11.0	Explain his or her career interests, skills and values.  
12.0	Describe occupations and industries in his or her region.  
13.0	Describe a variety of postsecondary pathways.
14.0	Create a personalized career and academic plan.  

Florida Department of Education
Student Performance Standards

Course Title: 	Orientation to Agriscience and Career Planning
Course Number: 	8100110
Course Length:	Semester 

Course Description:

This course is designed to provide an understanding of the agricultural food system, environmental resources, and strategies used to produce and market agricultural products, and an exploration of research through the use of the scientific method.  Throughout the semester/year students will take a closer look at agriculture and learn about the research and development of our food supply.

CTE Standards and Benchmarks	
01.0	Demonstrate knowledge and skills in agriscience research. The student will be able to:	
01.01	Define agriscience. 	
01.02	Describe products of agriscience. 	
01.03	Define the scope of research in agriscience. 	
01.04	Discuss the impact of research on agriculture on consumer opinion.	
01.05	Identify the steps of the scientific method.  	
01.06	Apply the scientific method to solve an agricultural problem.   	
02.0	Demonstrate knowledge and skills in the importance of agriculture. The student will be able to:	
02.01	Describe the historical evolution of agriculture and its impact on civilization.	
02.02	Discuss the scope of agriculture and its impact on daily life.	
02.03	Identify specific areas of commodity production in the state, nation and world.	
02.04	Describe the diversity of career opportunities in agriculture and its related fields through a Foundational SAE.	
03.0	Demonstrate knowledge and skills in agriscience laboratories and workshops. The student will be able to:	
03.01	Identify tools, machines and equipment used in agriculture.	
03.02	Demonstrates proper laboratory/ workshop safety techniques. 	
03.03	Complete a project demonstrating the safe use of agricultural tools, machinery or equipment.   	
03.04	Discuss the impact of agricultural mechanization and engineering on society. 	
03.05	Conduct an experiment using proper laboratory techniques.	
04.0	Demonstrate knowledge and skills in plant sciences. The student will be able to:	
04.01	Distinguish between horticulture, forestry, and agronomic.	
04.02	Propagate and grow an agricultural plant.      	
04.03	Identify supplies and services industries related to plant science.  	
04.04	Develop a specimen collection of local plant materials.  	
04.05	Demonstrate proper planting techniques. 	
04.06	Discuss organic agriculture and conventional agriculture as it relates to plants	
05.0	Demonstrate knowledge and skills in animal sciences. The student will be able to:	
05.01	Distinguish between food, service and companion animals.   	
05.02	Identify breeds of food, service and companion animals.   	
05.03	Identify supplies and services industries related to animal science.  	
05.04	Identify the needs of an animal and describe and describe proper care for that animal.	
05.05	Identify consumer foods and products derived from animals.	
05.06	Discuss organic and conventional agriculture as it relates to livestock production.	
06.0	Demonstrate knowledge and skills in food science. The student will be able to:	
06.01	Describe the proper handling techniques and storage of food products from farm to plate. 	
06.02	List and explain methods of food preservation. 	
06.03	Conduct a food taste test. 	
06.04	Develop a production and marketing plan for a food product. 	
06.05	Read and interpret a food label. 	
07.0	Demonstrate product knowledge and skills in agricultural processing and marketing. The student will be able to:	
07.01	Define agricultural product processing and marketing.  	
07.02	Describe the processing and marketing of an agriculture product from farm to consumer.  	
07.03	Prepare, process, and market an agricultural product.	
08.0	Demonstrate knowledge and skills in natural resources. The student will be able to:	
08.01	Define and identify renewable and nonrenewable natural resources.  	
08.02	Describe agricultural management practices that conserve natural resources.  	
08.03	Describe effects of pollution on the environment. 	
08.04	Demonstrate how to recycle or conserve a natural resource. 	
09.0	Demonstrate leadership and communication skills. The student will be able to:	
09.01	Describe the aims and purposes of the FFA organization. 	
09.02	Identify opportunities available to FFA members. 	
09.03	Identify characteristics of a good leader.	
09.04	Participate in a cooperative leadership development activity or FFA Career Development Event.	
09.05	Identify the importance of effective communication skills. 	
09.06	Demonstrate effective communication skills.	
09.07	Describe the diversity of career opportunities in agriculture and its related fields through a Foundational SAE.	
10.0	Integrate the use of science, mathematics, reading, geography, history, writing and communication in agriscience and technology. The student will be able to:	
10.01	Apply basic mathematic operations to solve agricultural problems. 	
10.02	Correctly use measuring instruments and utilize measurements to solve agricultural problems. 	
10.03	Prepare written and oral materials using correct English grammar. 	
10.04	Identify the main idea in oral presentations and written materials.	
10.05	Locates, organizes and interprets information from a variety of agricultural sources. 	
Career and Education Planning [these must be met to satisfy the requirements of Section 1003.4156, Florida Statutes]	
Standards and Benchmarks	
11.0	Explain his or her career interests, skills and values.  The student will be able to:	
11.01	Describe his or her career interests based on a career interest assessment, personal experience, career informational interviews, research and/or reflection.	
11.02	Describe what career-related skills are his or her current strengths or could become strengths in the future with practice and training based on a career skill assessment, personal experience and/or reflection.	
11.03	Describe what Iifestyle and workplace values are most important to them to consider during career decision making, such as salary and benefits, work environment, the nature of the work and work/life balance.	
11.04	Describe what values that relate to positively impacting others and the world are most important to them to weigh during career decision making.	
12.0	Describe occupations and industries in his or her region.  The student will be able to:	
12.01	Define Career Clusters, industries and occupations.	
12.02	Define regional poverty, average and family-sustaining wage thresholds.	
12.03	Review local labor market data to identify the top five regional occupations as relates to each of the following: employment, growth and salary.	
12.04	List three occupations that align with his or her personal career interests, skills and values.	
12.05	List the regional salary, employment and growth of three occupations they are most interested in learning more about.	
12.06	Summarize occupational content learned through a career informational interview, career fair, job shadowing, service learning, guest speaker, project-based learning, work-based learning, worksite visit or other firsthand experience.	
13.0	Describe a variety of postsecondary pathways.  The student will be able to:	
13.01	Evaluate the pros and cons of pursuing education, employment, entrepreneurship or enlistment immediately following high school.	
13.02	Define postsecondary training provider options and their admissions requirements, including apprenticeships, technical colleges, state or community colleges, universities and industry-recognized certification providers.	
13.03	Define postsecondary credentialing and stacking options, including industry-recognized certifications, apprenticeship certificates of completion, career certificates, licenses and associate or baccalaureate degrees	
13.04	Explain training options aligned with his or her career assessment results and occupational exploration.	
13.05	Review postsecondary training data and list the total cost, average debt after graduation and median earnings and job placement rates of students who completed the student’s preferred postsecondary training option.	
13.06	Summarize what they learned about his or her preferred postsecondary training provider through online research; virtual or in-person tours; a college fair; and/or interviewing a current student, alumni or staff member.	
14.0	Create a personalized career and academic plan.  The student will be able to:	
14.01	Prioritize an occupation for plan formation using one or more decision making techniques, such as a decision matrix, pros and cons analysis or other means	
14.02	Explain the reasoning for choosing to pursue his or her preferred occupation	
14.03	Identify which credentials, technical skills, and employability or entrepreneurship skills are relevant to his or her preferred career pathway.	
14.04	Prioritize a recognized postsecondary credential (industry-recognized certifications, apprenticeship certificates of completion, career certificates, licenses and associate or baccalaureate degrees) aligned with his or her chosen occupation using a decision-making technique, such as a decision matrix and/or pros and cons analysis, etc.	
14.05	Prioritize a postsecondary training provider aligned with his or her recognized postsecondary credential goal using a decision-making technique, such as a decision matrix and/or pros and cons analysis, etc.	
14.06	Define means of paying for postsecondary training, including scholarships (must include State scholarships), grants, savings, work, work-study programs, private loans and Federal loans.	
14.07	Describe ways of meeting the requirements of Florida’s graduation pathways and obtaining accelerated credit, work-based learning experience, career and technical education credit and industry-recognized certifications in high school.	
14.08	Develop a freshman year course schedule that meets high school graduation requirements and that provides academic and career preparation aligned with the student’s career goals.	
14.09	Identify extracurricular activities aligned with his or her occupational and postsecondary training goals.	

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 Planning

Effective July 1, 2019, per Section 1003.4156, Florida Statutes (F.S.), for students to meet middle grades promotion requirements, a Career and Education Planning course must be completed in either sixth, seventh, or eighth grade. These courses should be taught integrating the eight career and education planning course standards. 

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.