Career and Technical Education



Career and Technical Education |Course Title: World Agricultural Science and Technology (International Agriculture) | |

|Model Curriculum Framework |Program: Agriculture and Science Education |

|[pic] Exploratory [pic]Preparatory |CIP Code: 01.0701 |

Performance tasks/assessments and standards and competencies.

Performance Tasks/

Assessments |Standards & Competencies

(Exp. = pre-industry content standard

Prep.= industry standard) |Essential Academic Learning Requirements (EALRs)

Goals 1 & 2 |Integrating Analytical, Logical, & Creative Thinking

(Thinking Skills)

Goal 3 |Leadership Skills and Activity |Employability Skills |Local District Goals |Relevance to Work

Goal 4 |Hours Spent on This Major Unit of Study | |01. Develop Leadership Skills in Agricultural Science

02. Demonstrate concepts of Entrepreneurship in the global environment

03. Describe Career opportunities in global agriculture

04. Recognize the Importance of Agricultural Science & Technology

05. Explain the Historical Significance of Agriculture in the World

06. Recognize the Interdependency of Agriculture and World Politics

07. Explain the Food and Fiber System, Agriculture Economy

08. Describe Washington's Domestic Agricultural Trade

09. Identify Research and Development in Agriculture

10. Develop Communication, Personal and Social Skills in Global Settings

|Develop leadership skills in agricultural science.

Develop life skills for effective leadership.

Explore opportunities for leadership development.

Demonstrate correct uses of parliamentary procedure.

Develop a global agricultural topic as a public presentation.

Participate in FFA Public Speaking and Extemporaneous Speaking events.

Demonstrate concepts of Entrepreneurship in the global environment.

Complete a Net worth statement.

Develop income statements, Cash flows records.

Establish, maintain, and complete an FFA SAE record system.

Selecting and planning a business.

Set personal and career goals/TQM.

Describe Career opportunities in global agriculture.

Identifying career opportunities in world agricultural arena.

Identify educational requirements to become involved in world agriculture.

Explain the employment opportunities in world agriculture.

Recognize the Importance of Agricultural Science & Technology.

Understand supply and demand of food and fiber.

Understand the impact of agriculture on the world economy.

Describe the interdependency of agriculture and other segments of society.

Relate the effects of changes in agricultural production and world trade.

Describe international capital markets and their effects on loans, interest rates, and world food and fiber system.

Explain the effects of world trade on domestic economic policies.

Account for the changes of United States monetary policies due to changes in world trade.

Explain the effects of population growth in third world countries on demands for agricultural products.

Explain the Historical Significance of Agriculture in the World.

List the advantages of world trade.

Describe the barriers to world trade.

Explain trade agreements.

Discuss the development of the export markets.

Recognize the Interdependency of Agriculture and World Politics.

Describe the dependency between society and agriculture.

Relate the United States share of world agricultural production.

Explain the consumption of agricultural products.

Recognize the importance of exports to the United States economy.

List major beneficiaries of United States food aid.

Explain the Food and Fiber System, Agriculture Economy.

Discuss the domestic agricultural policy.

Explain the process of United States agricultural policy.

Distinguish between the international agricultural organizations and the functions of each.

Describe why Washington has such diversity in agricultural production.

Identify Washington's leading agricultural income producers both as individual commodities and as commodity groups.

Identify commodities important to the local areas economy.

Explain the labor requirements of agriculture in Washington.

Describe Washington's Domestic Agricultural Trade.

Describe the difficulty of determining Washington's agricultural domestic export value.

Discuss the quality of Washington agricultural products consumed in Washington, exported domestically and internationally.

Develop the concept of the gross output multiplier as it relates to Washington agricultural commodities.

Describe how economic data for Washington's international export is determined.

Identify major international importers of Washington's agricultural goods.

Identify Research and Development in Agriculture.

Understand the impact of research and development and identify current developments in agricultural science and technology.

Apply research and development in the classroom and laboratory.

Develop Communication, Personal and Social Skills in Global Settings.

Understand differences in professionalism and ethics.

Understand differences in proper etiquette and behavior.

Understand differences in personal relations.

Understand different practices in good grooming and health habits.

Understand the importance of effective communications: Speaking.

Understand the importance of effective communication: Writing.

Improve communication skills through organized activities. |These are assumed at Benchmark 3.

List the EALRs that are taught and assessed that relate to this unit.

Only those that are actually taught and assessed! |A district’s locally-developed model may be used for this column.

If a locally-developed model is not available or for the purposes of creating a model curriculum framework, a generic list of thinking skills can be found at k12.wa.us/careerteched/CTEclassapproval.asp

Only list those thinking skills that will actually be taught and assessed.

[pic] |This column must include the leadership skill (standard or competency). These would include those that are actually taught and assessed for all students.

Include CTSO name and activity or project OR a locally developed equivalent. For a leadership resource, please go to k12.wa.us/careerteched

|If a district’s locally developed model is used, crosswalk with the SCANS Competencies for CTE program approval. If there is no locally-developed model available or for the purpose of creating a model curriculum framework, use the SCANS Competencies list found at k12.wa.us/careerteched/CTEclassapproval.asp

Only include those skills that are taught and assessed. |This column is for local district use only. It may be left blank. For the purpose of a model curriculum framework, it would be left blank.

[pic] |How does this unit and these standards relate to the real world?

Think of this column in terms of “An employee should be able to…” In some instances, the unit may be identical to the performance task. In other situations, the unit would be a simulation to what is actually performed on the job. |Think in terms of a semester class with one-hour class periods. This is just an estimate, so use your best judgment.

The total estimated hours of student learning time should equal the length of the class.

| |

-----------------------

DIVERSITY

This framework must include standards that address what students will know and be able to do as it relates to diversity. For example, standards are met regarding:

• having respect for and respectful interaction with those from diverse backgrounds

• eliminating stereotyping, bias, and harassment

CAREER PLANNING

There should be some standards that address what the students will know and be able to do as it relates to career awareness and exploration and career opportunities.

................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download