Students will understand the interrelationship of California agriculture
and society, and the interrelationship of agriculture with the economy, environment, and natural resources.
Examples of the types of work students should be able to do to meet the standard:
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1. Students identify the economic value of leading commodities in agriculture and discuss the impact on the state’s economy
as well as on the choices of California consumers.
2. Students identify the natural resources available to agriculture and explain the mutual influence of natural resources
and agricultural operations.
Standard 2
Students will show that they understand the importance of agricultural firms and technology with regard to the
production, processing, servicing, and marketing of agricultural products. Students will outline the businesses and
technologies needed to deliver agricultural commodities to consumers.
Examples of the types of work students should be able to do to meet the standard:
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1. Given a product, students identify the businesses and technologies employed to bring the agricultural commodities
from original production to consumers.
2. Given several breakthroughs in technology, students research and describe their impact on agriculture.
Standard 3
Students will show that they understand the use of record keeping, computers, and functions of purchasing
and marketing in an agricultural business. Students will maintain and complete a set of records based on their
Supervised Practical Experience program (SPE).
Examples of the types of work students should be able to do to meet the standard:
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1. Students identify and discuss the advantages and disadvantages of using computers as recordkeeping tools.
2. Students demonstrate strategies for obtaining credit, supplies, and materials and securing buyers for their products.
Standard 4
Students will show they can recognize traits of effective leaders and their relationship to employability.
Students will participate in leadership development activities, including public speaking, leading group discussions,
working within a committees conducting business meetings, and problem solving.
Examples of the types of work students should be able to do to meet the standard:
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1. Students lead a ten to twenty minute discussion on an agricultural issue or leadership concern.
2. Students work on a committee contributing to a student-designed activity for school or community benefit.
3. Given job descriptions, students assess their appearance, education, experience, and listening and communication
skills.
4. Students actively engage in and manage a supervised practical experience project which promotes the development of
occupational skills relative to a career in agriculture.
Standard 5
Students will show they recognize existing and future employment opportunities in agriculture. Students
will explore a variety of agricultural occupations from the areas of plant and animal production, sales and service,
ornamental horticulture, mechanics, and natural resource management, and analyze qualifications required for employment.
Examples of the types of work students should be able to do to meet the standard:
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1. Students describe the six agriculture career clusters and give examples of entry, technical, and professional
careers in each cluster.
2. Individually, the student completes an individual career/education plan.
Standard 6
Students will show they understand the operating principles of common tools and the safe operation of
power tools and small engines. Students will demonstrate safe and appropriate use of selected landscaping and
maintenance tools. Students will perform safe maintenance, service, and operation procedures on a small engine.
Examples of the types of work students should be able to do to meet the standard:
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1. Given a selection of common maintenance and landscaping tools, the student demonstrates the use and safety
procedures.
Standard 7
Students will show that they can read and utilize tools for measurement and perform calculations
for problem solving. Students will produce and interpret sketches.
Examples of the types of work students should be able to do to meet the standard:
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1. Students sketch an object showing dimensions.
2. Students calculate area and volume when given dimensions using standard or metric measurements.
Standard 8
Students will show that they understand the anatomy of the major body systems and the basic theory
of inheritance. Students will explain the major functions of the digestive, reproductive, circulatory, nervous,
muscular, skeletal, respiratory, and endocrine systems. Students will explain and/or diagram the concepts and
process of the genetic basis for animal selection, the process of fertilization, and the processes of meiosis
and mitosis.
Examples of the types of work students should be able to do to meet the standard:
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1. Students compare and contrast the basic parts and functions of monogastric and ruminant digestive systems.
2. Student diagram and label the process of meiosis to form sperm and ova, and the process of mitosis.
Standard 9
Students will show that they understand the factors influencing animal nutrition and feeding and
identify general symptoms of animal health problems. Students will identify common feed ingredients and
explain the uses of different feeds for particular animal species. They will recognize a sick animal,
describe its symptoms, and assist in its treatment.
Examples of the types of work students should be able to do to meet the standard:
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1. Students choose and justify the types of feeds suitable for the digestive system of ruminant, monogastric,
and avian species.
2. Students describe the appearance and behavior of a normal, healthy animal.
Standard 10
Students will show they understand the role of soil in plant production and the requirements for
plant growth and development. Students will identify and explain the major factors affecting the ability of
soil to support plant growth. Students will identify and explain the functions of the major plant systems
and structures.
Examples of the types of work students should be able to do to meet the standard:
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1. Students describe the major components of soil: air, water, organic materials, and minerals.
2. Students identify the major requirements for plant growth.
3. Students explain the functions of the root, stem, leaf, flower, and fruit.
Standard 11
Students will show they understand the role of nutrients, water, and pests in plant production.
Students will demonstrate safe methods of fertilizer application and explain the importance of nitrogen,
phosphorus, and potassium to plant growth and development.
Examples of the types of work students should be able to do to meet the standard:
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1. Given a selection of irrigation methods, students explain the major factors affecting selection of those
methods.
2. Given a crop scenario, students identify potential pests and explain the major principles of integrated
pest management.
Standard 12
Students will show that they are aware of renewable and nonrenewable resources used in agriculture.
Students will identify and discuss major issues confronting human, plant, and animal life related to the use
of renewable natural resources. Students will discuss the use of recycling and conservation in preserving
nonrenewable resources.
Examples of the types of work students should be able to do to meet the standard:
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1. Students describe and explain how renewable resources are used in agriculture.
2. Students describe major issues related to renewable resource management, including: growing population,
water, water quality, timber, and wildlife.
3. Students describe and explain how fossil fuels are used in agriculture.
Samples of specific activities or tasks that give students the opportunity to demonstrate that they can
meet the standard:
4. Given a choice of various agricultural ownership and nonownership projects, students choose a specific project,
design an operational plan, and maintain financial records. They determine possible problems and project
financial results. Students keep a journal of income, expenses, and hours associated with the project and
then complete financial records. Through oral discussions, students describe the success/failures
associated with their projects.