Introduction to Agricultural Science

COURSE OVERVIEW

This course will include an introductory study of all the areas of agricultural science. It will be an exploratory course designed to give interested students a broad outlook at the agricultural sciences including animal science, plant science, natural resources, food and fiber, agricultural technology, agricultural business, agricultural science careers and leadership development.

Pennsylvania FFA is an affiliate FFA organization.  All students in agricultural courses will be members of the National FFA Organization.

• Explore the history of agriculture and farming in the United States and World.
• Explore the history of FFA.
• Explore the many programs of the National FFA.
• Describe and analyze the dairy cattle production.
• Describe and analyze the beef cattle production.
• Describe and analyze the sheep and wool production.
• Describe and analyze the swine production.
• Describe and analyze the horse production.
• Explore the many careers in animal science
• Explore the many careers in horticulture
• Operate a working greenhouse and communicate with customers
• Describe and demonstrate how to grow basic flowers
• Describe and demonstrate how to grow basic vegetables
• Describe and demonstrate plant reproduction
• Demonstrate basic greenhouse skills such as pruning, watering, weeding, etc.

4.4.10.A. Explain the relationships between and among the components of the food and fiber system. (i.e., production, processing, research and development, marketing, distribution, and regulations.)

4.4.10.B. Analyze the effects of agriculture on a society’s economy, environment, standard of living, and foreign trade.

4.4.12.A. Research and analyze the social, political, economic, and environmental factors that affect agricultural

4.4.10.D. Evaluate the use of technologies to increase plant and animal productivity.

CC.3.6.11-12.D:  Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

CC.3.6.11-12.A:

• Write arguments focused on discipline-specific content.  

• Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences the claim(s), counterclaims, reasons, and evidence.  

• Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline appropriate form that anticipates the audience’s knowledge level, concerns, values, and possible biases.  

• Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.  

• Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.  

• Provide a concluding statement or section that follows from or supports the argument presented.

CC.3.6.11-12.B:

• Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.  

• Introduce a topic and organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.  

• Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.  

• Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.  

• Use precise language, domain-specific vocabulary and techniques such as metaphor, simile, and analogy to manage the complexity of the topic; convey a knowledgeable stance in a style that responds to the discipline and context as well as to the expertise of likely readers.  

• Provide a concluding statement or section that follows from and supports the information or explanation provided (e.g., articulating implications or the significance of the topic).

CC.3.6.11-12.H:  Draw evidence from informational texts to support analysis, reflection, and research

Unit: History of Agricultural Science

Lessons:

• Farming methods
• Legislation/Laws

Unit: History of FFA

Lessons:

• Creed
• Principles

Unit: FFA Programs

Lessons:

• Conferences
• Conventions
• Career Development Events
• Supervised Agricultural Experience

Unit: Dairy Cattle

Lessons:

• Breeds
• Reproduction
• Many Uses

Unit: Beef Cattle

Lessons:

• Breeds
• Reproduction
• Many Uses

Unit: Sheep and Wool

Lessons:

• Breeds
• Reproduction
• Many Uses

Unit: Public Speaking in Agriculture

Lessons:

• Swine

• Breeds
• Reproduction
• Many Uses

Unit: Horse

Lessons:

• Breeds
• Reproduction
• Many Uses

Unit: Alternative Agriculture

Lessons:

• Llama/Alpacas
• Exotic
• Aquaculture

Unit: Horticulture

Lessons:

• Plant Parts
• Leaf Styles
• Photosynthesis

Unit: Greenhouse production

Lessons:

• Planting/Seeding
• Transplanting
• Daily Care/Watering

Unit: Career Exploration

• Career Options
• Educational Requirements