Florida Department of Education
Curriculum Framework 

Course Title:		Advanced Concepts of Agriscience
Course Type:	Career Preparatory
Career Cluster:	Agriculture, Food and Natural Resources

Secondary – Career Preparatory	
Course Number	8100330	
CIP Number	0101999902	
Grade Level	11-12, 30-31	
Course Length	1 credit	
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 
The purpose of this course is to provide students who have completed or are currently completing a specific secondary job preparatory program, a capstone experience in agriscience education.  This course is designed to enhance competencies in the areas of agricultural science and research; biological and physical science; environmental principles; and principles of leadership.  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.

Course Structure

This program is a planned sequence of instruction consisting of one course.  

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

The following table illustrates the secondary course structure:

Course Number	Course Title	Teacher Certification	Length	SOC Code	Level	Graduation Requirement	
8100330	Advanced Concepts of Agriscience	AGRICULTUR 1 @2	1 credit		2	CT	
(Graduation Requirement Codes: CT= Career & Technical Education, EQ= Equally Rigorous Science, EC= Economics, MA= Mathematics, 
PL= Personal Financial Literacy)
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	Conduct a research project in agriculture using the scientific method, interpret research information, and prepare and present a research project.
02.0	Apply enhanced leadership and professional career skills.
03.0	Illustrate agricultural applications of physical science concepts and principles.

Optional Standards 

04.0	Investigate the concepts, principles, and theories associated with the classification, growth, function, and reproduction of plants and soils.
05.0	Investigate concepts associated with animal taxonomy, life at the cellular level, organ systems, genetics, ecology, and related current issues to understand animal life and animal science as it pertains to agriculture.
06.0	Investigate how chemistry and physics principles are applied to the composition of foods, food nutrition, and microbiology as it is associated with the food science segment of agriculture.
07.0	Apply enhanced agricultural communication and/or agricultural sales skills.

Florida Department of Education
Student Performance Standards

Course Title: 	Advanced Concepts of Agriscience 
Course Number: 	8100330
Course Credit:	1

CTE Standards and Benchmarks	
01.0	Conduct a research project in agriculture using the scientific method, interpret research information, and prepare and present a research project. The student will be able to:	
01.01	Formulate hypotheses referencing prior research and knowledge.	
01.02	Conduct controlled experiments or simulations to test hypotheses.	
01.03	Collect, organize and analyze data accurately and precisely.	
01.04	Design procedures to test the selected hypotheses.	
01.05	Report, display and defend the results of investigations to audiences that may include professionals and technical experts.	
01.06	Estimate and suggest ways to reduce the degree of risk involved in activities in agriculture and related sciences.	
02.0	Apply enhanced leadership and professional career skills. The student will be able to:	
02.01	Identify and investigate a current agricultural issue.	
02.02	Evaluate and explain AFNR issues and their impacts to audiences with limited AFNR knowledge.	
02.03	Identify the opportunities for enhanced leadership development available through the National FFA Organization and/or professional organizations.	
02.04	Enhance written and oral communications through developing resumes and interviews.	
03.0	Illustrate agricultural applications of physical science concepts and principles. The student will be able to:	
03.01	Compare physical, ecological and behavioral factors that influence interactions and interdependence of organisms.	
03.02	Evaluate Sustainability policies and plans and prepare summary of potential improvements for AFNR businesses or organizations.	
03.03	Analyze the properties of materials (e.g., mass, boiling point, melting point, hardness) in relation to their physical and/or chemical structures.	
03.04	Analyze factors that influence the relative motion of an object (e.g., friction, wind shear, cross currents, potential differences).	
03.05	Analyze reactions (e.g., burning of fuel, decomposition of waste) in natural and man-made energy systems.	
03.06	Describe the need for organization, supervision, rules, policies and procedures.	

Optional Standards: Each program offering this course will provide instruction in one or more of the following standards.  Selection of standard(s) will be based on the agriscience education program the student has completed or is completing.	
04.0	Investigate the concepts, principles, and theories associated with the classification, growth, function, and reproduction of plants and soils. The student will be able to:	
04.01	Describe biotechnology and genetic engineering.	
04.02	Discuss the benefits and risks of biotechnology and genetic engineering.	
04.03	Describe the functions of water in plant growth.	
04.04	Identify major sources of water pollution and possible measures for its control.	
04.05	Contrast the biochemistry and functions of plant cell membranes and cell walls.	
04.06	Describe and give functions for common plant cell types.	
04.07	Identify cell types and functions associated with the vascular, dermal, and ground tissue systems in woody and herbaceous plant parts. 	
04.08	Compare and contrast periderm and epidermis and xylem and phloem.	
04.09	Explain how differential gene expression is what determines which proteins are made, and how the proteins decide the characteristics and functions of a particular cell.	
04.10	Describe methods of producing transgenic plants and ways in which they are used.	
05.0	Investigate concepts associated with animal taxonomy, life at the cellular level, organ systems, genetics, ecology, and related current issues to understand animal life and animal science as it pertains to agriculture. The student will be able to:	
05.01	Identify the major features of chordates, identify the highlights of vertebrate evolution (development of jaws, cartilage to bone, and water to land), and identify the distinguishing characters of fish, birds, and mammals.	
05.02	Describe the biochemistry and functions of animal cell membranes.  In doing so, describe the fluid mosaic model of the membrane and the role of the cell membrane proteins in transporting materials in and out of cells.	
05.03	Using examples relevant to animal science, track the events involved in expression of individual genes and compartmentalization of the resulting proteins.	
05.04	Discuss four basic tissue types: epithelial, connective, muscle, and nervous.	
05.05	Describe the chemical process in the formation of bones and muscles and the process of calcification and its impact on animal growth.	
05.06	Describe homeostasis and how it is controlled.	
05.07	Explain the flow of genetic information and identify the central dogma:  DNA transcription-mRNA-translation-protein. 	
05.08	Describe the purpose, function, and production of RNA, and explain how protein synthesis works.	
06.0	Investigate how chemistry and physics principles are applied to the composition of foods, food nutrition, and microbiology as it is associated with the food science segment of agriculture. The student will be able to:	
06.01	Describe composition and arrangement of functional groups found in biological systems.	
06.02	Discuss the chemical composition and structure of protein molecules including primary, secondary, tertiary, and quaternary structures.	
06.03	Discuss the biochemical and physiological functions of proteins, carbohydrates, lipids, vitamins, and minerals. 	
06.04	Explain thermodynamics and kinetics (e.g., reaction rates for affecting quality and destroying nutrients). 	
06.05	Compare and contrast the chemical reactions initiated by the effect of heat, oxygen, acid, and light during processing and storage of foods. 	
06.06	Identify the various food spoilage methods including microbial spoilage, chemical spoilage, and their effect on food product shelf-life.	
06.07	Compare and contrast three types of chemical bonds:  hydrogen, ionic and covalent bonds.	
07.0	Apply enhanced agricultural communication and/or agricultural sales skills. The student will be able to:	
07.01	Evaluate the effectiveness of a current communications or marketing campaign.	
07.02	Develop and implement a communications or marketing campaign for an agricultural product or issue.	
07.03	Apply enhanced written and oral communication skills by selecting the correct style, tone, and format appropriate for a variety of settings.	
07.04	Demonstrate characteristics of a responsible/ethical agricultural communicator.	
07.05	Select the proper communication medium and target audience for a current agricultural issue.	

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.

Cooperative Training – OJT

On-the-job training is appropriate but not required for this program. Whenever offered, the rules, guidelines, and requirements specified in the OJT framework apply. 

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.