• Given a site, climate, and species, students design and defend an animal housing facility.
• Students analyze different methods for the disposal and cost-effective recycling of waste, including consideration of environmental impacts.

Standard 2: Students will understand the structure, function, and maintenance of the major organ systems of animals and the relationship to management practices. Students will explain the interrelationship between the circulatory, respiratory, endocrine, digestive, reproductive, skeletal, and muscle systems.
Examples of the types of work students should be able to do to meet the standard:

• Students suggest management practices that enhance the function of the body systems.
• Given a scenario for the production of a specific species, students describe reproductive management practices and their effect on fetal development.

Standard 3: Students will understand principles of animal nutrition and feeding. Students will trace and explain the pathway of foods through the four different types of digestive systems and the interrelationships between the body systems and organs related to nutrition.
Examples of the types of work students should be able to do to meet the standard:

• Given a species, the student describes the nutrition requirements at each stage of growth and recommends feeds to meet those requirements.

Standard 4: Students will understand the basic theory of inheritance, the genetic basis of animal selection, the process of fertilization, the role(s) of DNA and RNA and the process of meiotic division to form sperm and ova. Students will use probability to predict the phenotypic and genotypic results of a dominant-recessive gene pair to the F2 generation.
Examples of the types of work students should be able to do to meet the standard:

• Students describe breeding systems commonly used in animal production and explain the significance of artificial insemination and embryo transfer.
• Students identify natural and artificially induced mutations and hybrids and discuss their value to agriculture.

Standard 5: Students will show an understanding of the nature of disease, parasites, and pests as they apply to animal health problems. Students will demonstrate preventative techniques and treatments based on disease symptoms and diagnosis of disease based on symptoms.
Examples of the types of work students should be able to do to meet the standard:

• Students trace the life cycle of a given disease, pest, or parasite and indicate the best stage for control.
• Students explain control measures for parasites and pests and develop their own parasite control program.
• Students explain three ways to control diseases, pests, and parasites in a given species.

Standard 6: Students will show an understanding of the principles of animal production, marketing, management, and record keeping. Students will describe different production and marketing strategies, characteristics of each, and their economic importance.
Examples of the types of work students should be able to do to meet the standard:

• Students select an animal to raise or follow from selection through marketing, keeping records of growth and decisions along with financial considerations.

Standard 7: Students will show an understanding of the principles of record keeping. Students will demonstrate record keeping utilizing a variety of methods and systems, and will explain the differences between financial and production records as applied to the supervised practical experience.
Examples of the types of work students should be able to do to meet the standard:

• Students keep records on their supervised practical experience.

Standard 8: Students will show that they recognize the traits of effective leaders. Students will participate in leadership training activities, including public speaking, leading group discussion, working within a committee, conducting business meetings, and problem solving, evaluating after each their own progress in leadership development.
Examples of the types of work students should be able to do to meet the standard:

• Students identify in themselves traits of effective leadership and target several for improvement.

Standard 9: Students will show an understanding of the relationship between supervised practical experience projects and their preparation for a career in agriculture. Students will engage in a supervised practical experience employing skills and knowledge learned in the classroom.
Examples of the types of work students should be able to do to meet the standard:

• Students maintain an ongoing record book that includes financial, time, and skills development records.
• Students justify their selection of a supervised practical experience in terms of its value to their skill development.

• Students maintain an animal through a production cycle, keeping financial and production records (using computer programs when available). The students utilize the California Vocational Agriculture Record Book to maintain these records. Additional leadership development activities for this activity should include completing a proficiency award application and submitting it at the local level and participating in a leadership development activity such as a judging-team competition or a livestock show day.