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TITLE Agriculture. Guide to Standards and Implementation. Career & Technology Studies. INSTITUTION Alberta Dept. of Education, Edmonton. Curriculum Standards Branch. ISBN ISBN-0-7732-5281-9 PUB DATE 1997-00-00 NOTE 542p. PUB TYPE Guides Classroom Teacher (052) EDRS PRICE MF02/PC22 Plus Postage. DESCRIPTORS *Agricultural Education; Agricultural Occupations; *Agricultural Production; *Agricultural Skills; Animal Husbandry; Career Development; *Competence; Competency Based Education; *Course Content; Course Organization; Foreign Countries; Integrated Curriculum; Landscaping; Secondary Education; State Curriculum Guides; Teaching Guides; Teaching Methods; Technology Education; Vocational Education IDENTIFIERS *Alberta

ABSTRACT With this Career and Technology Studies (CTS) curriculum guide, secondary students in Alberta can do the following: develop skills that can be applied in their daily lives; refine career-planning skills; develop technology-related skills in agriculture; enhance employability skills, especially in foods; and apply and reinforce learning developed in other subject areas. The curriculum is organized in strands and modules. This guide encompassing the agriculture strand contains 33 modules that define what a student is expected to know and be able to do (competencies). The guide is organized in the following parts:(1) program rationale and philosophy, learner expectations, program organization, curriculum and assessment standards, and types of competencies in career and technology studies;(2) strand rationale and philosophy and strand organization for agriculture;(3) planning for instruction for career and technology studies and for agriculture courses;(4) module curriculum and assessment standards for introductory level agriculture competencies;(5) module curriculum and assessment standards for intermediate level agriculture competencies;(6) module curriculum and assessment standards for advanced level agriculture Competencies;(7) assessment tools;(8) linkages and transitions; (9) learning resource guide; and (10) sample student learning guides. Modules cover the following broad topics: production, consumer products/services, landscape/turf management, floral design, marketing, agricultural technology, resource management, animal husbandry, field crops, livestock/poultry, agrifoods, equine, protected structures, soils management, pest management, nursery/greenhouse crops, biotechnology, water management, and sustainable agriculture. (KC)

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GUIDETOSTANDARDSANDIMPLEMENTATION

1997

U.S. DEPARTMENT OF EDUCATION Oft ict of Educational Research and Improvement EDU ATIONAL RESOURCES INFORMATION PERMISSION TO REPRODUCE AND CENTER (ERIC) DISSEMINATE THIS MATERIAL his document has been reproduced as HAS BEEN GRANTED BY received from the person or organization originating it. Minor changes have been made to improve reproduction quality. ct-f-ez/41

Points of view or opinions stated in this document do not necessarily represent TO THE EDUCATIONAL RESOURCES official OERI position or policy. INFORMATION CENTER (ERIC) Alberta EDUCATION Curriculum Standards Branch 2 REST COPYAVAILABLE ALBERTA EDUCATION CATALOGUING IN PUBLICATION DATA

Alberta. Alberta Education. Curriculum Standards Branch. Agriculture : guide to standards and implementation.

(Career and Technology Studies) 0-7732-5281-9 1. AgricultureStudy and teachingAlberta. 2. Vocationaleducation Alberta.I. Title.IL Series: Career and Technology Studies Program.

S535.C2.A333 1997 630.7

This document was prepared for:

Administrators ../ Counsellors General Audience Parents Students Teachers

Program/Level: Career and Technology Studies/Secondary

Copyright ©1997, the Crown in Right of Alberta. as represented by the Ministerof Education.Permission is given by the copyright owner for any person to reproduce this publication or any part thereof foreducational purposes and on a non-profit basis.

This document supersedes all previous versions of the Career & Technology StudiesGuide to Standards and Implementation.

This publication is a support document. The advice and direction offered is suggestive exceptwhere it duplicates the. Program of Studies.The Program of Studiesa prescriptive description of the expectations of student learning, focusing on what students are expected to know and be able to doisissued under the authority of the Minister of Education pursuant to section 25(1) of the School Act, Statutes of Alberta,1988, Chapter S-3.1 as amended, and is required for implementation. Within this document, the Program ofStudies is shaded so that the reader may readily Identify all prescriptive statements or segments.

Every effort has been made to acknowledge original sources and comply withcopyright regulations.Please notify Alberta Education if there are cases where this has not been done.

Questions or comments about this Guide to Standards and Implementation are welcome andshould be directed to:

Career and Technology Studies Unit. Curriculum Standards Branch, Alberta Education,Devonian Building, 11160 Jasper Avenue, Edmonton, Alberta, T5K OL2. Telephone: (403) 422-4872, Fax: (403) 422-0576. Outside of Edmonton dial 310-0000 to be connected toll free. TABLE OF CONTENTS

Page Career and Technology Studies

Program Rationale and Philosophy A. 1 General Learner Expectations A.3 Program Organization A.3 Curriculum Structure A.3 Levels of Achievement A.4 Curriculum and Assessment Standards A.5 Types of Competencies A.5 Basic Competencies Reference Guide A.6

Agriculture

Strand Rationale and Philosophy B.1 Strand Organization B.3 Development Model B.3 Levels B.3 Scope and Sequence B.5 Module Descriptions B.6

Planning for Instruction Planning for CTS C.1 Planning for Agriculture C.3

Module Curriculum and Assessment Standards: Introductory Level D.1

Module Curriculum and Assessment Standards: Intermediate Level E. 1

Module Curriculum and Assessment Standards: Advanced Level F. 1

Assessment Tools G. 1

Linkages/Transitions H.1

Learning Resource Guide I.1

Sample Student Learning Guides J. 1

Acknowledgements K. 1 CAREER AND TECHNOLOGY STUDIES

A. PROGRAM RATIONALE AND P OSOPHY

Through Career and Technology Studies (CTS), learning;cultivatingtheirindividualtalents, secondary education in Alberta is responding to interests and abilities; and by defining and acting on the many challenges of modern society, helping their goals. young people develop daily living skills and nurturing a flexible, well-qualified work force. As an important component of education in Alberta secondaryschools, CTS promotes student In Canada's information society, characterized by achievement by setting clear expectations and rapidchangeinthesocialandeconomic recognizing student success. Students in CTS environment, students must be confident in their develop competenciesthe knowledge, skills and ability to respond to change and successfully meet attitudes they are expected to demonstrate, that is, the challenges they face in their own personal and What they know and what they are able to do. work lives. In particular, they make decisions about what they will do when they finish high school. Acquired competencies can be applied now and in Many students will enter the work force, others will the future as students make a smooth transition into contmue their education.All students face the adult roles in the family, community, workplace challenges of growing independence and and/orfurthereducation. To facilitatethis responsibility,andof enteringpost-secondary transition, clearly stated expectations and standards programs and/or the highly competitive workplace. have been defined in cooperation with teachers, business and industry representatives and Secondary schools also face challenges. They must post-secondary educators. deliver,onaconsistentbasis,highquality, cost-effective programs that students, parents and CTSoffersallstudentsimportantlearning the community find credible and relevant. opportunities. Regardless of the particular area of study chosen, students in CTS will: CTS helpsschools andstudentsmeet these challenges.Schools can respond more efficiently develop skills that can be applied in their daily and effectively to student and community needs and lives, now and in the future expectationsbytaking advantageofthe refine career-planning skills opportunities in the CTS curriculum to design develop technology-related skills courses and access school, community and distance enhance employability skills learning resources. Students can develop the apply and reinforce learnings developed in confidence they need as they move into adult roles other subject areas. by assuming increased responsibility fortheir

Career and Technology Studies /A.1 ©Alberta Education, Alberta, Canada 5 (1997) BEST COPY AVAILABLE In CTS, students build skillstheyey can apply in their TECHNOLOGY everyday lives. For example, in the CTS program, particularly at the introductory levels, students have P 0 the opportunity to improve their ability to make Manage- t sound consumer decisionsandtoappreciate r went Processes environmental and safety precautions. 0 0 m Tools e CAREERS

F Integrated throughout CTS are employability skills, those basic competencies that help students develop No theirpersonal management andsocialskills. w r Personal managementskillsareimprovedas e students take increased responsibility for their learning, design innovative solutions to problems and challenges, and manage resources effectively A career encompasses more than activities just and efficiently. Social skills improve through related to a person's job or occupation; it involves learning experiences that require students to work one's personal hfe inbothlocal and global effectively with others, demonstrate teamwork and contexts; e.g., as a family member, a friend, a leadership, and maintain high standards in safety community volunteer, a citizen of the world. and accountability.

The integration of careers throughout the CTS As wellas honing employabilityskills, CTS program helps students to make effective career reinforces and enhances learnings developed in core decisions and to target their efforts. CTS students and other complementary courses. The curriculum willhavetheopportunitytoexpandtheir emphasizes, as appropriate, the effective knowledge about careers, occupations and job application of communication and numeracy skills. opportunities, as well as the education and/or training requirements involved. Also, students In addition to the common outcomes described come to recognize the need for lifelong learning. above, students focusing on a particular area of study will develop career-specific competencies Students in CTS have the opportunity to use and that support entry into the workplace and/or related apply technology and systems effectively and post-secondary programs. Career-specific efficiently. This involves: competenciescaninvolveunderstandingand applying appropriate terminology, processes and a decision regarding which processes and technologies related to a specific career, occupation procedures best suit the task at hand or job.

the appropriate selection and skilled use of the tools and/or resources available

an assessment of and management of the impact the use of the technology may have on themselves, on others and on the environment.

A.2/ Career and Technology Studies 6 (1997) ©Alberta Education, Alberta, Canada GENERAL LEARNER EXPECTATIONS maintaininghighstandardsofethics, diligence,attendanceandpunctuality, General learner expectations describe the basic following safe procedures consistently, and competenciesintegratedthroughoutthe CTS recognizingandeliminatingpotential program. hazards (demonstrating responsibility).

Within an applied context relevant to personal goals, aptitudes and abilities; the student in CTS PROGRAM ORGANIZATION will: CURRICULUM STRUCTURE demonstrate the basic knowledge, skills and attitudesnecessaryforachievementand Career and Technology Studies is organized into fulfillment in personal life strands and modules.

develop an action plan that relates personal Strands in CTS define competencies that help interests,abilitiesandaptitudestocareer students: opportunities and requirements build daily living skills investigate career options use technology effectively to link and apply appropriate tools, management and processes to use technology (managing, processes, tools) effectively and efficiently produce a desired outcome prepare for entry into the workplace and/or developbasiccompetencies(employability related post-secondary programs. skills), by: In general, strands relate to selected industry sectors selecting relevant, goal-related activities, offering positive occupational opportunities for ranking them inorder of importance, students. Some occupational opportunities require allocating necessary time, and preparing further education after high school, and some allow and following schedules (managing direct entry into the workplace.Industry sectors learning) encompass goods-producing industries, such as linkingtheoryandpractice, using agriculture, manufacturing and construction; and resources, tools, technology and processes service-producingindustries,such asbusiness, responsiblyandefficiently(managing health, finance and insurance. resources) Modules are the building blocks for each strand. applying effective and innovative decision- They define what a student is expected to know and making and problem-solving strategies in be able to do (exit-level competencies). Modules thedesign,production, marketing and also specify prerequisites.Recommendations for consumptionofgoodsandservices module parameters, such as instructional (problem solving and innovation) qualifications,facilities and equipment can be demonstratingappropriatewrittenand found in the guides to implementation. verbalskills,such ascomposition, summarization and presentation The competencies a student must demonstrate to (communicating effectively) achieve success in a module are defined through the module learner expectations.Senior high school participating as a team member by working students who can demonstrate the module learner cooperatively with others and contributing expectations;i.e.,who havethedesignated to the group with ideas, suggestions and competencies, will qualify for one credit toward effort (working with others) their high school diploma.

Career and Technology Studies /A.3 ©Alberta Education, Alberta, Canada 7 (1997) BEST COPY AVAILABLE ,.,. Specificlearner expectations providea more LEVELS OF ACHIEVEMENT detailed framework for instruction.Within the context of module learner expectations, the specific Modulesareorganizedintothreelevelsof learner expectations further define the knowledge, achievement: introductory, intermediate and skills and attitudes the student should acquire. advanced. As students progress through the levels, they will be expected to meet higher standards and The following chart shows the 22 strands that demonstrate an increased degree of competence, in comprise the CTS program and the number of both the general learner expectations and the modules available in each strand. module learner expectations.

No. of Introductory level modules help students build Strand Modules daily living skills and form the basis for further learning.Introductory modules are for students 1.Agriculture 33 who have no previous experience in the strand. 2.Career Transitions 28 3.Communication Technology 33 Intermediatelevelmodulesbuildonthe 4.Community Health 31 competencies developed at the introductory level. 5.Construction Technologies 46 They provide a broaderperspective,helping students recognize the wide range of related career 6.Cosmetology 58 opportunities available within the strand. 7.Design Studies 31 8.Electro-Technologies 37 Advanced level modules refine expertise and help 9.Energy and Mines 26 prepare students for entry into the workplace or a 10.Enterprise and Innovation 8 related post-secondary program. 11.Fabrication Studies 41 The graph below illustrates the relative emphasis on 12.Fashion Studies 29 the aspects of career planning at each of the levels. 13.Financial Management 14 14.Foods 37 15.Forestry 21 16.Information Processing 48 17.Legal Studies 13 18.Logistics 12 19.Management and Marketing 19 20.Mechanics 54 21.Tourism Studies 24 22.Wildlife 17 Introductory Level Intermediate LevelAdvanced Level

Personal Use EjCareer Awareness/Exploration Preparation for the Workplace or Further Education

A.4/ Career and Technology Studies 8 (1997) ©Alberta Education, Alberta, Canada CURRICULUM AND ASSESSMENT Career-s is competencies relate to a particular STANDARDS strand. These competencies build daily living skills at the introductory levels and support the smooth Curriculum standards in CTS define what transition to the workplace and/or post-secondary studentsmust knowandbeabletodo. programs at the intermediate and advanced levels. Curriculumstandardsareexpressedthrough general learner expectations for CTS, and through The model below shows the relationship of the two module and specific learner expectations for each types of competencies within the 22 strands of the strand. CTS program.

Assessmentstandardsdefinehowstudent performance isto be judged.In CTS, each 21 2 CAREER-SPECIFIC 20 3 assessment standard defines the conditions and 19 4 criteria to be used for assessing the competencies 18 5 of each module learner expectation. To receive BASIC 6 credit for a module, students must demonstrate 17 7 competencyatthelevelspecifiedbythe 16 conditions and criteria defined for each module 15 8 learner expectation.

Students throughout the province receive a fair and reliable assessment as they use the standards toguidetheirefforts,thusensuringthey participate more effectively and successfully in the learning and assessment process. Standards at advanced levels are, as much as possible, linked to workplace and post-secondary entry-level requirements.

TYPES OF COMPETENCIES

Two types of competencies are defined within the CTS program: basic and career-specific.

Basic competencies are generic to any career area and are developed within each module.Basic competencies include:

' personal management; e.g., managing learning, being innovative, ethics, managing resources social; e.g., communication, teamwork, leadership and service, demonstrating responsibility (safety and accountability).

Career and Technology Studies /A.5 ©Alberta Education, Alberta, Canada 9 (1997) BASIC COMPETENCIES REFERENCE GUIDE The chart below outlines basic competencies that students endeavour to develop and enhance in each of the CTS strands and modules. Students' basic competencies should be assessed through observations involving the 'student, teachens), peers and others as they complete the requirements for each moduleIn general, there is a progression of task-complexity and student initiative as outlined in the Developmental Framework*. As students progress through Stages I, 2, 3 and 4 of this reference guide;they build on the competencies gained in earlier stages Students leaving high school should set themselves a goal of being able to demonstrate Stage 3 performance Suggested strategies for classroom use include: having students rate themselves and each other tracking growth in vanous CTS strands using in reflective conversation between teacher and student highlighting areas upon which to focus highlighting areas of strength maintaining a student portfolio Stage 1 The student. Stage 2--. The. student: Stage 3 The student: Stage 4 The student. Managing Learning comes to class prepared for 0 learning follows basic instructions, as follows instructions, with limited follows detailed Instructions on 0 directed direction an independent basis sets goals and establishes steps sets clear goals and establishes demonstrates self-direction in to achieve them, with direction steps to achieve them learning, goal setting and goal achievement acquires specialized knowledge, 0applies specialized knowledge, transfers and applies specialized transfers and applies learning in skills and attitudes skills and attitudes in practical knowledge, skills and attitudes new situations; demonstrates situations in a variety of situations commitment to lifelong learning identifies cntena for evaluating 0identifies and applies a range of uses a range of cntical thinking thinks critically and acts choices and making decisions effective strategies for solving skills to evaluate situations, logically to evaluate situations, problems and making decisions solve problems and make solve problems and make decisions decisions uses a variety of learning explores and uses a variety of selects and uses effective 0 strategies learning strategies, with limited learning strategies direction cooperates with others in the provides leadership in the effective use of learning effective use of learning strategies strategies Managing Resources adheres to established timelines; creates and adheres to tunehnes, creates and adheres to detailed creates and adheres to detailed uses time/schedules/planners with limited direction, uses time/ timelines on an independent timelines; uses tune/schedules/ effectively schedules/planners effectively basis; prioritizes task, uses time/ planners effectively, prioritizes schedules/planners effectively tasks on a consistent basis uses information (matenal and 0accesses and uses a range of accesses a range of information uses a wide range of information human resources), as directed relevant information (matenal (material and human resources), (material and human resources) and human resources), with and recognizes when additional in order to support and enhance limited direction resources are required the basic requirement uses technology (facilities, 0uses technology (facilities, selects and uses appropnate recognizes the monetary and equipment, supphes), as equipment, supplies), as technology (facilities, intrinsic value of managing directed, to perform a task or appropnate, to perform a task or equipment, supplies) to perform technology ( facilities, provide a service provide a service, with minimal a task or provide a service on an equipment, supplies) assistance and supervision independent basis maintains, stores and/or disposes0maintains, stores and/or disposes maintains, stores and/or disposes demonstrates effective of equipment and matenals, as of equipment and matenals, with of equipment and materials on techniques for managing directed limited assistance an independent basis facilities, equipment and supplies Problem Solving and Innovation participates in problem solving identifies the problem and thinks cntrcally and acts identifies and resolves problems as a process selects an appropriate problem- logically in the context of efficiently and effectively learns a range of problem- solving approach, responding problem solving solving skills and approaches appropriately to specified goals and constraints practices problem-solving skills 0applies problem-solving skills to transfers problem-solving skills identifies and suggests new ideas by responding appropnately to a a directed or a self-directed to real-life situations, by to get the job done creatively, clearly defined problem, speci- activity, by generating new possibilities by fied goals and constraints, by generating alternatives prepares implementation plans combining ideas or generating alternatives evaluating alternatives recognizes nsks information in new ways evaluating alternatives selecting appropnate making connections among selecting appropriate altemative(s) seemingly unrelated ideas alternative(s) taking action seeking out opportunities in taking action an active manner A.6/ Career and Technology Studies (1997) ©Alberta Education, Alberta, Canada 0 Stage 1 The student. Stage 2 The student. Stage 3 The student Stage 4 The student. Communicating Effectively uses communication skills, e g , communicates thoughts, feelings prepares and effectively presents negotiates effectively, by reading, writing, llustraiing, and ideas to justify or challenge accurate, concise, written, visual working toward an agreement speaking a position, using written, oral and/or oral reports providing that may involve exchanging and/or visual means reasoned arguments specific resources or resolving divergent interests uses language in appropnate uses technical language encourages, persuades, negotiates and works toward a context appropnately convinces or otherwise consensus motivates individuals listens to understand and learn listens and responds to listens and responds to listens and responds to under- understand and learn understand, learn and teach stand, learn, teach and evaluate demonstrates positive demonstrates positive 0demonstrates positive promotes positive interpersonal interpersonal skills in selected interpersonal skills in many interpersonal skills in most skills among others contexts contexts contexts

Working with Others fulfills responsibihty in a group 0 seeks a team approach, as leads, where appropriate, project appropriate, based on group mobilizing the group for high needs and benefits, e g , idea performance potential, variety of strengths, sharing of workload Works collaboratively in cooperates to achieve group works in a team or group- understands and works within -structured situations with peer results - encourages and supports the context of the group members team members acknowledges the opinions and maintains a balance between helps others in a positive prepares, validates and contributions of others in the speaking, listening and manner implements plans that reveal group responding in group discussions provides leadership/ new possibilities respects the feelings and views followership as required of others negotiates and works toward consensus as required

Demonstrating Responsibility Attendance demonstrates responsibihty in 0 attendance, punctuality and task completion

Safety follows personal and recognizes and follows personal establishes and follows personal transfers and applies personal environmental health and safety and environmental health and and environmental health and and environmental health and procedures safety procedures safety procedures safety procedures to a variety of environments and situations identifies immediate hazards and identifies immediate and their impact on self, others and potential hazards and their the environment impact on self, others and the environment follows appropnate/emergency response procedures demonstrates accountabihty for actions taken to address immediate and potential hazards Ethics makes personal judgements assesses how personal assesses the implications of analyzes the implications of about whether or not certain judgements affect other peer personal/group actions within personal/group actions within behaviours/actions are right or members and/or family, e.g , the broader community; e.g , the global context wrong home and school workplace states and defends a personal code of ethics as required

*Developmental Framework Simple task Task with limited variables Task with multiple variables Complex task Structured environment Less structured environment Flexible environment Open environment Directed learning Limited direction Self-directed learning, Self-directed/self-motivated seeking assistance as required Career and Technology Studies /A.7 ©Alberta Education, Alberta, Canada 11 (1997) BEST COPY AVAILABLE AGRICULTURE

B. STRAND RATIONALE AND P OSOPHY

Agriculture is a diverse endeavour involving both industry, market research and development, and rural and urban communities. It affects the quality environmentalmanagement. Studentswill of life of all Albertans. Agriculture encompasses develop first-hand knowledge of practices within not only the direct production of primary goods, Alberta's agriculture industries and will apply this but also the processing and service industries. It is knowledge in producing agriculture products and the second most important area of economic providing related services. activity in Alberta. *

Growth and development opportunities exist for agricultureproductsand technologies. The continuedstrengthofAlberta'sagriculture Social Economic industries in domestic and international markets Goals Goals can be ensured through practices that add value to Sustainable Development agriculturecommodities, and by diversifying products and services to meet consumer needs.

Agricultureinvolvesusingourmostbasic Environmental resources: soil, water, plants, animals and people. Goals Concern for the environment provides continuing incentive for new technologies and methods of managing interactions among these resources. Industry practices must ensure the sustainable use StudentsinAgriculturewilldevelopthe of natural resources. knowledge,skills,attitudes,motivationand commitment to work individually and collectively, Agriculture, a strand in Career and Technology as private citizens and members of the work force, Studies,providesacomprehensive viewof toward the conservation and responsible use of agriculture in Alberta.It encompasses plant and water, land, air, forests and wildlife. Within the animal production, interior and exterior philosophy of Career and Technology Studies, plantscape,animalhusbandry,theagrifood students in Agriculture will:

* Agriculture in Alberta,Edmonton, AB: Alberta Agriculture, Food and Rural Development, 1993.

Strand Rationale and Philosophy CTS, Agriculture All ©Alberta Education, Alberta, Canada 12 (1997) BEST COPY AVAILABLE deVelOp greater awareness of the economic, environmentalandsocialsignificanceof agriculture in Alberta and the rest of the world, and develop awareness of factors affecting industry decisions describethecharacteristicsofAlberta's agriculture and horticulture industries, and identify resulting products and services describe technologies and research programs that support sustainable agriculture systems and that enhance the development of a range of products and services translate sustainable development and conservationgoalsintoviableplansfor developing and marketing agriculture and horticulture products and services develop competencies and behaviours that havebroadapplicationtoenvironmental careerpaths, and specificapplicationto careerswithinAlberta'sagricultureand horticulture industries.

13 B.2/ Agriculture, CTS Strand Rationale and Philosophy (1997) ©Alberta Education, Alberta, Canada STRAND ORGANIZATION

DEVELOPMENT MODEL The THEMESprovidesituationaland concrete learning experiences that support the The development model depicts three dimensions developmentofknowledge,skills and that provide a basis for selecting and organizing attitudes relevant to each of the learning content within the Agriculture strand. contexts. Each theme focuses attention on a differentaspect of sustainableagriculture The KNOWLEDGE, SKILLS AND development.Blended together, the themes ATTITUDES, represented on the upper face enablestudentsto understand howitis of the model, provide structure for the course possible to fulfill social, cultural, aesthetic and focus attention on learning goals common and economicgoals throughresource to all CTS courses. development, while embracing a conservation ethic so as to maintain essential ecological The LEARNING CONTEXTS, represented on processes, genetic diversity and an adequate therightface of themodel,fosterthe resource base for future generations. development of knowledge and behaviours that enable students to meet the demands of LEVELS dailyliving,furthertrainingandthe workplace. Agriculture, like other Career and Technology Studies curricula, is organized into three levels of learning: introductory, intermediate and advanced.

KNOWLEDGE, SKILLS AND ATTITUDES

CAREER- BASIC SPECIFIC

U w R 0 T R H L K E A P P R N SOCIAL AND CULTURAL PERSPECTIVES E L D, R A T S C R w 0 E A N A A N TECHNOLOGY AND APPLICATIONS L U N A S G ;c\0 O N E D

A MANAGEMENT AND CONSERVATION Co R

THEMES

Strand Organization CTS, Agriculture /B.3 ©Alberta Education, Alberta, Canada Introductory modules enable students to develop an understanding of the significance of agriculture to Albertans. Students will examine sample areas of production, processing and marketing, and research technologies that support sustainable agriculture practice.

Intermediate and advanced level modules develop more specialized knowledge and skills within an area of agriculture production, marketing or service. Students examine the role of agriculture in a global economy, and consider influences of emerging technologies, international trade and environmental sustainability on industry practice and society in general.

15 B.4/ Agriculture, CTS Strand Organization (1997) ©Alberta Education, Alberta, Canada AGRICULTURE

INTRODUCTORY INTERMEDIATE ADVANCED THEME

Agriculture Issues in Agnculture The Big Picture * L AGR3010 Social and AGR1010 Cultural Animal Husbandry/Welfare Perspectives AGR2020

. . .

Production Basics Field Crops 1 Field Crops 2 (Materials & Processes) (Management Techniques) AGRI030 AGR2030 AGR3030

- Nursery/Greenhouse Crops 1 Nursery/Greenhouse Crops 2 (Materials & Processes) (Management Techniques) AGR2140 AGR3140

.. Livestock/Poultry 1 Livestock/Poultry 2 (Materials & Processes) (Management Techniques) AGR2040 AGR3040

Equine 1 Equine 2 (Materials & Processes) (Management Techniques) AGR2070 AGR3070 Technology Agnfoods 1 Agnfoods 2 and Consumer Products & Services -- - (Materials & Processes) (Standards & Regulation) Applications AGR1060 AGR2050 AGR3050

Basic Landscape/Turf Care Landscape/ Turf Management 1 Landscape/Turf Management 2 AGR1070 (Maintenance Practices) (Installation & Repair) AGR2060 AGR3060

Floral Design 2 Basic Floral Design Floral Design 1 (Projects for All Occasions) (Creative Design & Display) AGRI080 AGR2080 AGR3080

Marketing 1 Marketing 2 Market Fundamentals -- - (Open Marketing Structures) (Closed Marketing Structures) AGRI090 AGR2090 AGR3090

Agriculture Technology Protected Structures Biotechnology AGRI100 AGR2I00 AGR3100

. - ......

Resource Management Water Management .- AG1t1110 : AGR3110 Management Soils Management 1 Soils Management 2 - -(Soil Properties/Classification) (Soil Testing & Amending) and AGR2I20 AGR3I20 Conservation

Integrated Pest Management Sustainable Agriculture Systems AGR2130 AGR3130

- Prerequisite - Recommended sequence * Module provides a strong foundation for further learning in this strand

AVAILABLE Scope and Sequence BM' COPY CTS, Agriculture I13.5 ©Alberta Education, Alberta, Canada (1997) 'MODULE DESCRIPTIONS Module AGR1110: Resource Management Students describe the practices used to manage 'Module AGR1010: Agriculture: The Big water, soil and land use; and they present the Picture results of research on one or more related issues in Students demonstrate knowledge of the diversity agriculture. and significance of agriculture, and they identify 'career opportunities within the industry. Module AGR2020: Animal Husbandry/ Welfare Module AGR1030: Production Basics Students apply the principles of animal science :Students demonstrate the basic steps involved in and health technology in providing care .for a planting,growingandharvestingaplant domestic animal. commodity; or in raising, growing and finishing an animal commodity, and they identify related Module AGR2030: Field Crops 1 (Materials & career opportunities. Processes) Studentsapply knowledge of materialsand Module AGR1060: Consumer Products & processes in growing a fieldcrop,focusing Services attention on plant anatomy and identification, 'Students demonstrate the basic steps involved in growth requirements,physicalstructuresand :processing(addingvalueto)anagriculture equipment and practical production tasks; and commodity and/or in providing related services, theyidentifyrelatedcareeropportunities. andtheyidentifycareeropportunities in Potentialareasof specializationinclude the ,agriculture processing. production of cereals, forage, oil seeds, pulse crops, mushrooms, spices/herbs, vegetables, fruits, Module AGR1070: Basic Landscape/Turf medicinal plants and exotic plants. Care Students demonstrate knowledge of the techniques Module AGR2040:Livestock/Poultry 1 used to perform basic landscape and turf care (Materials & Processes) services, focusing attention on plant identification, Studentsapply knowledge ofmaterialsand equipment and supplies and basic maintenance processes in raising livestock, poultry or other tasks; and they identify related career animalcommodities,focusingattentionon opportunities. anatomy and identification, rations and feeding, housing, animal handling and restraint, animal Module AGR1080: Basic Floral Design health and welfare, and care for the young; and Students demonstrate knowledge of the techniques theyidentifyrelatedcareeropportunities. usedtoconstructbasicfloraldesignsand Potentialareasof specializationinclude the arrangements, focusing attention on plant and production of beef, dairy, poultry, swine, sheep, flower identification, care and handling of fresh game, exotics and bees and/or the study of cut flowers and foliage, and simple aquaculture. fresh/dried/artificialarrangements; andthey identify related career opportunities. Module AGR2050: Agrifoods 1 (Materials & Processes) Module AGR1090: Market Fundamentals Students demonstrate knowledge of materials and Students explain the basic principles involved in processes used in producing an agrifood product marketing a plant or animal product or service, orinproviding a relatedservice,focusing and they identify related career opportunities. attention on industryinputs,and processing technologies and practices; and theyidentify Module AGR1100: Agriculture Technology related career opportunities.Potential areas of Students describe applications of science and investigation include dairy, beef, pork, poultry, technology within an agriculture or horticulture cereals, oil seeds, sugar beets, wine, [industry. fruits/vegetables and honey._

B.6/ Agriculture, CTS Module Descriptions (1997) 17 ©Alberta Education, Alberta, Canada EST COPY AVAILABLE Module AGR2060: Landscape/Turf Module AGR2120: Soils Management 1 (Soil Management 1 (Maintenance Practices) Properties/Classification) Students demonstrate the techniques used to Students examine soil formation and provide landscape and turf maintenance services, classification,conduct teststo determine the focusing attentiononplantidentification, physical and chemical properties of soils, and they equipmentmaintenance,effectivelandscape explaintheimpactofsoilpropertieson practices, cost analysis and pricing.Potential productivity. areas of specialization include home landscapes, golfcourses,recreationalfieldsandparks, Module AGR2130: Integrated Pest mstitutionallindustrialgroundsandroadside Management landscapes. Students apply knowledge of biological, cultural and chemical pest-control measures within the Module AGR2070: Equine 1 (Materials & context of an agriculture, horticulture or forest Processes) industry. Students demonstrate practical skills and approved practices in providing for the daily care of a horse, Module AGR2140: Nursery/Greenhouse focusing attention on the origin and history of Crops 1 (Materials & Processes) horses, anatomy and conformation, types and Studentsapply knowledge ofmaterialsand breeds, handling and feeding practices, and basic processes in growing a nursery or greenhouse 'healthcare; and they identifyrelated career crop, focusing attention on plant anatomy and opportunities. identification,growthrequirements,physical structures and equipment, and practical production Module AGR2080: Floral Design 1 (Projects tasks; and they identify related career for All Occasions) opportunities. Students demonstrate knowledge of the practices involved in providing floral design and interior Module AGR3010: Issues in Agriculture plantscape services, focusing attention on plant Students analyze a range of issues relevant to and flower identification, elements and principles agriculture and food production, and they develop of design, floral projects for all occasions, interior strategiesfor dealing withagricultureissues plant care and marketing practices. within a global context.

Module AGR2090: Marketing 1 (Open Module AGR3030: Field Crops 2 Marketing Structures) (Management Techniques) Students apply knowledge of general marketing Students demonstrate the techniques used to principles within the context of an agriculture or produce a fieldcrop, focusing attention on ;horticultureindustry,focusingattentionon industry trends, enterprise selection, genetics and materials and services offered to the consumer reproduction, and production skills. Potential throughopen (free enterprise)marketing areas of specialization include the production of structures and marketing techniques; and they cereals, forage, oil seeds, pulse crops, mushrooms, identify related career opportunities. spices/herbs, vegetables, fruits, medicinal plants and exotic plants. Module AGR2100: Protected Structures Studentsidentifyessentialcomponents of a controlledgrowing/livingenvironment and demonstrate the techniques used to manage the growing/living environment within a protected enclosure.

Module Descriptions 1 8 CTS, Agriculture /B.7 ©Alberta Education, Alberta, Canada (1997) BEST COPY AVAILABLE Module AGR3040: Livestock/Poultry 2 Module AGR3080: Floral Design 2 (Creative (Management Techniques) Design & Display) Students demonstrate the techniques used to Students demonstrate knowledge of the practices manage production of livestock, poultry or other involvedinprovidingcreativefloraldesign animalcommodities,focusingattentionon services, focusing attention on plant and flower industry trends and opportunities, genetics and identification, more advanced design techniques, reproduction, rations and feeding, housing, animal floralservicesforspecialoccasionsand handling and restraint, animal health and welfare, promotional displays of floral services offered. breeding operations and care for the young. Potentialareasof specializationincludethe Module AGR3090: Marketing 2 (Closed production of beef, dairy, poultry, swine, sheep, Marketing Structures) game, exotics and bees and/or the study of Studentsexplainspecializedapplicationsof aquaculture. marketingwithinclosed(supplymanaged) marketingstructures,focusingattentionon Module AGR3050: Agrifoods 2 (Standards & regulatory agencies/policies that influence the Regulation) supply of a commodity, product or service. Students demonstrate knowledge of the techniques used to manage the development of an agrifood Module AGR3100: Biotechnology product or related service, focusing attention on Studentspresenttheresultsof research on government regulation and control, economic applications of biotechnology in agriculture and principles, product quality and safety, food production. environmentalimpactandindustrytrends. Potential areas of investigation include dairy, Module AGR3110: Water Management beef, pork, poultry, cereals, oil seeds, sugar beets, Students explain principles of water management wine, fruits/vegetables and honey. andestablishappropriatewater management practicesforanagricultureorhorticulture Module AGR3060: Landscape/Turf enterprise. Management 2 (Installation & Repair) Students demonstrate the techniques used to Module AGR3120: Soils Management 2 (Soil provide landscape and turf management services, Testing & Amending) focusing attention on plant identification, effective Students demonstrate knowledge. of appropriate maintenance practices, diagnosis and correction of soil testing and amending techniques, and they problems, installation of specialty items, cost interpret soil survey maps and reports. analysis and seasonal estimates. Potential areas of specializationinclude home landscapes,golf Module AGR3130: Sustainable Agriculture courses, recreational fields and parks, Systems institutional/industrialgroundsandroadside Students examine the impact of a range of landscapes. agriculture practices on the environment, and they propose strategies for ensuring the sustainable use Module AGR3070: Equine 2 (Management of natural resources. Techniques) Students demonstrate practical skills and approved Module AGR3140: Nursery/Greenhouse practices in providing for the daily care of a horse, Crops 2 (Management Techniques) focusing attention on the use of physical facilities, Students demonstrate techniques used to produce procedures for stall cleaning and bedding a horse, a nursery or greenhouse crop, focusing attention guidelines for turnout and shelter, reproductive onenterpriseselection,plantidentification, fundamentals and techniques, and basic genetics and reproduction, production skills and horsemanship. venture analysis.

B.8/ Agriculture, CTS Module Descriptions (1997) 19 ©Alberta Education, Alberta, Canada SECTION C: PLANNING FOR INSTRUCTION

CTS provides increased opportunity for junior and The module parameters are defined for each senior high schools to design courses based on the module in Sections D, E and F of this Guide. needs and interests of their students and the circumstances within the school and community. Degree of Flexibility Some strands may be appropriately introduced at the junior high school level.Other strands are The CTS program, while designed using the more appropriately introduced at the senior high modular structure to facilitate flexible timetabling school level or to Grade 9 students. Refer to this and instructional delivery, does not mandate the sectionforrecommendationsregardingthe degree of flexibility a school or teacher will offer. Agriculture strand, or the Career & Technology The teacher and school will determine the degree Studies Manual for Administrators, Counsellors of flexibility available to the student. Within the and Teachers for a summary of the recommended instructional plan established by the school, the grade levels for each strand. student may: be given the opportunity to progress at a rate PLANNING FOR CTS that is personally challenging have increased opportunity to select modules Defining Courses that develop competencies he or she finds most relevant. Schools determine which strands and modules will be offered in a particular school, and will combine Integrating Basic Competencies modules into courses. The basiccompetenciesrelatetomanaging Each module was designed for approximately 25 learning and resources, problem solving and hours of instruction. However, this time frame is innovation, communicating effectively, working only a guideline to facilitate planning. The CTS with others and demonstrating responsibility are curricula are competency based, and the student developed throughout the CTS program, and are may take more or less time to gain the designated within each module. competencies within each module.

A course will usually consist of modules primarily Assessment of student achievement on the basic from the same strand but, where appropriate, may competencies is integrated throughout the other module learner expectations. Refer to Section G include modules from other CTS strands. Refer to the Career & Technology Studies Manual for (AssessmentTools)ofthisGuideforthe description of student behaviours expected at each Administrators, Counsellors and Teachers (Appendix 4) for more information on course of the four developmental stages defined for the basic competencies. names and course codes.

Module selection and sequencing should consider: Assessment of basic competencies could include inputandreflectioninvolvingthestudent, prerequisite(s) teacher(s), peers and others.Description of the supporting module(s) (other CTS modules that observed behaviour could be provided through a may enhance thelearningopportunityif competency profile for the module.Positive, offered with the module) ongoing interaction between the student and module parameters teacher will support motivation for student growth instructional qualifications, if specialized and improvement. equipment and facility requirements,if specialized.

Planning for Instruction CTS, Agriculture /C.1 ©Alberta Education, Alberta, Canada 4 0 (1997) Assessing Student Achievement Resources

Assessing student achievement is a process of A comprehensive resource base, including print, gathering information by way of observations of software and audio-visual, has been identified to process, product and student interaction. support CTS strands.It is intended that these resources form the basis of a resource centre, Where appropriate, assessment tools have been encouraging teachers and students to access a defined to assist the teacher and student in the wide selection of resources and other information assessment. Refer to Section G (Assessment sources throughout the learning process.Unless Tools) of this Guide for copies of the various tools otherwise noted, these resources are considered to (worksheets, checklists, sample questions, etc.). be suitable for both junior and senior high school students. A suggested emphasis for each module learner expectation hasalso been established. The Authorized resources may be obtained from the suggested emphasis provides a guideline to help LearningResourcesDistributingCentreor teachers determine time allocation and/or the directly from the publisher or distributor. Refer to appropriate emphasis for each MLE and student Section I (Learning Resource Guide) of this Guide grade. for the complete resource list including curriculum correlations and resource annotations. Additional Recognizing Student Achievement sources refer to noncommercial or government agencies that offer resources that may be of At the high school level, successful demonstration assistance in this strand. of theexit-levelcompetenciesina module qualifies the student for one credit.Refer to Sample Student Learning Guides Section A of thisGuide for more detailed information about how curriculum and assessment In addition to the resources, Sample Student standards are defined in CTS. Refer to the Career Learning Guides are available (refer to Section J & Technology Studies Manual for Administrators, of this Guide).These samples, designed for Counsellors and Teachers (Appendix 12) for more individual student or small group use, provide an information on how student achievement can be instructionalplanforselectedmodulesand recognized andreportedattheschooland include the following components: provincial levels. Why take this module? Portfolios What are the entry-level competencies? What are the exit-level competencies? When planning for instruction and assessment, What resources may be accessed? consider a portfolio as an excellent tool to provide What assignments/activities must be completed? evidence of astudent'seffort,progress and What are the timelines? achievement. Portfolioswillaid students in How will the final mark be calculated? identifying skills and interest. They also provide the receiving teacher, employer and/or Sample Student Learning Guideshave been post-secondary institution proof of a student's developedforthefollowing modules in accomplishments. The make-up and evaluation of Agriculture: the portfolio should be a collaborative agreement Production Basics between the student and teacher. Landscape/Turf Management 1 Floral Design 2.

21 C.2/ Agriculture, CTS Planning for Instruction (1997) ©Alberta Education, Alberta, Canada PLANNING FOR AGRICULTURE Sample A: 50 hours of instruction

. The following suggestions are provided to assist COURSE EMPHASIS teachersand schooland school system administrators as they plan to deliver modules Introduction to Agriculture from the Agriculture strand. MODULES Selecting Modules Agriculture: The Big Picture (AGR1010) The scope and sequence chart in Section B Production Basics (AGR1030) provides an overview of the Agriculture modules, indicating prerequisites and theme areas.Brief RATIONALE/KEY LEARNINGS descriptions of the modules follow the scope and sequence chart in Section B. Students develop an understanding of the diversity and significance of agriculture, and examine the range of Course planning should take into consideration activitiesinvolvedinproducing anagricultureor module sequences that link with both physical and horticulture product. human resources presentintheschool and The course complements the junior high science and community. Althoughnotrequired,itis social studies programs, and can be linked with other recommended that AGR1010: Agriculture:The CTS strands including Foods and Mechanics. Big Picture be a prerequisite/corequisite to all modules in the Agriculture strand. Sample B: 75 hours of instruction Agriculture in Junior High COURSE EMPHASIS The introductory level modules may be offered at the junior high level. As each school and Agriculture/Horticulture Production communitywillvaryinterms of available resources, itis important to consider potential MODULES education partnerspriortoselecting module sequences. Production Basics (AGR1030) Market Fundamentals (AGR1090) The number of modules will vary according to Resource Management (AGR1110) time available throughout Grades 7,8 and 9. Modules may be combined into courses and RATIONALE/KEY LEARNINGS offered within a school year or over a span of a few years. Junior high students may not complete Students develop practical skills involved in growing a all the learner expectations in all the modules. plant or raising an animal commodity, examine basic principles related to marketing the commodity, and Two sample courses based on introductory level research practices used to manage water, soil and land modules are outlined below. use in production activities. The course complements the junior high science and social studies programs, and can be linked with other CTS strands including Management and Marketing, Mechanics and Wildlife.

Where appropriate, junior high school students mayalsotakeintermediatelevelmodules, particularly in the Technology and Applications theme.

Planning for Instruction CTS, Agriculture /C.3 ©Alberta Education, Alberta, Canada r)r) (1997) Agriculture in Senior High Sample E: 125 hours of instruction

All introductory, intermediate and advanced level COURSE EMPHASIS modules may be offered to senior high students. Nursery Crop Production Three sample courses, based on intermediate and (assuming junior high background) advanced level modules and designed to be MODULES delivered to senior high school students,are Nursery/Greenhouse Crops 1 (AGR2140) outlined below. Marketing 1 (AGR2090) Sample C: 75 hours of instruction Soils Management 1 (AGR2120) Integrated Pest Management (AGR2130) COURSE EMPHASIS Water Management (AGR3110) Beginning Floral Design and Plantscape RATIONALE/KEY LEARNINGS (no previous experience) Studentsdeveloppracticalskillsrequiredforthe MODULES sustainable production of nursery crops, and examine techniques used to market nursery products. Basic Floral Design (AGR1080) Floral Design 1 (AGR2080) This course can be linked with other CTS strands including Career Transitions, Enterprise and Innovation, Marketing 1 (AGR2090) FinancialManagement,Forestry,Management and RATIONALE/KEY LEARNINGS Marketing, and Mechanics. Students demonstrate practical skills used to construct floral designs and interior plantscapes, and examine Modules could also be grouped into techniques for marketing these services to the consumer. comprehensive courses that develop competencies This course can be linked with other CTS strands relevant to career opportunities within a specific including Career Transitions, Design Studies, Enterprise industry. and Innovation, Financial Management, and Management and Marketing. Organizing for Learning

Sample D: 100 hours of instruction A "learn by doing" approach is recommended for the Agriculture strand.Essentially, the teacher's COURSE EMPHASIS role becomes that of guide and partner in the Livestock Production learning process. The "learn by doing" approach (assuming junior high background) requires the teacher to be facilitator and coach, MODULES rather than subject-basedexpert,asstudents actively participate in learning by doing and Animal Husbandry/Welfare (AGR2020) discovering. Livestock/Poultry 1(AGR2040) Protected Structures (AGR2100) Small group instruction is a good way to foster Biotechnology (AGR3100) learning by doing and discovering. Small groups RATIONALE/KEY LEARNINGS enablestudentsto beactiveparticipantsin Students apply principles of animal science and health learning, and develop independent and responsible technology in raising livestock, demonstrate techniques learning habits. As students work in small group used to maintain housing/fencing structures, and research situationstheywillshare information,solve application of biotechnology in the livestock industry. problems, develop consensus and help each other The course can be linked with other CTS strands learn content and processes. including Career Transitions, Construction Technologies,Enterpriseand Innovation,Financial Management, Forestry, Management and Marketing, and Mechanics.

C.4/ Agriculture, CTS Planning for Instruction (1997) 23 ©Alberta Education, Alberta, Canada The community has a key role in education and Scenario B can be an effective partner in the learning process. Sept. The use of community members and resources One module,suchasResource shouldbeintegratedintocourseplanning. Management, may be taught Business, industry, post-secondary and 2 throughoutthecourse(e.g.,20 government agenciesoffera wide range of 1 minutes per class) in conjunction services and resources, as do local clubs, service 3 with two other modules. groups and institutions.When planning for the use of community resources,teachers should Jan./June ensure that related presentations and/or activities: Teachers can also allow students to progress ata are consistent with student knowledge and rate that is personally challenging; e.g.: skill levels demonstrate sound pedagogy Scenario C are exemplary of approved health and safety Sept. standards Allstudentstakeoneortwo provide a balanced approach to curriculum modules together, then are able to topics and related issues. select modules from a menu of modules. Before selecting modules, teachers should check the module parameters outlined in each module Jan./June (see Sections D, E and F of this Guide). Scenario D Modules can be delivered sequentially, concurrently or combined. For example, although From a list of modules defined by the modules from theTechnology and theteacher,thestudentsselect Applications theme are sequential, they can be which ones they will work on and, in consultation with theteacher, combined with modules from the Social and establish timelines for completion Cultural Perspectives theme or the Management and submission of assignments, etc. and Conservation theme.

Scenario A Jan./June Sept. Modules may be taught sequentially, e.g.: Plans forlearning mustaddress social, environmental and economic perspectives related 1 Nursery/Greenhouse Crops 1 to sustainable agriculture systems and provide 2 opportunities for students to become involved in learningexperiencesthatreflectabroad 3 Nursery/Greenhouse Crops 2 understanding of related issues and alternatives. Presentations of course content that reflect a Jan./June singular or narrow view of social, economic or environmental concerns are not consistent with learner expectations and must be avoided.

Planning for Instruction CTS, Agriculture /C.5 ©Alberta Education, Alberta, Canada 44 (1997) In some instances it may be desirable to have other qualified individuals in the community work with the teacher to deliver modules (or parts thereof) where additional instructor qualifications are recommended.

Sensitive Issues

Some Agriculture modules contain topics of a sensitivenature. Teachers will need to be Health of Society respectful of family and community values in selectingappropriate modules for coursesin As in all CTS strands, students will identify, Agriculture. explore and prepare for future career opportunities. Itis recommended that course For example, ethical issues relevant to agriculture planning include the integration of relevant career and food production (e.g., AGR3010, AGR3130) investigations throughout each module, rather than may be sensitive in some communities. Emphasis as a singular or isolated study.Career profiles, should be placed on a "process" for conflict interviews and job shadowingwillacquaint analysis and not on particular positions that may students with the many technical and professional be expressed.In addition, modules that address careers associated with the agriculture industry. animal welfare (e.g., AGR2020) and applications of biotechnology (e.g., AGR3100) must be dealt Instructional Qualifications with in a sensitive manner.

Responsibilityforinstructionalplanningand For further clarification of provincial policy on assessment of courses in Agriculture will be sensitiveissues,referto Alberta Education's assumed by Albertacertifiedteachers. A Policy on Controversial Issues (Alberta Education background inscience,socialstudiesand/or Policy Manual, 1996). Teachers and relevant industry (e.g., plant/animal production, administrators should also review jurisdictional animal husbandry,interior/exteriorplantscape, policies related to sensitive issues. floristry, agrifoods, market development, environmental management) will be an asset to Health, Safety and Related Legislation those who provide instructioninAgriculture modules, particularlyat theintermediate and Facilities used to support an Agriculture program advanced levels. Teachers may find it desirable to must ensure a safe learning/working environment. access sources of instructional support available Students must be aware of federal, provincial and fromindustry,professionalassociationsand local regulations governing the tasks they perform, consultants, and relevant government agencies and establish appropriate personal and (e.g.,AlbertaAgriculture,FoodandRural environmental health and safety procedures in Development). modules that involve:

To ensure compliance with safety and industry the use of specialized hand/power equipment standards, some modules may recommend that thehandlingandstorageofhazardous componentsofinstructionbeprovidedby materials person(s) having additional credentials granted by outdoor trips and field-based investigation. business,industry, government or community organizations. Refer to Section D, E or F of this Students must understand immediate and potential Guide for further information regarding additional hazards associated with the tasks they perform, instructor qualifications for modules in and the possible impact of these hazards on self, Agriculture. others and the environment. C.6/ Agriculture, CTS 25 Planning for Instruction (1997) ©Alberta Education, Alberta, Canada Of particular significance from the perspective of a review of laws and regulations relevant to health and safety are modules that support the the learning site and activities that will be development of practical skills in plant or animal undertaken production (e.g., AGR1030, AGR2020, assessment of the learning site in terms of AGR2030,AGR2040, AGR2070,AGR2140, potential hazards and risks that may be present AGR3030, AGR3040, AGR3070, AGR3140) and group size and the level of supervision that landscape maintenance (e.g., AGR1070, will be required (i.e., supervisor/student ratio) AGR2060, AGR3060).Practical components of a briefing of parents, school administrators, these modules may be delivered through off- government/industry authorities or others who campus education.Consultation with the work should be informed regardingitineraries, site supervisor will be necessary to ensure relevant participants and emergency response plans health and safety standards are maintained. pre-triplogistics,includingtransportation, equipment, facility and departure date/time For additional information on health and safety considerations standards, refer to the Career & Technology student preparation, including the Studies Manual for Administrators, Counsellors developmentofbackgroundknowledge/ and Teachers (Appendix 13) and the Off -Campus experience and training in specific skill areas. Education Guide for Administrators, Counsellors and Teachers (Alberta Education, 1995). On-site Risk Management

Addressing Safety in Off-Campus Excursions Safety and risk management involves exercising situation-specific judgement throughout the course Outdoor trips and field-based investigations are of off-campus learning. Judgement is the product recommended and should be an important part of of experience,and may includerecognizing teaching and learning throughout the Agriculture factors such as dangers imposed by equipment or strand.Safety must be a prime consideration in animals,deterioratingweather,adeclinein planning off-campus learning experiences.Both physical strength, or a more challenging task. teachers and students should engage in activities Many of the hazard recognition skills can be commensurate with their level of training and taught in the classroom in the preparation stage. ability. Adequate instructional support, guidance and supervision must be provided at all times. A significant aspect of on-site risk management is Local jurisdiction and school policies must be group management. Teacherscanexercise understoodbyprincipals,teachers,parents, appropriategroupmanagementstrategiesby supervisors and students. focusing attention on:

Preparation and Risk Anticipation pacing, including speed of travel, rest stops, distance travelled and fitness level of students The preparation stage is an important part of any maintaining a safe distance for observations off-campus learning experience. At this stage of group control, including position of leader, planning, potential risks can be anticipated and signal systems and buddy systems either avoided or moderated.The preparation the establishment of group rules and norms stage should focus attention on: clearlydefinedtaskallocationsfor each student tripadministration,includingthe use of parental permission forms, health information objective hazard recognitioninthefield, forms, school/system authorization forms and including machinery and equipment, weather, accident report forms as required terrain, flora and fauna subjective hazard recognition in the field, including level of group energy and level of cooperation. Planning for Instruction " CTS, Agriculture /C.7 ©Alberta Education, Alberta, Canada ..0 (1997) Emergency Response the Career Transitions strand may be accessed so as to provide sufficient time for completion of If students have been well prepared for field-based learning and the task.For each project module, learningexperiencesandappropriategroup the teacher and student establish specific learning management strategies exercised, the teacher will outcomes,assessmentcriteria,resourcesand havemaximizedopportunitiesforeffective timelines. response to an emergency situation. An effective emergency response action plan should include Using "Practicum" Modules consideration of: Students may use one or more of the four a suitable approach to the accident site practicum modules to extend the competencies first-aid supplies and techniques developed in particular Agriculture module(s) in a strategy for signalling assistance order to attain a recognized credential offered by an evacuation plan an agency external to the school.For example, group management throughout the emergency students who planto work inthe primary situation. production sector may wish to access practicum modules from the Career Transitions strand in Identifying Linkages working toward a "Green Certificate"at the technicallevel. Practicum modules must be Section H of this Guide describes linkages within supervised by both a qualified teacher and an CTS and with core and complementary programs. experienced professional authorized to supervise trainees for the credential. In particular, teachers should be aware of the linkages of Agriculture with the junior and senior Project and practicum modules are not designed high science programs, and with environmental to be offered as distinct courses and should not be components in the junior high Environmental and used to extend Work Experience 15, 25 and 35 Outdoor Education Program.The Agriculture courses. strand is designed to reinforce, extend and apply related learnings in these courses.Collaborative Improving Smooth Transitions to the planningattheschoollevelwillensure Workplace and/or Post-secondary Programs meaningful learning experiences through effective integration of these courses. Refer to Section H of this Guide for potential transitions students may make into: The Career Transitions strand of CTS provides project, practicum, safety and leadership modules the workplace. thatmaybecombinedwithmodulesin relatedpost-secondaryprogramsorother Agriculture to increase opportunity for students to avenues for further learning. developexpertise,refinetheircompetencies and/or obtain credentials.

Using "Project" Modules

Students may use one or more of the ten project modulestoexpandlearningbeyondthe competencies outlined in particular Agriculture modules. For example, a plant production or landscape venture may require more than the 25, 50 or 75 hours available through modules by that name.In these instances, project modules from

C.8/ Agriculture, CTS Planning for Instruction (1997) 27 ©Alberta Education, Alberta, Canada MODULE CURRICULUM AND ASSESSMENT STANDARDS:

SECTION D: INTRODUCTORY LEVEL

The following pages define the curriculum and assessment standards for the introductory level of Agriculture.

Introductory level modules help students build daily living skills and form the basis for further learning. Introductory modules are developed for students who have no previous experience in the strand.

Module learner expectations define the competencies a student must demonstrate to achieve success in a module. Assessment standards define the criteria and conditions to be used for assessing the competencies defined in the module learner expectations.

Specific learner expectations provide a detailed framework for instruction to help students build the competencies defined in the module learner expectations. Additional information and suggestions for instruction are provided in the Notes column; teachers may wish to use this space to record their ideas for instruction or student projects.

Module AGR1010:Agriculture: The Big Picture D.3 Module AGR1030: Production Basics D.9 Module AGR1060: Consumer Products & Services D.13 Module AGR1070: Basic Landscape/Turf Care D.17 Module AGR1080: Basic Floral Design D.23 Module AGR1090: Market Fundamentals D.29 Module AGR1100: Agriculture Technology D.33 Module AGR1110: Resource Management D.37

Introductory CTS, Agriculture /D.1 ©Alberta Education, Alberta, Canada 28 (1997) MODULE AGR1010: AGRICULTURE: THE BIG PICTURE

Level: Introductory

Theme: Social and Cultural Perspectives

Prerequisite: None

Module Description:Students demonstrate knowledge of the diversity and significance of agriculture, and they identify career opportunities within the industry.

Module Parameters:Access to a rural and/or urban agriculture industry.

Curriculum and Assessment Standards

Module Learner Assessment Criteria and Conditions Suggested Expectations Emphasis The student will: Assessment of student achievement should be based on: describe the diversity of a definition/explanation of comprehensive agriculture 30 agnculture activity in that encompasses three or more examples of each of Alberta, Canada and the the following: global community production operations processing systems and value-added products marketing and distribution systems business and labour providing inputs and services community services and government agencies serving agriculture. Examples to be representative of agriculture activity in Alberta, Canada and the global community. Assessment Tool Knowledge/Application Assessment: Comprehensive Agriculture, AGR1010-1 Space Age Agriculture: Land and Life Standard Address 5 of the criteria for a definition/ explanation of comprehensive agriculture (as identified in AGR1010-1) to a standard of 1 on the rating scale

Introductory CTS, Agriculture /D.3 ©Alberta Education, Alberta, Canada 29 (1997) MODULE AGR1010: AGRICULTURE: THE BIG PICTURE (continued)

Module Learner Assessment Criteria and Conditions Suggested Expectations Emphasis The student will: Assessment of student achievement should be based on: explain the economic, maintaining a log/journal of reflections and thoughts 40 environmental and social regarding: significance of the impact of agriculture activity on social and agriculture cultural values, environmental factors and economic viability within the local community future trends in agriculture, based on consumer preferences, changing world markets, developments in technology and environmental stewardship. Assessment Tool Reflection Guide: The Significance of Agriculture, AGRREF Standard Complete 5 journal entries; address criteria for reflection to a standard of 1 on the rating scale a summary and critique of two or more current news articles regarding the impact of personal choices (food, clothing and lifestyle) on the agriculture industry. Assessment Tool Guide to Critiquing Media Information, AGRMED Standard Summarize and critique two news articles to a standard of 1 on the rating scale identify career given current resources on career opportunities in 30 opportunities relevant to agriculture/horticulture, completing a research project the agriculture industry on one or more related occupations. Assessment Tool Career Search: Introductory Level, AGRCAR-1 Standard Conduct research to a standard of 1 on the rating scale

D.4/ Agriculture, CTS 30 Introductory (1997) ©Alberta Education, Alberta, Canada Module Learner Assessment Criteria and Conditions Suggested Expectations Emphasis

The student will: Assessment of student achievement should be based on: demonstrate basic observations of individual effort and interpersonal Integrated competencies. interaction during the learning process. throughout Assessment Tool Basic Competencies Reference Guide and any assessment tools noted above

Concept Specific Learner Expectations Notes

The student should: Diversity explain the function of subsistence agriculture Research how grain was and commercial agriculture first planted for domestic use. compare agricultural activities in rural and urban Visit a Farmers' Market. areas; e.g.: Consider the diversity scale of industry of agriculture evident labour requirements through products being sold. type of commodity produced market opportunities degree of mechanization describe production and consumption patterns of Use world maps to show food production/ agricultural products at local, national and consumption patterns. international levels identify evolving and emerging forms of agriculture that have potential to provide aesthetic, emotional, economic and health Survey local area to benefits; e.g.: determine plants/ food and textiles animals grown for food. Prepare a display industrial applications featuring these greenhouse production plants/animals. interior plantscape and landscape animal husbandry and health care identify business/labour that provides inputs and services to agriculture describe the function of community services and Invite government and/or government agencies serving agriculture. industry resource persons to explain their role in agriculture.

Introductory CTS, Agriculture /D.5 ©Alberta Education, Alberta, Canada 31 (1997) MODULE AGR1010: AGRICULTURE: THE BIG PICTURE (continued)

Concept Specific Learner Expectations Notes

The student should: Economic, relate consumer needs and wants to a rationale forInvestigate relationships Environmental the exchange of agricultural goods and services at between production and and Social local, national and global levels consumption patterns. Significance Prepare a scrapbook of describe the exchange of agricultural goods and historical trends in the services between Canada and other nations, and production of a its impact on the national economy commodity/product. Compare the economic assess the impact of agriculture on quality of life significance of two or factors; e.g.: more agriculture rural and urban development industries in Alberta. Obtain relevant and sustainable food supply current resources from: use of natural resources Alberta Agriculture, lifestyle Food and Rural Development Agriculture Canada Alberta Economic Development Productivity Council. define sustainable agriculture production Research the impact of agriculture on explain the importance of sustainable production ecosystems. systems in meeting societal needs for food and other amenities, conserving natural resources and enhancing the quality of the environment assess the impact of choices and decisions made Keep a journal of media by citizens on the agriculture industry; e.g.: articles regarding consumer preferences selection of foods and textiles and their influence on use of land and/or chemicals various facets of the concern for animal welfare agriculture industry. support given to development and research.

Career Opportunities outline potential careers within the Interview community agriculture/horticulture industry; e.g.: members regarding their involvement in production science and management agriculture. processing (food/fibre/industrial/horticultural) marketing, distribution and retail services support services resource management

D.6/ Agriculture, CTS 32 Introductory (1997) ©Alberta Education, Alberta, Canada Concept Specific Learner Expectations Notes

The student should: Career Opportunities compare career opportunities in rural and urban Compile comprehensive (continued) areas lists of agriculture- related careers. describe employment statistics for one or more Contact the "Career career opportunities; e.g.: Hotline" (telephone: types of occupations 1-800-661-3753). number of workers employment trends predict career opportunities and trends from Plan for individual/group employment statistics research and presentations. describe information regarding agriculture/ See the National horticulture industries in the future, and resulting Occupational Profiles career opportunities. (NOC) in Section H: Linkages/Transitions.

Introductory a 3 CTS, Agriculture /D.7 ©Alberta Education, Alberta, Canada (1997) MODULE AGR1030:' PRODUCTION BASICS

Level: Introductory

Theme: Technology and Applications

Prerequisite: None

Module Description:Students demonstrate the basic steps involved in planting, growing and harvesting a plant commodity; or in raising, growing and finishing an animal, commodity, and they identify related career opportunities.

Module Parameters:Access to plant or animal production facilities. Off-campus learning can support the development of practicalskillsin plant/animal production; consultation with a work site supervisor ensures that relevant safety considerations are addressed and that student learning meets or exceeds the learner expectations in this module. See the Off-campus Education Guide for Administrators, Counsellors and Teachers(AlbertaEducation,1995)forfurtherinformationregarding off-campus learning. Note: Opportunities may exist for the completion of practical components of this module through projects undertaken with local youth groups; e.g., 4-H Clubs.

Supporting Module:CTR1210 Personal Safety (Management) [Career Transitions Strand] Because of the practical nature of this module, students need a general knowledge of accepted practices and potential hazards when performing tasks related to plant or animal production. See Planning for Instruction in Section C for further information on student safety. Curriculum and Assessment Standards

Module Learner Assessment Criteria and Conditions Suggested Expectations Emphasis

The student will: Assessment of student achievement should be based on: identify and demonstrate preparing a flow chart that illustrates basic stages and 25 the basic steps and steps involved in planting, growing and harvesting a procedures involved in plant commodity, or raising, growing and finishing an producing a plant or animal commodity. animal commodity Assessment Tool Assessment Criteria: Flow Charts, AGRFLO Sample Flow Chart: Production Basics, AGR1030-1 Standard Complete flow chart of plant/animal production tasks to a standard of 1 on the rating scale

Introductory CTS, Agriculture /D.9 ©Alberta Education, Alberta, Canada 34 (1997) MODULE AGR1030: PRODUCTION BASICS (continued)

Module Learner Assessment Criteria and Conditions Suggested Expectations Emphasis The student will: Assessment of student achievement should be based on: performing practical tasks relevant to plant or animal 25 production. Practical tasks to involve monitoring and maintaining one or more of the following: physical growth requirements plant/animal health buildings/structures and equipment. Assessment Tool Lab Assessment, AGRLABPLT or AGRLABANM Standard Achieve a minimum performance rating of I in applicable areas of task assessment maintaining an anecdotal record of production tasks performed. Assessment Tool Log/Record of Production Tasks, AGRLOGPLT or AGRLOGANM Standard Complete all sections of the log/record for each task performed over a negotiated/contracted period of time describe technological constructing a drawing/model of a technological 25 systems used within a system designed to address one or more needs plant or animal relevant to plant or animal production. production enterprise Assessment Tool Project Assessment: Technology Design, AGRTEC Assessment Criteria: Diagrams and Technical Drawings, AGRDRA Standard Complete the drawing/model to a standard of 1 on the rating scale

35 D.10/ Agriculture, CTS Introductory (1997) ©Alberta Education, Alberta, Canada MODULE AGR1030: PRODUCTION BASICS (continued)

Module Learner Assessment Criteria and Conditions Suggested Expectations Emphasis

The student will: Assessment of student achievement should be based on: identify career given access to current information on career 25 opportunities relevant to opportunities in agriculture production and related plant or animal service industries, completing a research project on production one or more careers in plant or animal production. Assessment Tool Career Search: Introductory Level, AGRCAR-1 Sample Concept Map/Web: Careers in Agriculture Production, AGR1030-2 Standard Complete research to a standard of 1 on the rating scale demonstrate basic observations of individual effort and interpersonal Integrated competencies. interaction during the learning process. throughout Assessment Tools Basic Competencies Reference Guide and any assessment tools noted above

Concept Specific Learner Expectations Notes

The student should: Production Practices identify physical requirements for the production ACTIVITIES wru.., of a commodity; e.g.: VARY ACCORDING TO THE NATUREOF water requirements THE PRODUCTION light intensity and duration ENTERPRISE; e.g.: type of soil investigate climate and temperature requirements for germination air compare the nutritional space variables value of different feed nutrient requirements sources for livestock grow container crops (e.g., tomatoes, beans, cucumbers) monitor soil moisture and temperature gather and compare soil samples research the functions and components of fertilizers.

Introductory CTS, Agriculture ID.11 ©Alberta Education, Alberta, Canada 3$ (1997) MODULE AGR1030: PRODUCTION BASICS (continued)

Concept Specific Learner Expectations Notes

The student should:

Production Practices describe a strategy for protecting the health of a Identify common pests/ (continued) chosen commodity; e.g.: diseases. identification of diseases, deficiencies and Discuss chemical and non- ailments chemical methods of treatment, control and prevention pest and disease control. ethical concerns relate concepts of breeding and selection to Identify common production practices; e.g.: breeds/varieties. systems of breeding selection criteria genetic engineering describe buildings/structures and equipment appropriate to production; e.g.: design features Design/build a hydroponic garden. operation and maintenance safety Research factors in animal health. economics/cost.

Career Opportunities research career opportunities and occupations Plan for individual/group relevant to agriculture or horticulture production; research and e.g.: presentations. science/production management Arrange/facilitate supportservices information interviews and job shadowing. resource management

describe current employment statistics for one or See the National more career opportunities; e.g.: Occupational Profiles types of occupations (NOC) in Section H: Linkages/Transitions. number of workers employment trends predict career opportunities and trends from Contact the "Career employment statistics Hotline" (telephone: 1-800-661-3753). describe information regarding agriculture or horticulture production industries in the future, and resulting career opportunities.

D.12/ Agriculture, CTS Introductory (1997) 37 ©Alberta Education, Alberta, Canada MODULE AGR1060: CONSUMER PRODUCTS & SERVICES

Level: Introductory

Theme: Technology and Applications

Prerequisite: None

Module Description:Students demonstrate the basic steps involved in processing (adding value to) an agriculture commodity and/or in providing related services, and they identify career opportunities in agriculture processing.

Module Parameters:Access to an agriculture processing industry and/or related services.

Curriculum and Assessment Standards

Module Learner Assessment Criteria and Conditions Suggested Expectations Emphasis

The student will: Assessment of student achievement should be based on: explain the basic steps preparing a flow chart that illustrates basic stages and 25 and procedures involved steps involved in processing an agriculture or in processing an horticulture product and providing a related service. agriculture commodity Assessment Tool and/or in providing a Assessment Criteria: Flow Charts, AGRFLO related service Standard Complete flow chart of stages/steps in processing to a standard of 1 on the rating scale. performing practical tasks relevant to processing an 25 agriculture or horticulture product. Practical tasks to demonstrate knowledge of: inputs to the product or service processes and techniques product safety, quality and environmental control safe use of buildings /structures and equipment. Assessment Tool Lab Assessment: Agriculture Processing, AGRLABPRO Standard Achieve a minimum performance rating of 1 in applicable areas of task assessment

Introductory CTS, Agriculture /D.13 ©Alberta Education, Alberta, Canada 38 (1997) MODULE AGR1060: CONSUMER PRODUCTS & SERVICES (continued)

Module Learner Assessment Criteria and Conditions Suggested Expectations Emphasis The student will: Assessment of student achievement should be based on: describe technological constructing a drawing/model of a technological 25 systems used to process system designed to address one or more needs a plant or animal relevant to processing a plant or animal commodity. commodity and/or to Assessment Tool provide a related service Project Assessment: Technology Design, AGRTEC Assessment Criteria: Diagrams and Technical Drawings, AGRDRA Standard Complete the drawing/model to a standard of 1 on the rating scale

identify career given access to current information on career 25 opportunities relevant to opportunities in agriculture processing and related processing agriculture or service industries, completing a research project on horticulture products one or more careers in the agriculture processing and/or to providing industry. related services Assessment Tool Career Search: Introductory Level, AGRCAR-1 Standard Complete research to a standard of 1 on the rating scale

demonstrate basic observations of individual effort and interpersonal Integrated competencies. interaction during the learning process. throughout Assessment Tool Basic Competencies Reference Guide and any assessment tools noted above

D.14/ Agriculture, CTS 39 Introductory (1997) ©Alberta Education, Alberta, Canada MODULE AGR1060: CONSUMER PRODUCTS & SERVICES (continued)

Concept Specific Learner Expectations Notes

The student should:

Agriculture identify steps that are followed in developing a If studied in sequence with Processing consumer product or providing a related service; AGR1030: Production e.g.: Basics, this module inputs to the product or service provides opportunities processes and techniques for students to "add value" to an agriculture safety, quality and environmental control commodity already explain relevant legislation and practices produced; e.g.: making bread from regarding identification, grading, packaging and grain labelling of the product or service making cheese from dairy products. describe strategies for ensuring the quality of the product or service; e.g.: Prepare flow charts/ quality indicators diagrams of techniques control measures and processes. Engage students in the identify appropriate methods for transporting, application of standards storing, advertising and/or promoting the product established to grade a or service product. describe buildings/structures and equipment Consider related health appropriate to providing the product or service; issues. e.g.: Identify major design features determinants of operation and maintenance regional commodity processing. safety economics/cost.

Career Opportunities research career opportunities relevant to Plan for individual/group developing a consumer product or providing a research and related service; e.g.: presentations. food/fibre/industrial/horticultural Arrange/facilitate support services information interviews resource management and job shadowing. describe employment statistics for one or more Contact the "Career career opportunities; e.g.: Hotline" (telephone: types of occupations 1-800-661-3753). number of workers employment trends

predict career opportunities and trends from See the National employment statistics Occupational Profiles (NOC) in Section H: describe information regarding agriculture or Linkages/Transitions. horticulture products and services in the future, and resulting career opportunities.

Introductory CTS, Agriculture /D.15 ©Alberta Education, Alberta, Canada (1997) 40 MODULE AGR1070: BASIC LANDSCAPE/TURF CARE

Level: Introductory

Theme: Technology and Applications

Prerequisite: None

Module Description:Students demonstrate knowledge of the techniques used to perform basic landscape and turf care services, focusing attention on plant identification, equipment and supplies and basic maintenance tasks; and they identify related career opportunities.

Module Parameters:Access to a residential, recreational and/or roadside landscape. Facilities and equipment should permit students to perform practical tasks in basic landscape and turf care; e.g., watering, cultivation/mulching, corrective pruning, mowing/trimming/edging of turfgrass, weed control,installation/ removal of plant material. Off-campus learning can support the development of practical skills in basic landscape and turf care;consultation with a work site supervisor ensures that relevant safety considerations are addressed and that student learning meets or exceeds the learner expectations in this module. See the Off-campus Education Guide for Administrators, Counsellors and Teachers(AlbertaEducation,1995)forfurtherinformationregarding off-campus learning.

Supporting Module:CTR1210 Personal Safety (Management) [Career Transitions Strand]. Because of the practical nature of this module, students need a general knowledge of accepted practices and potential hazards when performing tasks related to basic landscape/turf care. See Planning for Instruction in Section C for further information on student safety.

Introductory 41 CTS, Agriculture /D.17 ©Alberta Education, Alberta, Canada (1997) MODULE AGR1070: BASIC LANDSCAPE/TURF CARE (continued) Curriculum and Assessment Standards

Module Learner Assessment Criteria and Conditions Suggested Expectations Emphasis The student will: Assessment of student achievement should be based on: identify plants suitable given access to on-site (or photographed) tree, shrub, 20 for use in Alberta ground cover, flower and turfgrass species/varieties landscapes used in Alberta landscapes, identifying selected specimens according to: common and botanical names general characteristics/growth habits functional use in Alberta landscapes. Assessment Tool Identification Guide: Landscape Plants, AGRIDELDS Information Sheet: Landscape Plants, AGRINFLDS Standard Identify 10 landscape plants, including tree, shrub, ground cover, flower and turfgrass specimens given access to on-site (or photographed) weed species found in Alberta landscapes and turfgrasses, identifying selected specimens according to: common name growth habit management technique. Assessment Tool Identification Guide: Landscape/Twfgrass Weeds, AGRIDEWED Information Sheet: Landscape/Tuifgrass Weeds, AGRINFWED Standard Identify 5 common weeds found in Alberta landscapes and/or turfgrasses

D.18/ Agriculture, CTS 42 Introductory (1997) ©Alberta Education, Alberta, Canada MODULE AGR1070: BASIC LANDSCAPE/TURF CARE (continued)

Module Learner Assessment Criteria and Conditions Suggested Expectations Emphasis The student will: Assessment of student achievement should be based on: describe equipment and explaining the types, function and safe use of basic 20 supplies used in hand and/or power equipment and supplies relevant performing basic to: landscape and turf-care planting and transplanting services cultivating and aerating thatch removing and raking mowing irrigation pruning and trimming. Assessment Tool Information Sheet: Hand/Power Equipment and Supplies, AGRINFEQU Sample Test Items: Safety Guidelines for Power Landscape Equipment, AGR1070-1 Standard For each of three areas of landscape /turf -care service identified above: complete all sections of the information sheet for relevant equipment and supplies correctly respond to all questions on a teacher- prepared test covering safety guidelines for the use of hand and/or power equipment demonstrate practical performing basic landscape/turf-care service within 50 skills in performing three of the following areas: basic landscape and watering of plants and/or turf turf-care services cultivation and mulching of plants corrective pruning of plants mowing, trimming and edging of turfgrass control of weeds installation and/or removal of plant material. Practical skills will involve the application of safety guidelines as noted above in the use of hand and/or power landscape equipment. Assessment Tool Task Checklist: Basic Landscape/Turf Care, AGR1070-2 Lab Assessment: Landscape and Turf Care, AGRLABLDS Standard Achieve a minimum performance rating of. 1 in basic landscape /turf -care services 3 in the use of hand and/or power equipment

Introductory CTS, Agriculture /D.19 ©Alberta Education, Alberta, Canada (1997) 43 MODULE AGR1070: BASIC LANDSCAPE/TURF CARE (continued)

Module Learner Assessment Criteria and Conditions Suggested Expectations Emphasis The student will: Assessment of student achievement should be based on: maintaining an anecdotal record of all landscape/turf- care services performed. Assessment Tool Log/Record of Landscape/Turfgrass Services, AGRLOGLDS Standard Completing all sections of the log/record for each service performed identify career given current information on career opportunities in 10 opportunities relevant to landscape and turfgrass maintenance, completing a landscape and turf . research project on one or more related careers. maintenance Assessment Tool Career Search: Introductory Level, AGRCAR-1 Standard Research must be conducted to a standard of 1 on the rating scale demonstrate basic observations of individual effort and interpersonal Integrated competencies. interaction during the learning process. throughout Assessment Tool Basic Competencies Reference Guide and any assessment tools noted above

Concept Specific Learner Expectations Notes

The student should: Plant Identification describe the general characteristics and functional Create a pictorial display uses of basic plant groups used in landscaping; of basic types of e.g.: landscape plants. trees Identify and distinguish shrubs among annuals, biennials nd ground covers and vines perennials.l flowers turfgrasses

D.20/ Agriculture, CTS 44 Introductory (1997) ©Alberta Education, Alberta, Canada Concept Specific Learner Expectations Notes

The student should: Plant Identification explain criteria used to identify individual plant (continued) species; e.g.: plant height and shape leaf structure and colour flower or fruit characteristics

identify common tree, shrub, ground cover, Identify 10 or more flower and turfgrass species used for landscaping different landscape in Alberta plants. distinguish between native and exotic trees, shrubs and ground covers.

Equipment and identify and describe hand and/or power Practical "on-site" Supplies equipment commonly used in providing demonstrations are landscape/turf-care services; e.g.: essential. planting and transplanting tools Follow a set of cultivating and aerating equipment instructions as thatch removing and raking equipment illustrated through a mowing equipment demonstration. irrigation equipment pruning and trimming equipment chemical and fertilizer applicators calibrate and adjust hand and/or power equipment Possible hand tools as required to perform basic landscape/turf-care include: hand trimmer services half moon edger lawn rake identify and describe organic and inorganic weed puller. materials commonly used in providing basic Possible power equipment landscape/turf-care services; e.g.: includes: growing media push mower fertilizers power edger pesticides lawn vacuum cord trimmer leaf blower. demonstrate safe procedures for using equipment CAUTION: and materials in providing basic landscape/turf Successful completion of care services; e.g.: a safety test is essential prior to the use of safe practices and potential hazards equipment and protective clothing materials. safety labels and instructions government legislation and regulation emergency first aid.

Introductory CTS, Agriculture /D.21 ©Alberta Education, Alberta, Canada 45 (1997) MODULE AGR1070: BASIC LANDSCAPE/TURF CARE (continued)

Concept Specific Learner Expectations Notes

The student should: Basic Landscape/ describe the cultural requirements of common Demonstrate appropriate Turf Care trees, shrubs, ground cover, flowers and procedures for turfgrasses; e.g.: maintaining planting beds, annuals and soil perennials. moisture light Collect/mount a display of temperature common weeds. pruning and/or trimming Potential linkages exist identify common weeds and insect pests at with various pesticide applicator/dispenser different stages of growth certificate courses (see Section H: Linkages/ compare biological, cultural and chemical control Transitions). measures for weeds and plant pests Discuss beneficial and explain safe practices for mixing and applying harmful effects of fertilizers and chemicals insects. List pros and cons perform basic landscape/turf-care services; e.g.: associated with the use irrigate and fertilize plants and turf of common pesticides. cultivate and mulch plants Develop a weed-control prune plants program. mow and trim turf remove dead and diseased plant materials Collect and examine some control weeds, disease and pests. diseased plants.

Career Opportunities research potential careers and the range of Plan for individual/group occupational opportunities related to providing research and landscape and turf-care services; e.g.: presentations. establishment and maintenance Research information home landscape regarding: golf courses job description recreational fields and parks employment markets education/training institutional/industrial grounds wage expectations. highway and roadside turfgrass design and construction Arrange/facilitate: equipment maintenance and repair information interviews agriscience/resource management work study/experience job shadowing. describe current employment opportunities based Contact the "Career on employment statistics Hotline" (telephone: 1-800-661-3753). describe information regarding trends in landscape and turfgrass management, and future See the National Occupational Profiles in career opportunities. Section H: Linkages/ Transitions.

D.22/ Agriculture, CTS Introductory (1997) 46 ©Alberta Education, Alberta, Canada MODULE AGR1080: BASIC FLORAL DESIGN

Level: Introductory

Theme: Technology and Applications

Prerequisite: None

Module Description:Students demonstrate knowledge of the techniques used to construct basic floral designs and arrangements, focusing attention on plant and flower identification, careandhandlingoffreshcutflowersandfoliage,andsimple fresh/dried/artificial arrangements; and they identify related career opportunities.

Module Parameters:Access to a flower arrangement room with refrigeration, a source of water, adequate storage facilities and workbenches/table surfaces for flower arranging. Instructor training in floral design; e.g., Flowers Canada Accreditation Program, and/or relevant industry experience would be an asset.

Curriculum and Assessment Standards

Module Learner Assessment Criteria and Conditions Suggested Expectations Emphasis The student will: Assessment of student achievement should be based on: identify and explain the given access to on-site (or photographed) cut flowers, 20 cultural requirements of foliage and interior plants used in the floral industry, cut flowers, foliage and identifying selected specimens by: interior plants common and botanical names basic characteristics and general use. Assessment Tool Identification Guide: Cut Flowers and Interior Plants, AGRIDEFLO Information Sheet: Cut Flowers and Interior Plants, AGRINFFLO Standard Identify 10 cut flowers and/or foliage specimens and 5 interior plants

Introductory CTS, Agriculture /D.23 ©Alberta Education, Alberta, Canada (1997) 4 7 MODULE AGR1080: BASIC FLORAL DESIGN (continued)

Module Learner Assessment Criteria and Conditions Suggested Expectations Emphasis The student will: Assessment of student achievement should be based on: demonstrate appropriate under supervision and with regard for safety and 20 care and handling of sanitation, demonstrate correct technique for: fresh cut flowers and conditioning fresh cut flowers and greenery for storagetorage handling dried and fabric flowers and greenery packaging flowers in sleeves and boxes packaging gift plants and floral arrangements tying floral bows using ribbon of different widths wrapping wires of different gauge with floral tape. Assessment Tool Task Checklist: Basic Floral Design, AGR1080-1 Standard All tasks must be performed to a standard of 1 on the rating scale. construct simple floral constructing seven or more fresh, dried and/or 50 arrangements artificial floral arrangements as identified in Task Checklist: Basic Floral Design. Each arrangement to illustrate the application of design principles outlined in Product Assessment: Basic Floral Design. Assessment Tools Development Framework: Floral Construction, AGRDEVFLO Task Checklist: Basic Floral Design, AGR1080-1 Product Assessment: Basic Floral Design, AGR1080-2 Lab Assessment: Floral Design, AGRLABFLO Project Planning: Floral Design, AGRPLNFLO Standard Achieve a minimum rating of I in product assessment and 1 in lab assessment for each arrangement identify career given career information relevant to the retail florist 10 opportunities relevant to industry, completing a research project on one or the retail florist industry more career opportunities in floral design and/or interior plantscape. Assessment Tool Career Search: Introductory Level, AGRCAR -1 Standard Research must be conducted to a standard of 1 on the rating scale

D.24/ Agriculture, CTS Introductory (1997) 48 ©Alberta Education, Alberta, Canada

BEST COPY AVAILA3,14E 411

Module Learner Assessment Criteria and Conditions Suggested Expectations Emphasis

The student will: Assessment of student achievement should be based on: demonstrate basic observations of individual effort and interpersonal Integrated competencies. interaction during the learning process. throughout Assessment Tool Basic Competencies Reference Guide and any assessment tools noted above

Concept Specific Learner Expectations Notes

The student should: Plant and Flower research the history and development of floral A brief discussion of Identification design history will provide a basis for understanding current industry practices. identify cut flowers and greenery commonly used Subscribe to the Florists' in floral design; e.g.: Review (a monthly greenhouse/fieldgrown cut flowers periodical). imported cut flowers Arrange to visit a local foliage and filler florist shop. Plant and flower identification guides identify interior plants and gift plants; e.g.: used by industry are tropical flowering and foliage plants available from: United Floral Growers flowering bulbs (Burnaby) Holland Flower Council. identify dried and artificial materials commonly Identify: used in floral design; e.g.: 10 or more different cut flowers and/oran foliage dried flowers and foliage specimens silk and other fabric materials. five or more interior plants and/or gift plants.

Introductory CTS, Agriculture /1125 ©Alberta Education, Alberta, Canada 49 (1997) MODULE AGR1080: BASIC FLORAL DESIGN (continued)

Concept Specific Learner Expectations Notes

The student should: Care and Handling describe techniques for the care of perishable CAUTION: floral materials; e.g.: Demonstrate safe use of use of water and preservatives tools prior to practical activities. temperature and humidity control Industry resources cleanliness and sanitation produced by Redbook methods of packaging Floral Services and available through the describe techniques used to condition fresh cut Olds College Bookstore flowers and greenery for storage include: Basic Floral Design describe techniques used to handle and preserve Care and Handling of dried flowers and greenery. Fresh Flowers and Foliages.

Design and describe different construction materials used in Discuss applications of Construction floral design; e.g.: different design wire, tape and adhesive techniques: symmetrical and ribbon asymmetrical holding devices and containers vertical and horizontal circular and oval. demonstrate basic construction techniques used in Contact your local Flowers Canada floral design; e.g.: Accreditation Council wiring regional liaison member taping for information on bow making instructor workshops (see Section H: Linkages/Transitions). demonstrate and apply basic design principles in Encourage students to constructing floral arrangements; e.g.: gain job/productivity colour harmony skills through work composition experience. Students need to experience their balance and symmetry perceived skills in a proportion and scale work setting. construct a boutonniere, corsage, bud vase and rose bowl construct a simple floral design using fresh, dried and/or artificial materials.

D.26/ Agriculture, CTS 50 Introductory (1997) ©Alberta Education, Alberta, Canada Concept Specific Learner Expectations Notes

The student should: Career Opportunities research careers and the range of occupational Plan for individual/group opportunities related to the retail florist industry; research and e.g.: presentations. nursery and greenhouse production Research information floral design and service regarding: merchandising and marketing job description employment markets describe current employment opportunities based education/training wage expectations. on employment statistics Arrange/facilitate: describe information regarding trends in floristry, interviews and future career opportunities. work study/experience job shadowing. Contact the "Career Hotline" (telephone: 1-800-661-3753).

51 Introductory CTS, Agriculture /D.27 ©Alberta Education, Alberta, Canada (1997) iMOIAJEtAGIt1690: MARKET FUNDAMENTALS

Level: Introductory

,Theme: Technology and Applications

Prerequisite: None

Module Description:Students explain the basic pnnciples involved in marketing a plant or animal product or service, and they identify related career opportunities.

Module Parameters:Access to agriculture marketing facilities.

Curriculum and Assessment Standards

Module Learner Assessment Criteria and Conditions Suggested Expectations Emphasis The student will: Assessment of student achievement should be based on: explain basic principles identifying basic components of an existing strategy 50 involved in marketing an used to market an agriculture/horticulture commodity, agriculture/horticulture product or service. Marketing components to include: commodity, product or commodity supply service current and potential markets marketing principles and strategies pricing packaging and labelling advertising and promotion sales and distribution. Assessment Tool Assessment Criteria: Components of a Marketing Strategy, AGR1090-1 Standard Identify basic components of the marketing strategy to a standard of 1 on the rating scale explain how agriculture/ developing a plan for expanding market opportunities, 30 horticulture markets are altering an existing agriculture or horticulture expanded and existing product, or developing a new product. products are altered to Assessment Tool meet the needs of new Assessment Criteria: Product/Market markets Development, AGR1090-2 Standard Develop a plan to a standard of 1 on the rating scale

Introductory CTS, Agriculture /D.29 ©Alberta Education, Alberta, Canada 52 (1997) MODULE AGR1090: MARKET FUNDAMENTALS (continued)

Module Learner Assessment Criteria and Conditions Suggested Expectations Emphasis The student will: Assessment of student achievement should be based on: identify career given access to current information on careers in 20 opportunities relevant to marketing an agriculture/horticulture commodity, marketing an agriculture/ product or service, completing a research project on horticulture commodity, one or more career opportunities in agriculture product or service marketing. Assessment Tool Career Search: Introductory Level, AGRCAR-1 Standard Complete research to a standard of 1 on the rating scale demonstrate basic observations of individual effort and interpersonal Integrated competencies. interaction during the learning process. throughout Assessment Tool Basic Competencies Reference Guide and any assessment tools noted above

Concept Specific Learner Expectations Notes

The student should: Marketing Principles research local, national and international markets If studied in sequence with :Production for an agriculture/horticulture commodity, Basics /or product or service AGR1060: Consumer Products & Services, distinguish between non-regulated (open) and this module provides opportunities for regulated (closed) marketing systems students to examine marketing strategies for identify and compare viable marketing a commodity/product alternatives for the commodity, product or which they have already service; e.g.: produced. direct producer marketing Research the role of open markets consumer preferences (as demonstrated marketing boards through retail and food cooperatives service industries) in determining markets. identify factors that influence pricing of the The value food chain includes researcher, commodity, product or service; e.g.: producer, processor, market analysis distributor and vendor. supply and demand Each agent adds value to meet consumer cost factors demands.

D.30/ Agriculture, CTS 53 Introductory (1997) ©Alberta Education, Alberta, Canada Concept Specific Learner Expectations Notes

The student should: Marketing Principles describe the effectiveness of different types of Visit a supermarket and (continued) packaging and labelling; e.g.: note grades, date, for consumer purposes stamping, etc. Compare as a marketing tool methodsm of packaging. Design/evaluate an approach to marketing. assess the impact of advertising and promotion on Examine trends in personal preferences and consumer decisions. promotional and marketing strategies.

Product identify factors that influence consumer trends Discuss the role of Development and the development of new markets for an consumer preferences in agriculture or horticulture product; e.g.: product determination. economic environmental social and demographic identify market opportunities that arise from specialization, international trade and participation in a global economy A possible extension activity might be to explain the steps followed in altering an existing research the procedures agriculture or horticulture product, or in involved in patenting a developing a new product. process or product.

Career Opportunities research career opportunities related to marketing Plan for individual/group an agriculture/horticulture commodity, product or research and service; e.g.: ppresentations. market survey advertising and promotion Arrange/facilitate distribution and retail services information interviews product development and job shadowing. support services

describe employment statistics related to one or Contact the "Career more areas of employment; e.g.: Hotline" (telephone: types of occupations 1-800-661-3753). number of workers employment trends predict career opportunities and trends from employment statistics See National Occupational describe information regarding agriculture/ Profiles (NOC) in horticulture marketing in the future, and resulting Section H: Linkages/ career opportunities. Transitions.

Introductory CTS, Agriculture /D.31 ©Alberta Education, Alberta, Canada (1997) 54 MODULE AGR1100: AGRICULTURE TECHNOLOGY

IIILevel: Introductory Theme: Technology and Applications Prerequisite: None Module Description:Students describe applications of science and technology within an agriculture or horticulture industry. Module Parameters:Access to a construction/fabrication/mechanic's workshop, greenhouse and/or science laboratory. Curriculum and Assessment Standards

Module Learner Assessment Criteria and Conditions Suggested Expectations Emphasis The student will: Assessment of student achievement should be based on: explain how science and preparing a chart/display that identifies and describes: 20 technology influence the a range of needs/problems addressed by the development of agriculture/horticulture industry within the last 20 agriculture products, years methods and services specific products, processes or services developed in response to each need/problem applications of science and technology in developing each product, process or service. Assessment Tool Sample Chart: Product Development in the Agriculture/Horticulture Industry, AGR1100-1 Standard Complete a chart/display that identifies products and technologies developed in response to each of ten problems/needs describe current completing a research project on one or more 30 applications of science applications of science and technology in each of the and technology in following areas: agriculture production, agriculture/horticulture production processing and agriculture/horticulture processing marketing agriculture/horticulture marketing. Assessment Tool Research Process: Applications of Science and Technology, AGR1100-2 Standard Complete all components of research to a standard of 1 on the rating scale

Introductory CTS, Agriculture /D.33 ©Alberta Education, Alberta, Canada (1997) 55 MODULE AGR1100: AGRICULTURE TECHNOLOGY (continued)

Module Learner Assessment Criteria and Conditions Suggested Expectations Emphasis The student will: Assessment of student achievement should be based on: design a simple given a specific need within an agriculture or 50 technological system horticulture industry, constructing a drawing/model of that addresses a current a technological system designed to address that need. need in agriculture Drawing/model to address: component parts and principles of operation efficient use of resources human and environmental safety. Assessment Tool Project Assessment: Technology Design, AGRTEC Assessment Criteria: Diagrams and Technical Drawings, AGRDRA Standard Complete the design and drawing/model to a standard of 1 on the rating scale demonstrate basic observations of individual effort and interpersonal Integrated competencies. interaction during the learning process. throughout Assessment Tools Basic Competencies Reference Guide and any assessment tools noted above

Concept Specific Learner Expectations Notes

The student should:

Influences of explain technology as the application of Cite/discuss improvements Science and knowledge gained from research to solve practical in effectiveness, problems in agriculture efficiency and quality of Technology life. identify and describe different types of science and technology used in agriculture; e.g.: Invite local industry and resource persons to machines discuss applications of planning/monitoring/management processes science and technology. new plant and animal species Reference statistical describe issues and/or conflicts resulting from the surveys of technology adoption of one or more technologies in impacts. agriculture; e.g.: Consider: economic energy use political safety concerns environmental environmental issues. health

D.34/ Agriculture, CTS Introductory (1997) 56 ©Alberta Education, Alberta, Canada Concept Specific Learner Expectations Notes

The student should: Influences of predict some future trends in research and Compare manual and Science and technology based on current challenges facing the mechanical approaches agriculture industry to addressing a specific Technology challenge in the (continued) relate specific technologies to current and industry. emerging career opportunities in the agriculture industry.

Applications of describe applications of science and technology inPlan for Science and addressing specific plant production needs; e.g.: independent/group Technology seed bed preparation/soil fertility research and planting/harvesting presentations. weed and pest control For example: plant propagation zero tillage fertilizers maintaining soil moisture levels air seeders and improved production and yields combines hydroponics and irrigation.

Predict future production technologies. Invite a local veterinarian as a resource person. describe applications of science and technology in For example: addressing specific needs within the livestock electronic management systems production industry; e.g.: gene mapping animal handling embryo transfer animal housing artificial insemination. nutrition This module provides a health good introduction to waste management AGR3100: breeding management Biotechnology. improved production and yields Conduct research on the life and work of Dr. Temple Grandin, a professor of animal science. Predict future processing describe specific applications of science and technologies. technology in agriculture processing; e.g.: Discuss quality assurance processing systems (QA) programs. quality control Obtain resources from: pollution control Leduc Food Processing preserving perishable products Centre packaging and storage Agriculture, Food and Nutritional Sciences Department, U of A.

Introductory CTS, Agriculture /D.35 ©Alberta Education, Alberta, Canada 57 (1997) BEST COPY AVAILABLE MODULE AGR1100: AGRICULTURE TECHNOLOGY (continued)

Concept Specific Learner Expectations Notes

The student should: Applications of describe specific applications of science and Predict future marketing Science and technology in agriculture marketing; e.g.: technologies. Technology enterprise budgets Research strategic (continued) communication alliances developed advertising and promotion among industry partners commodity sales to increase market share in the global economy product distribution. (e.g., Canada Beef Export Federation).

Technology Design identify a need within an agriculture or Discuss technology as horticulture industry problem solving. research the need; e.g.: talk to others in order to clarify ideas Plan for activities that consider similar needs and how they were involve: addressed drawing and designing constructing models. make reasoned judgments regarding design potential generate ideas and alternatives regarding a mechanical system and/or process that will address the need select the most appropriate alternative and design the technology construct a drawing/model of the technology by following plans that have been established Assess process and assess the design process and technology outcomes on the basis outcomes in relation to: of: original needs and design intentions effectiveness efficient use of resources efficiency safety in use. human and environmental safety identify possible improvements to the design process and/or technology outcomes.

D.36/ Agriculture, CTS Introductory (1997) 58 ©Alberta Education, Alberta, Canada MODULE AGR1110: RESOURCE MANAGEMENT

Level: Introductory

Theme: Management and Conservation

Prerequisite: None

Module Description:Students describe the practices used to manage water, soil and land use; and they present the results of research on one or more related issues in agriculture.

Module Parameters:Access to community and government agencies responsible for sustainable resource management.

Curriculum and Assessment Standards

Module Learner Assessment Criteria and Conditions Suggested Expectations Emphasis The student will: Assessment of student achievement should be based on: describe the nature and given outline maps of Alberta, locating and 25 extent of Alberta's water describing: resource, and explain four major rivers and four major lakes practices for managing geographic areas where irrigation is a common its use practice. Assessment Tool Task Checklist for Mapping, AGRMAP Standard Complete applicable mapping tasks to a standard of I on the rating scale explaining three or more practices used in Alberta to manage limited and/or excess water supplies for agriculture. Assessment Tool Knowledge/Application Assessment: Water Management Practices, AGR1110-1 Standard Respond to a standard of I on the rating scale

Introductory CTS, Agriculture /D.37 ©Alberta Education, Alberta, Canada 59 (1997) MODULE AGR1110: RESOURCE MANAGEMENT (continued)

Module Learner Assessment Criteria and Conditions Suggested Expectations Emphasis The student will: Assessment of student achievement should be based on: describe the nature and a presentation or report that describes the 25 characteristics of soil in characteristics of soil in Alberta and its influence on Alberta, and explain agriculture practices. Presentation/report to address: practices for managing the identification of major soil zones in Alberta its use the characteristics of soil within each zone and their influence on agriculture explanations of three or more soil management practices commonly used in Alberta. Assessment Tool Presentations/Reports: Introductory Level, AGRPRE-1 Standard Achieve a minimum rating of 1 on the rating scale for Presentations/Reports explain different uses of completing a research project on rural and urban land 25 land in rural and urban use in Alberta. Research to include: Alberta and the factors examples of five rural and five urban land uses upon which land use consideration of factors involved in making each decisions are made land use decision development of a plan (including a 2-D/3-D model) for the use of a specific piece of rural or urban land. Assessment Tool Research Process: Rural and Urban Land Use, AGR1110-2 Standard Complete all components of research to a standard of 1 on the rating scale

60 D.38/ Agriculture, CTS Introductory (1997) ©Alberta Education, Alberta, Canada Module Learner Assessment Criteria and Conditions Suggested Expectations Emphasis The student will: Assessment of student achievement should be based on: identify alternatives and given a current issue regarding water, soil or land use 25 consequences associated for agriculture in Alberta: with one or more issues negotiating and debating the issue while assuming involving water, soil or the role of one or more interest groups land use in agriculture preparing a presenting a position paper that outlines a responsible plan of action. Assessment Tools Negotiation and Debate: Introductory Level, AGRNEG-1 Position Paper: Resource Management, AGR1110-3 Standard Address criteria in negotiation/debate and the position paper to a standard of 1 on the rating scale demonstrate basic observations of individual effort and interpersonal Integrated competencies. exploration during the learning process. throughout Assessment Tool Basic Competencies Reference Guide and any assessment tools noted above

Concept Specific Learner Expectations Notes

The student should: Water Management describe the nature and extent of water resources Our water resources will in different regions of Alberta, and their potential include: to support agriculture precipitation surface water ground water. identify physical, chemical and biological Interpret local charts and maps of precipitation characteristics of water that determine its averages. suitability for use in agriculture Research the water cycle and its role in replenishing water supplies.

Introductory CTS, Agriculture /D.39 ©Alberta Education, Alberta, Canada 61 (1997) MODULE AGR1110: RESOURCE MANAGEMENT (continued)

Concept Specific Learner Expectations Notes

The student should: Water Management research techniques used to manage limited and Compare and contrast (continued) excess water supplies in agriculture; e.g.: effective and ineffective management strategies. irrigation, storage, conservation practices diversion, drainage, flood control

cite examples of legislation used to manage the Examples: water resource in Alberta water rights pollution control.

describe the effects of agricultural practices on Relate prevailing winds water quality and topography to precipitation patterns in explain the impacts of limited, excessive or Alberta. inappropriate water supplies on humans, livestock, crops, wildlife and ecosystems

propose strategies for managing water within a Consider/discuss trade- specific rural, urban and/or indoor agriculture offs in water use. environment.

Soil Management describe the nature and composition of soils Investigate: present in different regions of Alberta, and their soil development potential to support agriculture process soil functions identify physical, chemical and biological soil zones and characteristics of soil that determine its suitability classification for use in agriculture mineral, organic, air and water content. Compare different soil types in relation to water retention/ movement. describe the advantages and disadvantages of Research nutrient cycles. different management practices; e.g.: Identify organic and chemical treatments, addition of organic inorganic nutrients. material Cite practices leading to: cultivation, no tillage practices erosional loss water conservation practices nutrient loss.

explain the impacts of soil quality on crops and Discuss alternatives in soil livestock management. Research composting propose strategies for managing soil within a . methods. Construct/ specific rural, urban and/or indoor environment. monitor a compost pile.

D.40/ Agriculture, CTS Introductory (1997) 62 ©Alberta Education, Alberta, Canada Concept Specific Learner Expectations Notes

The student should: Land Use describe different uses of land in rural and urban Research public and Alberta; e.g.: private land resource development stewardship agencies. urban development Examine historical recreation/protected and natural areas changes in land use. transportation corridors Set goals for land use in define and give examples of multiple use, an area. conservation and sustained yield within the Identify concerns related context of water, soil and land use to land use: depletion of describe legislation and policies used to manage moisture/nutrients land in Alberta; e.g.: soil erosion land zoning/classification removal of natural pest environmental impact assessment control organisms. multiple use/range management courses identify appropriate uses for land in agriculture byAssess alternative uses of considering: a specific land site: soil characteristics and topography agriculture water and climate wood land market value of products recreation wildlife habitat environmental stewardship. building site.

Issues in Resource present the results of research on an issue Contact local government Management involving water, soil or land use in agriculture; agencies. e.g.: Collect news articles. identify major viewpoints and stakeholders Resource management is distinguish among facts, opinions and beliefs also important in outline alternatives and consequences agriculture processing. Consider issues related to water use, solid waste, packaging explain the issue by analyzing information reduction and energy gathered. conservation. Use computer simulation programs.

Introductory 63 CTS, Agriculture /D.41 ©Alberta Education, Alberta, Canada (1997) MODULE CURRICULUM AND ASSESSMENT STANDARDS:

SECTION E: INTERMEDIATE LEVEL

The following pages define the curriculum and assessment standards for the intermediate level of Agriculture.

Intermediate level modules help students build on the competencies developed at the introductory level and focus on developing more complex competencies. They provide a broader perspective,helpingstudentsrecognizethe wide range of relatedcareer opportunities available within the strand.

Module AGR2020: Animal Husbandry/Welfare E.3 Module AGR2030: Field Crops 1 (Materials & Processes) E.9 Module AGR2040: Livestock/Poultry 1 (Materials & Processes) E.15 Module AGR2050: Agrifoods 1 (Materials & Processes) E.23 Module AGR2060: Landscape/Turf Management 1 (Maintenance Practices) E.27 Module AGR2070: Equine 1 (Materials & Processes) E.35 Module AGR2080:Floral Design 1 (Projects for All Occasions) E.41 Module AGR2090: Marketing 1 (Open Marketing Structures) E.47 Module AGR2100: Protected Structures E.53 Module AGR2120:Soils Management 1 (Soil Properties/Classification) E.59 Module AGR2130: Integrated Pest Management E.65 Module AGR2140: Nursery/Greenhouse Crops 1 (Materials & Processes) E.71

Intermediate 64 CTS, Agriculture /E.1 ©Alberta Education, Alberta, Canada (1997) MODULE AGR2020: ANIMAL HUSBANDRY/WELFARE

Level: Intermediate

Theme: Social and Cultural Perspectives

Prerequisite: None Module Description:Students apply the principles of animal science and health technology in providing care for a domestic animal.

Module Parameters:Access to a domestic animal and an appropriate animal housing/fencing structure. Off-campus learning can support the development of practical skills in animal care;consultation with a work site supervisor ensures that relevant safety considerations are addressed and that student learning meets or exceeds the learner expectations in this module. See the Off -campus Education Guide for Administrators, Counsellors and Teachers(AlbertaEducation,1995)forfurtherinformationregarding off-campus learning. Note: This module can be combined with other modules from the Agriculture strand and/or from the Career Transitions strand to provide opportunities for students to develop technical competencies within the Alberta Green Certificate Training Program (Alberta Agriculture, Food and Rural Development).Opportunities may also exist for the completion of practical components of this module through projects undertaken with local youth groups; e.g., 4-H Clubs. See SectionH (Linkages/Transitions) of this guide for further information.

Supporting Module:CTR2210 Workplace Safety (Practices) [Career Transitions Strand] Because of the practical nature of this module, students need a general knowledge of accepted practices and potential hazards when performing tasks related to animal care.See Planning for Instruction in Section C for further information on student safety.

65 Intermediate CTS, Agriculture /E.3 ©Alberta Education, Alberta, Canada (1997) MODULE AGR2020: ANIMAL HUSBANDRY/WELFARE (continued) Curriculum and Assessment Standards

Module Learner Assessment Criteria and Conditions Suggested Expectations Emphasis The student will: Assessment of student achievement should be based on: identify and describe completing a research project on factors that 30 indicators of health in a contribute to the health and well-being of a domestic domestic animal and animal. Research to focus attention on indicators of factors that contribute to health in the animal species, and normal/abnormal a healthy animal vital signs, behaviours and environmental conditions. environment Assessment Tool Research Process: Animal Health and Well- Being, AGR2020-1 Standard Conduct research to a standard of 2 on the rating scale demonstrate practical demonstrating practical skills within each of the 50 skills in providing care following areas of animal care: for a domestic animal feeding housing handling and restraint health and well-being. Assessment Tool Task Checklist: Animal Husbandry and Health Care, AGR2020-2 Lab Assessment: Animal Care, AGRLABANM Standard Achieve a minimum performance rating of 2 in each area of task and lab assessment maintaining an anecdotal record of tasks performed in providing care for a domestic animal. Assessment Tool Log/Record of Animal Care, AGRLOGANM Standard Completing all sections of the log/record for animal care tasks performed over a negotiated/contracted period of time

66 E.4/ Agriculture, CTS Intermediate (1997) ©Alberta Education, Alberta, Canada BEST COPY MAMAIiiLE Module Learner Assessment Criteria and Conditions Suggested Expectations Emphasis The student will: Assessment of student achievement should be based on: present a rationale and developing a plan for animal welfare that involves: 20 strategy for addressing a review of historical concerns regarding animal anneal welfare welfare a comparison of animal welfare and animal rights a strategy for maintaining animal welfare based on: ethical, economic and social perspectives welfare needs of the animal current codes of practice alternatives and consequences a recommended plan for action. Assessment Tool Assessment Criteria: Animal Welfare, AGR2020-3 Standard Develop a plan for animal welfare to a standard of 2 on the rating scale demonstrate basic observations of individual effort and interpersonal Integrated competencies. interaction during the learning process. throughout Assessment Tool Basic Competencies Reference Guide and any assessment tools noted above

Concept Specific Learner Expectations Notes

The student should: Health Factors identify and describe indicators of health in a selected animal species; e.g.: physical signs of good and poor health normal and abnormal vital signs symptoms of disease and parasites normal and abnormal behaviour describe normal/abnormal animal physiology and List and describe anatomy anatomy for a selected animal systems. describe normal/abnormal food sources, and the Discuss relationships between physiological impact of nutrient deficiencies on animal health systems.

Intermediate CTS, Agriculture /E.5 ©Alberta Education, Alberta, Canada (1997) 67 MODULE AGR2020: ANIMAL HUSBANDRY/WELFARE (continued)

Concept Specific Learner Expectations Notes

The student should: Health Factors identify agents and sources of stress for the Obtain Recommended (continued) animal, and their implications for health Code of Practice for the Care and Handling of describe characteristics of a healthful animal Farm Animals (a series environment, and conditions that can place an of booklets available fromAgriculture animal's health or safety at risk; e.g.: Canada).Can sanitation housing Invite a local veterinarian methods of restraint. as a resource person.

Safe Handling and demonstrate ethical behaviours in providing care Plan and provide an Care for an animal appropriate environment for a domestic animal. describe contributions of technology in current Conduct research. Plan a animal husbandry and health care practices; e.g.: visit to the local veterinarian. nutrition disease prevention and treatment reproduction kennel and cage management explain basic food requirements in specific Arrange/facilitate field situations; e.g.: trips and job shadowing newborn for first-hand maintenance observation of safe handling and care growth or finishing techniques. pregnant or lactating mothers aging Visit a feed mill. identify shelter needs, and provide/maintain Consider needs with desirable handling, housing and fencing structures respect to animal exercise and training.

monitor vital signs and examine for disease, Invite a local veterinarian parasites and other common ailments through: and/or industry worker head-to-toe examination as a resource person. regular brushing/bathing Possible parasites include care of feet/nails heart worms, round worms, hood worms, care of mouth tape worms, fleas, ticks, earmites, mange and ringworm.

Identify common ailments of the digestive, urinary, cardiovascular and respiratory systems. 68

E.6/ Agriculture, CTS Intermediate (1997) ©Alberta Education, Alberta, Canada Concept Specific Learner Expectations Notes

The student should: Safe Handling and describe abnormal behaviour, and practise Recognize symptoms of Care (continued) intervention strategies for a sick animal; e.g.: rabies, seizure, diabetes, arthritis. reduce stress administer emergency first aid Discuss intervention treat/control disease and other ailments strategies for shock, cardiac arrest, bleeding administer medication and wounds, poisoning, eye/ear injury, bone/ joint injuries, injuries from hot/cold and foreign objects. provide appropriate care for young and/or newly born animals Research how antibiotics and vaccines work. Given an emergency describe veterinary services that are available, and animal situation, the protocol for accessing these services; e.g.: describe appropriate when to call methods of dealing with how to prepare. the emergency.

Animal Welfare distinguish between animal welfare and animal Gather relevant news rights articles. explain the importance of maintaining safe Organize student debates domestic and market-driven environments for on animal welfare issues. animals Research the life and work describe different perspectives regarding an issue of Dr. Temple Grandin, in animal welfare; e.g.: an animal behaviour ethical expert. economic social Identify human attitudes /skills to which animals respond in a positive manner. identify and explain the advantages and Consider factors such as: disadvantages of owning a specific animal personal lifestyle cost needs of animal function of animal therapeutic value identify criteria to be considered when choosing life expectancy of animal. an animal; e.g.: type of animal Discuss reproductive choices, and the breed pros/cons of breeding gender or sterilization.

Intermediate 69 CTS, Agriculture /E.7 ©Alberta Education, Alberta, Canada (1997) MODULE AGR2020: ANIMAL HUSBANDRY/WELFARE (continued)

Concept Specific Learner Expectations Notes

The student should: Animal Welfare identify and describe legislation intended to Complete a research (continued) address animal welfare paper. Contact resource persons identify and describe organizations in the from: community that address animal welfare Alberta Agriculture, Food and Rural outline a protocol for responding to an animal Development welfare issue. the SPCA Alberta Foundation for Animal Care.

70

E.8/ Agriculture, CTS Intermediate (1997) ©Alberta Education, Alberta, Canada MODULE AGR2030: FIELD CROPS 1 (MATERIALS & PROCESSES)

Level: Intermediate

Theme: Technology and Applications

Prerequisite: None

Module Description:Students apply knowledge of matenals and processes in growing a field crop, focusing attention on plant anatomy and identification, growth requirements, physical structures and equipment and practical production tasks; and they identify related career opportunities. Potential areas of specialization include the production of cereals, forage, oil seeds, pulse crops, mushrooms, spices/herbs, vegetables, fruits, medicinal plants and exotic plants.

Module Parameters:Access to a land laboratory. Facilities and equipment should permit students to perform practical skills in two or more areas of crop production; e.g., soil preparation, seeding/propagation, cultivation, irrigation, fertilizing, pest and disease control, harvesting. Off-campus learning can support the development of practical skills in crop production; consultation with a work site supervisor ensures that relevant safety considerations are addressed and that student learning meets or exceeds the learner expectations in this module. See the Off -campus Education Guide for Administrators, Counsellors and Teachers(AlbertaEducation,1995)forfurtherinformationregarding off-campus learning. Note: This module can be combined with other modules from the Agriculture strand and/or from the Career Transitions strand to provide opportunities for students to develop technical competencies within the Alberta Green Certificate Training Program (Alberta Agriculture, Food and Rural Development). Opportunities may also exist for the completion of practical components of this module through projects undertaken with local youthgroups; e.g., 4-H Clubs. See Section H (Linkages/Transitions) of this guide for further information.

Supporting Modules: CTR2210 Workplace Safety (Practices) [Career Transitions Strand] AGR1030 Production Basics Because of the practical nature of this module, students need a general knowledge of accepted practices and potential hazards when performing tasks related to crop production. See Planning for Instruction in Section C for further information on student safety.

Intermediate CTS, Agriculture /E.9 ©Alberta Education, Alberta, Canada 71 (1997) MODULE AGR2030: FIELD CROPS 1 (MATERIALS & PROCESSES) (continued) Curriculum and Assessment Standards

Module Learner Assessment Criteria and Conditions Suggested Expectations Emphasis The student will: Assessment of student achievement should be based on: identify and describe given access to on-site (or photographed) Alberta 20 field crop species suited field crop species, identifying selected species to Alberta climates according to: common name general characteristics/growth habits basic structural parts. Identification to include, where possible, structural parts of the root, stem, leaf and flower/seed. Assessment Tools Identification Guide: Field Crop Species, AGRIDEFLD Information Sheet: Field Crop Species, AGRINFFLD Standard Identify 10 Alberta field crop species by common name, growth habit and basic structure given a range of field crop species grown in western Canada, conducting research on the unique characteristics of each species and their significance in the production system. Assessment Tool Research Process, CTSRES Standard For each of 10 field crop species, identify three or more unique characteristics of particular importance in the production system demonstrate knowledge demonstrating knowledge and safe use of basic 20 and safe use of basic equipment pertinent to two areas of crop production. equipment used in crop Assessment Tool production Task Checklist: Field Crops 1, AGR2030-1 Lab Assessment: Plant Production, AGRLABPLT Standard Achieve a minimum performance rating of 3 in applicable areas of task and lab assessment

E.10/ Agriculture, CTS Intermediate (1997) 72 ©Alberta Education, Alberta, Canada MODULE AGR2030: FIELD CROPS 1 (MATERIALS & PROCESSES) (continued)

Module Learner Assessment Criteria and Conditions Suggested Expectations Emphasis The student will: Assessment of student achievement should be based on: demonstrate practical demonstrating practical skills within two of the 50 skills in planting, following areas of crop production: growing and/or soil preparation harvesting a field crop seeding/propagation crop cultivation irrigation fertilizing pest/weed/disease control harvesting. Assessment Tool Task Checklist: Field Crops 1, AGR2030-1 Lab Assessment: Plant Production, AGRLABPLT Standard Achieve a minimum performance rating of: 2 in applicable areas of crop production 3 in the safe use of hand and power equipment maintaining an anecdotal record of production tasks performed in two areas of crop production. Assessment Tool Log/Record of Production Tasks: Plants, AGRLOGPLT Standard Completing all sections of the log/record for each production task performed over a negotiated/ contracted period of time describe career given career information relevant to field crop 10 opportunities relevant to production, completing a research project on one or field crop production more career opportunities within the industry. Assessment Tool Career Search: Intermediate Level, AGRCAR-2 Standard Complete research to a standard of 2 on the rating scale

Intermediate CTS, Agriculture /E.11 ©Alberta Education, Alberta, Canada 73 (1997) MODULE AGR2030: FIELD CROPS 1 (MATERIALS & PROCESSES) (continued)

Module Learner Assessment Criteria and Conditions Suggested Expectations Emphasis The student will: Assessment of student achievement should be based on: demonstrate basic observations of individual effort and interpersonal Integrated competencies. interaction during the learning process. throughout Assessment Tool Basic Competencies Reference Guide and any assessment tools noted above

Concept Specific Learner Expectations Notes

The student should:

Plant Anatomy and identify field crops grown in western Canada Draw, label and list Identification according to: functions of specific common name plant structures. general characteristics/growth habits Prepare a seed display of basic structural parts different field crop species. describe the structure, function and growth habits Assembled displays of of field crop species, and their significance to the seed varieties can be producer; e.g.: obtained from: cells and tissues Canadian Wheat Board roots Canadian Grains stems Institute. leaves flowers and fruits

explain basic plant processes and related Prepare/examine terminology; e.g.: microscope slides of water and nutrient intake plant parts/cross- respiration sections. photosynthesis transpiration identify field crops that are suited to specific applications in Alberta; e.g.: Plant collections and vegetable and fruit crops displays. pulse crops Prepare models and/or oil seeds mounts. specialty crops.

E.12/ Agriculture, CTS 74 Intermediate (1997) ©Alberta Education, Alberta, Canada MODULE AGR2030: FIELD CROPS 1 (MATERIALS & PROCESSES) (continued)

Concept Specific Learner Expectations Notes

The student should: Production identify types of equipment that are used at each Equipment stage of production; e.g.: hand and/or power equipment used in seeding/planting, tillage, water/fertilizer application and harvest handling equipment, such as trucks, tractors, conveyors and augers identify and describe criteria relevant to the selection and/or design of production equipment; e.g.: function, operation and maintenance safety efficiency ethical, legal and environmental factors economics and cost identify policy, legislation and safe practices relevant to the use of equipment and crop inputs.

Production Skills identify basic physical requirements for Design/conduct producing field crops; e.g.: experiments that water monitor the effect of environmentalfactors light (quantity, quality, duration) on growth. temperature air space variables nutrients describe how weather and climate may affect Calculate germination production activities rates. relate principles of nutrition to production practices; e.g.: Recognize nutrient function and sources of essential nutrients deficiencies. identifying excesses and deficiencies fertilizer formulation describe the symptoms, treatment and prevention Use nontoxic and safe of major pests, diseases and ailments that affect materials for controlling the health of plants; e.g.: plant pests and diseases. identification, symptoms and treatment cultural, mechanical, biological and chemical methods of control

Intermediate 75 CTS, Agriculture /E.13 ©Alberta Education, Alberta, Canada (1997) MODULE AGR2030: FIELD CROPS 1 (MATERIALS & PROCESSES) (continued)

Concept Specific Learner Expectations Notes

The student should: Production Skills perform basic field crop production activities; Compare "common" and (continued) e.g.: "certified" seed soil preparation systems. seeding/propagation crop cultivation irrigation/fertilization pest/weed/disease control harvesting.

Career Opportunities research careers and the range of occupational Plan for individual/group opportunities related to producing field crops; research and e.g.: presentations. primary production Research information agriscience/production management regarding: resource management job description support services employment markets education/training wage expectations. Arrange/facilitate: describe current employment opportunities based .information interviews on employment statistics work study/experience job shadowing. Contact the "Career Hotline" (telephone: 1-800-661-3753). outline trends in field crop production and future career opportunities. See the National Occupational Profiles (NOC) in Section H: Linkages/Transitions.

E.14/ Agriculture, CTS 76 Intermediate (1997) ©Alberta Education, Alberta, Canada MODULE AGR2040: LIVESTOCK/POULTRY 1 (MATERIALS & PROCESSES)

Level: Intermediate

Theme: Technology and Applications

Prerequisite: None

Module Description:Students apply knowledge of matenals and processes in raising livestock, poultry or other animal commodities, focusing attention on anatomy and identification, rations and feeding, housing, animal handling and restraint, animal health and welfare, and care for the young; and they identify related career opportunities. Potential areas of specialization include the production of beef, dairy, poultry, swine, sheep, game, exotics and bees and/or the study of aquaculture.

Module Parameters:Access to livestock, poultry or specialty animals and to appropriate animal housing and fencing structures. Off-campus learning can support the development of practical skills in animal production; consultation with a work site supervisor ensures that relevant safety considerations are addressed and that student learning meets or exceeds the learner expectations in this module. See the Off -campus Education Guide for Administrators, Counsellors and Teachers(AlbertaEducation,1995)forfurtherinformationregarding off-campus learning. Note: This module can be combined with other modules from the Agriculture strand and/or from the Career Transitions strand to provide opportunities for students to develop technical competencies within the Alberta Green Certificate Training Program (Alberta Agriculture, Food and Rural Development).Opportunities may also exist for the completion of practical components of this module through projects undertaken with localyouth groups;e.g., 4-H Clubs. See Section H (Linkages/Transitions) of this guide for further information.

Supporting Modules: CTR2210 Workplace Safety (Practices) [Career Transitions Strand] AGR1030 Production Basics Because of the practical nature of this module, students need a general knowledge of accepted practices and potential hazards when performing tasks related to animal production.See Planning for Instruction in Section C for further information on student safety.

Intermediate 77 CTS, Agriculture /E.15 ©Alberta Education, Alberta, Canada (1997) MODULE AGR2040: LIVESTOCK/POULTRY 1 (MATERIALS & PROCESSES) (continued) Curriculum and Assessment Standards

Module Learner Assessment Criteria and Conditions Suggested Expectations Emphasis The student will: Assessment of student achievement should be based on: describe the basic identifying by name and function the basic structural 30 anatomy, physiology and parts of a beef, dairy, sheep, swine, poultry or breeds of cattle (beef or specialty animal. Identification to include, where dairy), sheep, swine, possible, structural parts of the head, body and limbs. poultry or specialty animals Assessment Tool Identification Guide: Basic Anatomy and Physiology, AGR2040-1 Standard Identify by name and function 15 basic structural parts located in the head, body and limb areas of particular importance in the production system explain vital life processes of respiration, digestion, excretion, growth and reproduction for a livestock species, and the significance of each in the production system. Assessment Tool Knowledge/Application Assessment: Vital Life Processes, AGR2040-2 Standard Respond to a standard of 2 on the rating scale compare the unique characteristics of two or more breeds of a beef, dairy, sheep, swine, poultry or specialty animal, and describe their significance to the producer. Assessment Tool Research Process: Animal Breeds, AGR2040-3 Standard Conduct research to a standard of 2 on the rating scale.

78 E.16/ Agriculture, CTS Intermediate (1997) ©Alberta Education, Alberta, Canada MODULE AGR2040: LIVESTOCK/POULTRY 1 (MATERIALS & PROCESSES) (continued)

Module Learner Assessment Criteria and Conditions Suggested Expectations Emphasis The student will: Assessment of student achievement should be based on: demonstrate practical demonstrating practical skills within three of the 50 skills in raising, growing following areas of animal production: and finishing cattle (beef feeding or dairy), sheep, swine, housing poultry or specialty handling and restraint animals health and welfare breeding operations care for young. Production tasks will involve the application of appropriate safety guidelines for animal husbandry. Assessment Tool Task Checklist: Livestock/Poultry 1, AGR2040-4 Lab Assessment: Animal Care, AGRLABANM Standard Achieve a minimum performance rating of 2 in applicable areas of task and lab assessment maintaining an anecdotal record of production tasks performed. Assessment Tool Log/Record of Animal Care, AGRLOGANM Standard Completing all sections of the log/record for animal care tasks performed over a negotiated/contracted period of time demonstrate appropriate demonstrating knowledge and safe use of basic 10 use of basic structures structures and equipment pertinent to each area of and equipment in animal animal production. production Assessment Tool Task Checklist: Livestock/Poultry 1, AGR2040-4 Lab Assessment: Animal Care, AGRLABANM Standard Achieve a minimum performance rating of 2 in applicable areas of task and lab assessment

Intermediate CTS, Agriculture /E.17 ©Alberta Education, Alberta, Canada (1997) 79 MODULE AGR2040: LIVESTOCK/POULTRY 1 (MATERIALS & PROCESSES) (continued) Module Learner Assessment Criteria and Conditions Suggested Expectations Emphasis The student will: Assessment of student achievement should be based on: describe career given career information relevant to livestock, poultry 10 opportunities relevant to or specialty animal production, completing a research beef, dairy, sheep, project on one or more career opportunities within the swine, poultry or industry. specialty animal Assessment Tool production Career Search: Intermediate Level, AGRCAR-2 Standard Complete research to a standard of 2 on the rating scale.

demonstrate basic observations of individual effort and interpersonal Integrated competencies. interaction during the learning process. throughout Assessment Tool Basic Competencies Reference Guide and any assessment tools noted above

Concept Specific Learner Expectations Notes

The student should:

Anatomy and describe the characteristics and function of major Draw, label and list the Physiology anatomical structures in livestock, poultry or an functions of specific animal specialty anatomical structures. Prepare models. explain vital life processes and related prepare diagrams of an terminology; e.g.: animal's digestive respiration system. digestion Cattle and sheep have waste excretion rumens (4-compart- growth ment stomachs), which reproduction enable them to digest grass and crop wastes.

80 E.18/ Agriculture, CTS Intermediate (1997) ©Alberta Education, Alberta, Canada Concept Specific Learner Expectations Notes

The student should: Anatomy and identify major classes and breeds of commercial Dairy cattle producers place emphasis on a Physiology species cow's udder and milk (continued) describe the desirable characteristics of major production records. classes and breeds Beef, hog and meat poultry producers place identify animal breeds that are suited to specific emphasis on muscling production and market applications. for meat production. Identify specific breeds of animals from pictures/slides. Invite a rural development specialist/veterinarian as a resource person.

Production Skills identify basic physical requirements for List the tasks required to producing livestock, poultry or specialty animals; provide proper care for an animal. e.g.: water and food Potential linkages exist light with the Alberta Agriculture Green temperature Certificate Farm air Training Program: space variables beef dairy describe how weather and climate may affect sheep production activities swine. For further information, see Section H: Linkages/Transitions. describe normal/abnormal feed sources, and the Prepare a flow chart that impact of nutrient deficiencies on animal health illustrates techniques for ration formulation. provide basic feed requirements in specific Develop a chart depicting situations; e.g.: the nutritional maintenance requirements of a growth or finishing specific animal. pregnant or lactating mothers Compare different feeding systems. demonstrate accepted methods of handling and restraining animals

Intermediate 81 CTS, Agriculture /E.19 ©Alberta Education, Alberta, Canada (1997) MODULE AGR2040: LIVESTOCK/POULTRY 1 (MATERIALS & PROCESSES) (continued)

Concept Specific Learner Expectations Notes

The student should:

Production Skills describe common pests, diseases and ailments thatConsider the use of: (continued) affect the health of animals within the industry; drug administration e.g.: vaccination identification, symptoms and treatment feed additives. cultural, mechanical, biological and chemical methods of control Examine the role of veterinary services. administer basic treatments for common pests, diseases and/or ailments; e.g.: injections dusting Research herd health identify policy, legislation and safe practices factors and considerations. relevant to raising livestock, poultry or specialty animals.

Structures and describe housing and fencing structures used in Research an appropriate Equipment producing livestock, poultry or specialty animals; facility for one type of e.g.: livestock. fences and shelters totally confined rearing structures clean and disinfect trailers, pens and other animal holding structures

safely operate and maintain equipment used at Construct models of each stage of production within the industry; e.g.: fences, gates, corrals, hand and/or power equipment used in etc., suited to a specific maintaining health and nutrition animal. handling equipment, such as trucks, conveyors and augers evaluate the design and/or construction of Design/construct models structures and equipment in respect to: of structures and function, operation and maintenance equipment. safety and efficiency Collect/label pictures of ethical, legal and environmental factors various types of animal economics and cost shelters. Potential linkages exist identify policy, legislation and safe practices with the Construction relevant to the use of structures and equipment Technologies strand within the industry. (see CON2100, a module on agri- structures).

E.20/ Agriculture, CTS S2 Intermediate (1997) ©Alberta Education, Alberta, Canada MODULE AGR2040: LIVESTOCK/POULTRY 1 (MATERIALS & PROCESSES) (continued)

Concept Specific Learner Expectations Notes

The student should: Career Opportunities research careers and the range of occupational Plan for individual/group opportunities related to producing livestock, research and poultry or animal specialties; e.g.: presentations. primary production Research information agriscience/production management regarding: resource management job description support services employment markets education/training wage expectations. describe current employment opportunities based Arrange/facilitate: on employment statistics information interviews outline trends in livestock, poultry or specialty work study/experience job shadowing. production, and future career opportunities. Contact the "Career Hotline" (telephone: 1-800-661-753). See the National Occupational Profiles (NOC) in Section H: Linkages/Transitions.

Intermediate CTS, Agriculture /E.21 ©Alberta Education, Alberta, Canada 33 (1997) MODULE AGR2050: AGRIFOODS 1 (MATERIALS & PROCESSES)

Level: Intermediate

Theme: Technology and Applications

Prerequisite: None

Module Description:Students demonstrate knowledge of materials and processes used in producing an agrifood product or in providing a related service, focusing attention on industry inputs, and processing technologies and practices; and they identify related career opportunities. Potential areas of investigation include dairy, beef,' pork, poultry, cereals, oil seeds, sugar beets, wme, fruits/vegetables and honey.

Module Parameters:Access to an agrifood industry.

Supporting Module:AGR1060 Consumer Products & Services Curriculum and Assessment Standards

Module Learner Assessment Criteria and Conditions Suggested Expectations Emphasis

The student will: Assessment of student achievement should be based on: describe the range of given access to information concerning an agrifood 20 input materials, food industry, a presentation or report (written, oral or products and/or related visual) on: services characteristic of inputs to processing within the industry, including an agrifood industry commodity inputs, human and natural resources and technology products and/or related services provided by the industry. Assessment Tool Presentations/Reports: Intermediate Level, AGRPRE-2 Standard Complete the presentation or report to a standard of 2 on the rating scale explain technologies and a portfolio that describes technologies and practices 60 practices used in used to produce a food product or provide a related processing an agriculture service within an agrifood industry. food product or in Assessment Tool providing a related Portfolio: Profile of an Agrifood Industry, service AGR2050-1 Standard Prepare and present the portfolio to a standard of 2 on the rating scale

Intermediate CTS, Agriculture /E.23 ©Alberta Education, Alberta, Canada S4 (1997) MODULE AGR2050: AGRIFOODS 1 (MATERIALS & PROCESSES) (continued)

Module Learner Assessment Criteria and Conditions Suggested Expectations Emphasis

The student will: Assessment of student achievement should be based on: describe career given information concerning careers within the 20 opportunities relevant to agrifood industry, completing a research project on the agrifood industry one or more related career opportunities. Assessment Tool Career Search: Intermediate Level, AGRCAR-2 Standard Complete research to a standard of 2 on the rating scale demonstrate basic observations of individual effort and interpersonal Integrated competencies. interaction during the learning process. throughout Assessment Tool Basic Competencies Reference Guide and any assessment tools noted above

Concept Specific Learner Expectations Notes

The student should: Nature of the describe the products and/or services produced by Plan for individual/group Industry an agrifood industry research and presentations. describe inputs to processing within the industry; e.g.: Prepare a glossary of commodity inputs/raw materials industry terms. financial resources human and natural resources Processing systems are technology driven by the "value chain" that includes explain supply management systems that may researcher, producer, affect supply of raw materials to the industry; processor, distributor and vendor. Each agent e.g.: adds value to meet the government regulations needs of the consumer. board management systems identify environmental factors that affect the Contact the Alberta Food viability of the processing industry; e.g.: Processors' water Association. land and soil weather and climate.

E.24/ Agriculture, CTS 85 Intermediate (1997) ©Alberta Education, Alberta, Canada Concept Specific Learner Expectations Notes

The student should: Processing explain the stages and steps in processing the Construct flow charts/ Techniques commodity and providing the value-added diagrams. product and/or service explain applications of technology in processing the commodity and providing the value-added product and/or service explain the need for quality control within the For a look at quality control in cheese processing industry; e.g.: production, obtain the testing/inspection of raw materials video entitled On the product quality and uniformity Line (see Section I: Learning Resource explain systems used to grade products within the Guide). industry describe methods of preserving perishable Examine the effects of products within the industry; e.g.: temperature and blanching and canning packaging on product quality and shelf life. dehydration and freeze-drying fermentation refrigeration and freezing atmosphere control food additives describe packaging and labelling practices within the industry describe transportation and storage practices Draw a map that illustrates within the industry, and their impact on industry how transportation and storage may influence location and product costs industry location. describe buildings /structures and equipment used Design/construct models in processing, transportation and storage; e.g.: of structures and design features equipment. operation and maintenance safety standards economics/cost identify safety concerns, regulations and standards within the industry.

Intermediate CTS, Agriculture /E.25 ©Alberta Education, Alberta, Canada (1997) MODULE AGR2050: AGRIFOODS 1 (MATERIALS & PROCESSES) (continued)

Concept Specific Learner Expectations Notes

The student should: Career Opportunities research careers and the range of occupational Plan for individual/group opportunities related to processing an agricultural research and commodity or providing a value-added presentations. product/service; e.g.: Research information processing regarding: business/sales job description communications employment markets research and development education/training quality assuranceance wage expectations. transportation Arrange/facilitate: education information interviews work study/experience job shadowing. describe current employment opportunities based Contact the "Career on employment statistics Hotline" (telephone: 1-800-661-3753). See the National outline trends in the agrifood industry and future Occupational Profiles career opportunities. (NOC) in Section H: Linkages/Transitions.

87

E.26/ Agriculture, CTS Intermediate (1997) ©Alberta Education, Alberta, Canada MOEitJtEA6R2. 060: LANDSCAPE/TURF MANAGEMENT 1 (MAINTENANCE PRACTICES)

Level: Intermediate

'Theme: Technology and Applications

Prerequisite: AGR1070 Basic Landscape/Turf Care

Module Description:Students demonstrate the techniques used to provide landscape and turf maintenance services, focusing attention on plant identification, equipment' maintenance, effective landscape practices, cost analysis and pricing. Potential, areas of specialization include home landscapes, golf courses, recreational fields, and parks, institutional/industrial grounds and roadside landscapes.

Module Parameters:Access toresidential,recreational,institutional/industrialand/or roadside landscapes. Facilities and hand and power equipment should permit students to perform practical tasks in landscape management; e.g., watering, cultivation/mulching, correctivepruning,mowing/trimming/edging ofturfgrass,weedcontrol, installation/removal of plant material. Instructor training in first aid and in the use of pesticides is recommended; e.g., Standard First Aid, Pesticide Applicator/Dispenser Certificate. Off-campus learning can support the development of practicalskillsin landscape/turf management; consultation with a work site supervisor ensures that relevant safety considerations are addressed and that student learning meets or exceeds the learner expectations in this module. See the Off-campus Education Guide for Administrators, Counsellors and Teachers(AlbertaEducation,1995)forfurtherinformationregarding off-campus learning. Note: This module can be combined with other modules from the Agriculture strand and/or from the Career Transitions strand to provide opportunities for students to develop technical competencies within the Landscape Gardener Apprenticeship Program (Alberta Advanced Education and Career Development). See Section H (Linkages/Transitions) of this guide for further information.

Supporting Module:CTR2210 Workplace Safety (Practices) [Career Transitions Strand] Because of the practical nature of this module, students need a general knowledge of accepted practices and potential hazards when performing tasks related to landscape/turf management. See Planning for Instruction in Section C for further information on student safety.

Intermediate CTS, Agriculture /E.27 ©Alberta Education, Alberta, Canada (1997) MODULE AGR2060: LANDSCAPE/TURF MANAGEMENT 1 (MAINTENANCE PRACTICES) (continued) Curriculum and Assessment Standards

Module Learner Assessment Criteria and Conditions Suggested Expectations Emphasis

The student will: Assessment of student achievement should be based on: identify plants suitable given access to on-site (or photographed) tree, shrub, 20 for use in Alberta ground cover, flower and turfgrass species/varieties landscapes used in Alberta landscapes, identifying selected specimens according to: common and botanical names general characteristics/growth habits functional use in Alberta landscapes. Assessment Tool Identification Guide: Landscape Plants, AGRIDELDS Information Sheet: Landscape Plants, AGRINFLDS Standard Identify 10 landscape plant (including tree, shrub, ground cover, flower and turf grass specimens) in addition to those identified in AGR1070 given access to on-site (or photographed) weed species found in Alberta landscapes and turfgrasses, identifying selected specimens according to: common name growth habit management technique. Assessment Tool Identification Guide: Landscape/Turfgrass Weeds, AGRIDEWED Information Sheet: Landscape/Twfgrass Weeds, AGRINFWED Standard Identify 5 common weeds (found in Alberta landscapes and/or turfgrasses) in addition to those identified in AGR1070

89 E.28/ Agriculture, CTS Intermediate (1997) ©Alberta Education, Alberta, Canada MODULE AGR2060: LANDSCAPE/TURF MANAGEMENT 1 (MAINTENANCE PRACTICES) (continued)

Module Learner Assessment Criteria and Conditions Suggested Expectations Emphasis

The student will: Assessment of student achievement should be based on: perform routine performing routine maintenance tasks on hand and 20 maintenance and safety power landscape/turfgrass equipment, including when checks on equipment applicable: used in landscape cleaning/sharpening of hand tools and mower practices blades lubrication of hand and power tools checking of oil, filters, battery, spark plugs and radiator on small engines cleaning of air filters on small engines checking tires and tire pressure preparation of equipment for off-season storage. Assessment Tool Task Checklist: Landscape/Turf Management 1, AGR2060-1 Lab Assessment: Landscape and Turf Care, AGRLABLDS Standard Achieve a minimum performance rating of 2 on three pieces of equipment used in landscape / turfgrass maintenance, one of which is power driven

Intermediate CTS, Agriculture /E.29 ©Alberta Education, Alberta, Canada 90 (1997) MODULE AGR2060: LANDSCAPE/TURF MANAGEMENT 1 (MAINTENANCE PRACTICES) (continued)

Module Learner Assessment Criteria and Conditions Suggested Expectations Emphasis

The student will: Assessment of student achievement should be based on: demonstrate practical performing landscape/turfgrass installation and 50 skills in installing and maintenance services within four of the following maintaining landscape areas: plants and turfgrass planting and transplanting preparing turfgrasses in the spring season corrective pruning trees and heading/thinning back fertilizer calculation and application to landscaped/turfed areas winterizing of trees, shrubs, perennials and turfgrasses. Installation and maintenance services will involve the application of appropriate safety guidelines for using hand and power equipment. Assessment Tool Task Checklist: Landscape/Turf Management 1, AGR2060-1 Lab Assessment: Landscape and Turf Care, AGRLABLDS Standard Achieve a minimum performance rating of: 2 in installation and maintenance services 3 in the use of hand and power equipment maintaining an anecdotal record of all landscape/ turfgrass services performed. Assessment Tool Log/Record of Landscape/Turfgrass Services, AGRLOGLDS Standard Completing all sections of the log/record for each service performed. explain techniques used preparing a simple cost analysis for one landscape/ 10 to cost landscape and turfgrass service. turfgrass services Assessment Tool Landscaping Principles and Practices (Unit 25: Pricing Landscape Maintenance) Standard Accurately complete a cost analysis for one service performed

BEST COPY AVAILABLE E.30/ Agriculture, CTS Intermediate (1997) 91 ©Alberta Education, Alberta, Canada MODULE AGR2060: LANDSCAPE/TURF MANAGEMENT 1 (MAINTENANCE PRACTICES) (continued)

Module Learner Assessment Criteria and Conditions Suggested Expectations Emphasis The student will: Assessment of student achievement should be based on: demonstrate basic observations of individual effort and interpersonal Integrated competencies. interaction during the learning process. throughout Assessment Tool Basic Competencies Reference Guide and any assessment tools noted above

Concept Specific Learner Expectations Notes

The student should: Plant Identification describe methods of identifying landscape plants; Identify 10 or more e.g.: landscape plants on site. using common names Collect/mount a weed using botanical nomenclature display. identify and select appropriate trees, shrubs and Identify specialty plants, ground covers for given applications in Alberta including bulbs, corms, tubers and fleshy roots. landscapes; e.g.: herbaceous and woody Choose andan plant bare root, ball and burlap, evergreen and deciduous and container grown identify and select appropriate flowers for given stock. applications in Alberta landscapes; e.g.: Relate anatomy of annual, biennial and perennial turfgrass to appropriate management practices. bulbs, tubers and rhizomes Distinguish between identify and select appropriate turfgrasses for single species turf given applications in Alberta landscapes; e.g.: plantings and grasses rhizome producing, stolon producing and that are mixtures or blends. bunch type fine, medium and course leaf texture.

Equipment perform daily maintenance on hand and power CAUTION: Maintenance equipment used in landscape practices; e.g.: Review safety knowledge clean/sharpen hand tools and mower blades and skills from AGR1070 prior to lubricate hand and power tools practical activities. check oil, oil filter, battery and radiator on small engines clean air filters on small engines check tires and tire pressure

Intermediate CTS, Agriculture /E.31 ©Alberta Education, Alberta, Canada 92 (1997) MODULE AGR2060: LANDSCAPE/TURF MANAGEMENT 1 (MAINTENANCE PRACTICES) (continued)

Concept Specific Learner Expectations Notes

The student should: Equipment perform safety checks on equipment and report Maintenance malfunctions (continued) diagnose and troubleshoot equipment failure show appropriate records regarding the use of Potential linkages exist with the "Landscape power equipment; e.g.: Gardener Apprentice- hours of operation ship Training Program" periodic servicing (see Section H: Linkages/Transitions). prepare equipment for off-season storage; e.g.: cleaning draining oil change repair.

Installation/ demonstrate proper planting and/or transplanting Perform general landscape Maintenance techniques for landscape plants; e.g.: and turf installation / Tasks handling of plant materials maintenance services. preparing the growing media and seed bed Keep a daily log that installing plants and turf details maintenance staking and guying the plants services performed. demonstrate proper techniques for preparing Demonstrate correct use of turfgrasses in the spring season; e.g.: core aerator and power clean-up rake. dethatching first cutting Calculate fertilizer patching the lawn requirements for turfed aeration and top dressing areas. fertilizing explain the reasons for pruning trees, shrubs and Demonstrate corrective other landscape plants pruning on trees anand shrubs: demonstrate proper techniques for pruning trees, thinning, heading back, shrubs and other landscape plants; e.g.: jump cuts corrective hedge shearing heading back pruning of conifers. thinning jump cuts

93 E.32/ Agriculture, CTS Intermediate (1997) ©Alberta Education, Alberta, Canada MODULE AGR2060: LANDSCAPE/TURF MANAGEMENT 1 (MAINTENANCE PRACTICES) (continued)

Concept Specific Learner Expectations Notes

The student should: Installation/ explain types of winter damage to landscape Explain winterizing Maintenance plants and ways to protect against winter injury; techniques for trees, shrubs and turf. Tasks (continued) e.g.: windburn and sunscald Potential linkages exist temperature extremes with various pesticide applicator/dispenser ground heaving certificate courses (see damage owing to ice, snow and salt Section H: Linkages/ snowplow and vehicle damage Transitions). demonstrate proper techniques for winterizing trees, shrubs, perennials and turfgrasses.

Cost Analysis identify factors that determine the cost of a Consider daily work ethic landscape/turfgrass service; e.g.: in assessing landscape material costs services performed: attendance labour costs punctuality equipment usage costs use of time overhead costs group skills/attitudes respect for property prepare simple cost analyses for basic landscape/ clean-up. turfgrass services.

Intermediate CTS, Agriculture /E.33 ©Alberta Education, Alberta, Canada 94 (1997) MODULE AGR2070: EQUINE 1 (MATERIALS & PROCESSES)

Level: Intermediate

Theme: Technology and Applications

Prerequisite: None

Module Description:Students demonstrate practical skills and approved practices in providing for the daily care of a horse, focusing attention on the origin and history of horses, anatomy and conformation, types and breeds, handling and feeding practices, and basic health care; and they identify related career opportunities.

Module Parameters:Access to a horse and appropriate equine housing/fencing structures. Off-campus learning is required to support the development of practical skills in the care of equine; consultation with a work site supervisor ensures that relevant safety considerations are addressed and that student learning meets or exceeds the learner expectations in this module. It is recommended that students have a minimum of 50 hours of previous experience in horse handling and horse care prior to commencing the study of this module. See the Off -campus Education Guide for Administrators, Counsellors and Teachers(AlbertaEducation,1995)forfurtherinformationregarding off-campus learning. Note: Learner expectations in AGR2070 Equine 1 and AGR3070 Equine 2 are introductory to competencies developed in the two-year Equine Science Diploma Program at Olds College, Alberta. Opportunities for recognition of prior learning may be considered upon admission to this post- secondary program.

Supporting Modules: CTR2210 Workplace Safety (Practices) [Career Transitions Strand] AGR1030 Production Basics Because of the practical nature of this module, students need a general knowledge of accepted practices and potential hazards when performing tasks related to the care of equine.See Planning for Instruction in Section C for further information on student safety.

Intermediate 95 CTS, Agriculture /E.35 ©Alberta Education, Alberta, Canada (1997) MODULE AGR2070: EQUINE 1 (MATERIALS & PROCESSES) (continued) Curriculum and Assessment Standards

Module Learner Assessment Criteria and Conditions Suggested Expectations Emphasis The student will: Assessment of student achievement should be based on:

describe the completing a research project that examines the 15 significance, origin and significance, origin and conformational features of the conformational features horse. Research to address: of the horse social and economic significance origin and history conformational features of the head, neck, fore limb and hind limb factors determining balance. Assessment Tool Research Process: Origin, History and Conformation of the Horse, AGR2070-1 Standard Complete all components of research to a standard of 2 on the rating scale identify the types, breeds given access to information concerning the types and 10 and characteristics of breeds of horses, a presentation or report (oral, horses written or visual) that describes: distinguishing characteristics of draft horses and light horses dominant/recessive traits and selection criteria relevant to specific breeds of draft horses and light horses commonly used systems of breeding, including inbreeding, linebreeding and crossbreeding. Assessment Tool Presentations/Reports: Intermediate Level, AGRPRE-2 Standard Complete the presentation or report to a standard of 2 on the rating scale

E.36/ Agriculture, CTS 96 Intermediate (1997) ©Alberta Education, Alberta, Canada Module Learner Assessment Criteria and Conditions Suggested Expectations Emphasis The student will: Assessment of student achievement should be based on: demonstrate practical demonstrating practical skills within each of the 70 skills and approved following areas of daily horse care: procedures for horse handling and restraint handling, feeding and feeding practices health care health care practices. Assessment Tool Task Checklist: Equine 1, AGR2070-2 Lab Assessment: Animal Care, AGRLABANM Standard Achieve a minimum performance rating of 2 in each area of task and lab assessment maintaining an anecdotal record of daily horse care tasks performed. Assessment Tool Log/Record of Animal Care, AGRLOGANM Standard Complete all sections of the log/record for daily horse care tasks performed over a negotiated/ contracted period of time describe career given current information on careers that involve the 5 opportunities relevant to care, breeding and training of horses, completing a the care, breeding and research project on one or more related career training of horses opportunities. Assessment Tool Career Search: Intermediate Level, AGRCAR-2 Standard Complete research to a standard of 2 on the rating scale demonstrate basic observations of individual effort and interpersonal Integrated competencies. interaction during the learning process. throughout Assessment Tool Basic Competencies Reference Guide and any assessment tools noted above

Intermediate CTS, Agriculture /E.37 ©Alberta Education, Alberta, Canada 97 (1997) MODULE AGR2070: EQUINE 1 (MATERIALS & PROCESSES) (continued)

Concept Specific Learner Expectations Notes

The student should:

Significance, Origin identify different types of benefits associated with Invite guest speakers from and Conformation horses; e.g.: horse breeding pleasure associations. companionship performance breeding describe the origin and history of horses, and Individual/group research factors that lead to domestication and presentation. identify and describe the characteristics and Draw, label and list functions of basic external parts of a horse functions of specific external parts. analyze and explain conformational features of Construct models; relate major body parts; e.g.: conformational features head and neck to specific applications. fore limb and hind limb identify factors determining a horse's balance.

Types and Breeds identify and describe the distinguishing Contact breed associations characteristics of draft horses and light horses for breed promotion material and guest identify breeds of draft and light horses that are speakers. suited to specific applications explain how characteristics of the horse are passed from generation to generation, and commonly used breeding systems; e.g.: inbreeding linebreeding crossbreeding explain heredity principles relevant to a specific breed of horse; e.g.: dominant and recessive traits selection criteria and procedures.

E.38/ Agriculture, CTS Intermediate (1997) ©Alberta Education, Alberta, Canada Concept Specific Learner Expectations Notes

The student should: Handling, Feeding identify environmental factors that need to be Invite a local veterinarian and Health Care considered in providing care for a horse; e.g.: to discuss accepted handling and care weather and climate techniques. land, soil and water characteristics List the tasks required to demonstrate appropriate techniques for handling a provide daily equine care; emphasize horse; e.g.: approved safety approaching a horse practices for working leading a horse with horses. cleaning a horse's feet Discuss the importance of, grooming a horse and challenges related tying a horse to equine foot care. restraining a horse Examine techniques for trimming bridle path, muzzle and possibly ears. Discuss the process of desensitization. perform approved horse feeding practices by Discuss the functional and providing: nutritional value of water requirements water; identify water requirements for varying equine activities and conditions. roughage needs Explain the role of grains, high protein concen- trates and other additives in a horse's diet; identify forages concentrate needs used in equine nutrition. Discuss advantages/ disadvantages of commercially prepared describe the importance of a regular feeding horse feeds. schedule Calculate and recognize weights/volumes of feeds. Design and calculate balanced rations; establish and implement a regular feeding schedule.

Intermediate 9 9 CTS, Agriculture /E.39 ©Alberta Education, Alberta, Canada (1997) MODULE AGR2070: EQUINE 1 (MATERIALS & PROCESSES) (continued)

Concept Specific Learner Expectations Notes

The student should: Handling, Feeding identify and compare characteristics/symptoms of Consider: and Health Care a healthy horse and an ill horse visual signs (continued) vital signs monitor and assess vital signs of a horse, habits/behaviours. recognizing abnormalities Utilize the expertise of a local veterinarian. demonstrate appropriate care for leg wounds on a Research topical leg horse preparations and their correct use; discuss the healing process and complications of wound healing. describe appropriate care of a horse with: Discuss symptoms of colic infectious disease and treatmentt of infected respiratory disease horses; identify equine vaccines available and vaccination protocols. identify health factors that indicate the need for Establish protocols for veterinarian services equine medical emergencies. describe policy, legislation and safe practices Identify contents of an relevant to providing horse care. equine first aid kit.

Career Opportunities research careers and the range of occupational Plan for individual/group opportunities that involve the care, breeding research and and/or training of horses; e.g.: presentations. breeding and production Research information health sciences/veterinary medicine regarding: stable management job description professional training/coaching employment markets race.track management education/training wage expectations. Arrange/facilitate: describe current employment opportunities based information interviews on employment statistics work study/experience job shadowing. Contact the "Career outline trends in equine science, and future career Hotline" (telephone: opportunities. 1-800-661-3753). See the National Occupational Profiles (NOC) in Section H: Linkages/Transitions.

E.40/ Agriculture, CTS Intermediate (1997) too ©Alberta Education, Alberta, Canada IIIMODULE AGR2080: FLORAL DESIGN 1 (PROJECTS FOR ALL OCCASIONS)

Level: Intermediate

Theme: Technology and Applications

Prerequisite: AGR1080 Basic Floral Design

Module Description:Students demonstrate knowledge of the practices involved in providing floral design and interior plantscape services, focusing attention on plant and flower identification, elements and principles of design, floral projects for all occasions, interior plant care and marketing practices.

Module Parameters:Access to a flower arrangement room with refrigeration, a source of water, adequate storage facilities and workbenches/table surfaces for flower arranging. Instructor training in floral design; e.g., Flowers Canada Accreditation Program, and/or relevant industry experience would be an asset.

Curriculum and Assessment Standards

Module Learner Assessment Criteria and Conditions Suggested Expectations Emphasis The student will: Assessment of student achievement should be based on: identify and explain the given access to on-site (or photographed) cut flowers, 20 cultural requirements of foliage and interior plants used in the floral industry, cut flowers, foliage and identifying selected specimens by: interior plants common and botanical names basic characteristics and general use. Assessment Tool Identification Guide: Cut Flowers and Interior Plants, AGRIDEFLO Information Sheet: Cut Flowers and Interior Plants, AGRINFFLO Standard Identify 10 cut flowers and/or foliage specimens and 5 interior plants; species identified must be in addition to those identified in AGR1080

Intermediate CTS, Agriculture /E.41 ©Alberta Education, Alberta, Canada 101 (1997) MODULE AGR2080: FLORAL DESIGN 1 (PROJECTS FOR ALL OCCASIONS) (continued)

Module Learner Assessment Criteria and Conditions Suggested Expectations Emphasis

The student will: Assessment of student achievement should be based on: construct fresh, dried completing all components of a research project on 40 and/or artificial floral design principles (i.e., rhythm, harmony, depth, line, arrangements texture and focal emphasis) and colour theory. Assessment Tool Research Process: Design Principles and Colour Theory, AGR2080-1 Standard Research must be conducted to a standard of 2 on the rating scale constructing six or more fresh, dried and/or artificial floral arrangements as identified in Task Checklist: Floral Design 1. Each arrangement to illustrate the application of design principles outlined in Product Assessment: Floral Design 1. Assessment Tool Developmental Framework: Floral Construction, AGRDEVFLO Task Checklist: Floral Design 1, AGR2080-2 Product Assessment: Floral Design 1, AGR2080-3 Lab Assessment: Floral Design, AGRLABFLO Project Planning: Floral Design, AGRPLNFLO Standard Achieve a minimum rating of 2 in product assessment and 2 in lab assessment for each arrangement 30 demonstrate practical performing a maintenance routine for indoor plants skills in maintaining that includes monitoring growth media, watering, indoor plantscapes fertilizing, pest control, pruning, waste removal and plant rotation. Assessment Tool Task Checklist: Care of Indoor Plants, AGR2080-4 Standard All tasks must be performed to a standard of 2 on the rating scale

IsEST COPY AVAILALE

E.42/ Agriculture, CTS Intermediate (1997) 102 ©Alberta Education, Alberta, Canada Module Learner Assessment Criteria and Conditions Suggested Expectations Emphasis The student will: Assessment of student achievement should be based on: explain techniques used calculating the cost and selling price of floral 10 to cost products within arrangements. the floral industry Assessment Tool Pricing Worksheet: Floral Services, AGRPRI-FLO Standard Accurately complete all sections of the pricing worksheet for each of three floral arrangements constructed demonstrate basic observations of individual effort and interpersonal Integrated Throughout competencies. interaction during the learning process. Assessment Tool Basic Competencies Reference Guide and any assessment tools noted above

Concept Specific Learner Expectations Notes

The student should: Plant and Flower identify cut flowers and greenery commonly used Subscribe to the Florists' Identification in floral design; e.g.: Review (a monthly greenhouse/fieldgrown cut flowers periodical). imported cut flowers foliage and filler Arrange a visit to a local florist shop. identify interior plants and gift plants; e.g.: Flower and plant identification guides tropical flowering and foliage plants used by industry are flowering bulbs available from: United Floral Growers (Burnaby) Holland Flower Council.

Intermediate CTS, Agriculture /E.43 ©Alberta Education, Alberta, Canada (1997) MODULE AGR2080: FLORAL DESIGN 1 (PROJECTS FOR ALL OCCASIONS) (continued)

Concept Specific Learner Expectations Notes

The student should: Plant and Flower identify dried and artificial materials commonly Identify: Identification used in floral design; e.g.: 10 or more different cut (continued) flowers and/or foliage dried flowers and foliage specimens silk and other fabric materials five or more interior plants and/or gift plants. relate different growth styles of flowers to their Species identified should use in floral arrangements be in addition to those identified in AGR1080. explain the advantages and disadvantages of using different types of floral materials.

Design and explain and apply elements and principles of CAUTION: Construction design; e.g.: Review safety practices line, form, pattern and texture prior to practical activities. colour, balance and rhythm Industry resources scale and proportion produced by Redbook harmony, contrast and repetition Floral Services and available through the Olds College Bookstore include: apply the colour wheel and basic colour theory Basic Floral Design Advanced Floral Design Care and Handling of Fresh Flowers and Foliages.

demonstrate advanced design techniques; e.g.: Apply principles of: crescent rhythm and harmony hogarth curve depth and line texture T-shape focal emphasis. L-shape Discuss terms/techniques of design: pave binding grouping clustering layering.

1.04

E.44/ Agriculture, CTS Intermediate (1997) ©Alberta Education, Alberta, Canada Concept Specific Learner Expectations Notes

The student should: Design and design and construct fresh, dried and/or artificial Arrange for students to gain job/productivity Construction floral arrangements for special purposes and skills through work (continued) occasions; e.g.: experience. Students calendar events need to experience their weddings perceived skills in a work setting. funerals Contact your local hospitals. Flowers Canada Accreditation Council regional liaison member for information on instructor workshops (see Section H: Linkages/Transitions).

Plantscape identify indoor plants and gift plants, explaining Identify on-site five or Maintenance the cultural requirements of each; e.g.: more different indoor plants and/or gift plants light intensity and duration (in addition to those water and soil conditions identified in temperature and humidity AGR1080). assess the placement of indoor plants by applying Perform general care of knowledge of their cultural requirements flowering plants and tropical foliage plants identify and explain sources of environmental in home, school or stress for indoor plants; e.g.: office for at least three weeks.

central heating systems 1 air conditioning explain legislation and safe practices regarding Keep a daily log of the handling, mixing and application of plant maintenance services performed.erformed.

Intermediate CTS, Agriculture /E.45 ©Alberta Education, Alberta, Canada 105 (1997) MODULE AGR2080: FLORAL DESIGN 1 (PROJECTS FOR ALL OCCASIONS) (continued)

Concept Specific Learner Expectations Notes

The student should:

Plantscape plan and implement a maintenance routine for an Suggested resources: Maintenance indoor plantscape; e.g.: Landscaping Principles (continued) adjust/regulate light and Practices monitor growth media The Commercial water and fertilize Greenhouse control pests The Houseplant Expert. prune and remove waste material rotate plants Consider daily work ethic demonstrate diagnostic skills regarding common in assessing plantscape plant problems; e.g.: services performed: soil/growing medium attendance punctuality water and drainage use of time fertilizers/growth stimulants group skills/ attitudes pests, diseases and other disorders. respect for property clean-up.

Floral Marketing identify fixed and variable costs associated with floral services explain and apply pricing formulas used in the Distinguish between the concepts of wholesale floral industry and retail. calculate the cost price and selling price of a floral arrangement Calculate the cost and selling price for a explain the importance of accountability for variety of floral pricing practices used within the industry. products and services.

106

E.46/ Agriculture, CTS Intermediate (1997) ©Alberta Education, Alberta, Canada IIIMODULE AGR2090: MARKETING 1 (OPEN MARKETING STRUCTURES)

Level: Intermediate

Theme: Technology and Applications

Prerequisite: None

Module Description:Students apply knowledge of general marketing principles within the context of an agriculture or horticulture industry, focusing attention on materials and services offered to the consumer through open (free enterprise) marketing structuresand marketingtechniques;and theyidentifyrelatedcareer opportunities.

Module Parameters:Access to an agriculture or horticulture industry.

Supporting Module:AGR1090 Market Fundamentals

Curriculum and Assessment Standards

Module Learner Assessment Criteria and Conditions Suggested Expectations Emphasis

The student will: Assessment of student achievement should be based on: develop and present a developing and presenting a plan for marketing an 80 plan for marketing an agriculture/horticulture commodity, product or service agriculture/horticulture through an open (free enterprise) marketing structure. commodity, product or Marketing plan to address: service through an open current and potential markets (free enterprise) product supply and/or development marketing structure marketing principles and strategies pricing packaging and labelling advertising and promotion sales and distribution networks. Assessment Tool Assessment Criteria: A Marketing Plan, AGR2090-1 Standard Develop and present the marketing plan to a standard of 2 on the rating scale

Intermediate CTS, Agriculture /E47 ©Alberta Education, Alberta, Canada 107 (1997) MODULE AGR2090: MARKETING 1 (OPEN MARKETING STRUCTURES) (continued)

Module Learner Assessment Criteria and Conditions Suggested Expectations Emphasis The student will: Assessment of student achievement should be based on: describe career given access to current information on career 20 opportunities and the opportunities in marketing an agriculture/horticulture range of employment commodity, product or service, completing a research opportunities relevant to project on one or more careers in agriculture marketing an agriculture/ marketing. horticulture commodity, Assessment Tool product or service Career Search: Intermediate Level, AGRCAR-2 Standard Complete research to a standard of 2 on the rating scale demonstrate basic observations of individual effort and interpersonal Integrated competencies. interaction during the learning process. throughout Assessment Tool Basic Competencies Reference Guide and any assessment tools noted above

Concept Specific Learner Expectations Notes

The student should:

Marketing Principles explain the goals of marketing an agriculture/ Consider linkages with the horticulture commodity, product or service; e.g.: Management and Marketing strand. market position and profit margin Access basic marketing image creation and industry strength textbooks used in this price discovery strand; e.g.: product exposure Marketing: A Canadian Perspective compare potential strategies that might be used to Marketing: A Global distribute the product or service in the Perspective Marketing Dynamics marketplace; e.g.: Marketing Today. extensive (open) selective (niche) exclusive (franchise)

E.48/ Agriculture, CTS 108 Intermediate (1997) ©Alberta Education, Alberta, Canada 110

Concept Specific Learner Expectations Notes

The student should: Marketing Principles illustrate the laws of supply and demand, and Invite marketing (continued) factors that cause changes in supply, demand and specialists to discuss marketing systems. pricing of the commodity, product or service; e.g.: imports and exports Marketing systems are environmental factors driven by the "value chain" that includes consumer choices researcher, producer, economic conditions processor, distributor technology and vendor. Each agent adds value to meet the needs of the consumer. examine competition in both domestic and Identify impacts of recent changes in technology international markets, and barriers/restrictions on on marketing practices; free trade; e.g.: e.g.: cultural, ethical, political, legal production economic systems transportation international organizations processing preserving. trade agreements Example: identify sources of market information relevant to CanFax, a data base of the commodity, product or service; e.g.: timely cattle market data base information. private consultation Use weekly marketing reports to develop a graph of price trends. describe the stages through which the Prepare flow charts/ agriculture/horticulture product moves en route to diagrams of product stages en route to the the consumer; e.g.: consumer. inputs assembly Visit an auction, grain processing elevator, packing house brokering of product or cannery. transport.

Market Development describe one or more strategies that may be used to promote an agriculture/horticulture commodity, product or service: e.g.: advertising personal sales telemarketing display in-store samples trade shows

Intermediate 109 CTS, Agriculture /E.49 ©Alberta Education, Alberta, Canada (1997) MODULE AGR2090: MARKETING 1 (OPEN MARKETING STRUCTURES) (continued)

Concept Specific Learner Expectations Notes

The student should: Market Development assess opportunities for the global marketing of (continued) the commodity, product or service; e.g.: the United States and Mexico nations of the Pacific Rim other developing nations explain the role of market research and product Design/conduct a development in adapting the commodity, product consumer survey or service to meet present and future market regarding preferences for agricultural needs; e.g.: products. consumer polls surveys focus groups describe factors that influence consumer Create a new product, design a package and preferences and the development of new products market the product and markets within the industry; e.g.: within school/ ethical, cultural, religious community. demographic environmental economic outline market conditions leading to, and steps in A possible extension altering the product or service, or developing a activity might be to related product or service. research the process followed to "patent" a new product or service.

E.50/ Agriculture, CTS Intermediate (1997) ©Alberta Education, Alberta, Canada MODULE AGR2090: MARKETING 1 (OPEN MARKETING STRUCTURES) (continued)

Concept Specific Learner Expectations Notes

The student should: Career Opportunities research careers and the range of occupational Plan for individual/group opportunities related to marketing an research and agriculture/horticulture commodity, product or presentations. service; e.g.: Research information farm gate market services regarding: wholesale/retail services job description distribution and transportation employment markets market research and analysis education/training product development wage expectations. advertising and promotion Arrange/facilitate: government services information interviews work study/experience job shadowing. infer career opportunities and trends from Contact the "Career employment statistics Hotline" (telephone: 1-800-661-3753). See the National outline agriculture/horticulture industries in the Occupational Profiles future, and resulting career opportunities in (NOC) in Section H: marketing. Linkages/Transitions.

Intermediate CTS, Agriculture /E.51 ©Alberta Education, Alberta, Canada t (1997) MODULE AGR2100: PROTECTED STRUCTURES

Level: Intermediate

Theme: Technology and Applications

Prerequisite: None

Module Description:Studentsidentifyessentialcomponentsofacontrolledgrowing/living environment and demonstrate the techniques used to manage the growing/living environment within a protected enclosure.

Module Parameters:Access to a greenhouse structure or livestock/poultry enclosure.

Curriculum and Assessment Standards

Module Learner Assessment Criteria and Conditions Suggested Expectations Emphasis

The student will: Assessment of student achievement should be based on: identify and explain identifying six or more environmental components 10 essential components of commonly controlled in protected enclosures for crop controlled and/or livestock production, and specific growing/living technologies/materials used to control each environments environmental component. Assessment Tool Agriscience and Technology, Chapter 16: Controlled Living Environments Standard Complete all components of the "Chapter Review" for Chapter 16: Controlled Living Environments

Intermediate CTS, Agriculture /E.53 ©Alberta Education, Alberta, Canada (1997) MODULE AGR2100: PROTECTED STRUCTURES (continued) Module Learner Assessment Criteria and Conditions Suggested Expectations Emphasis

The student will: Assessment of student achievement should be based on: describe ways in which prepare a design for environmental control that 40 controlled growing/ addresses one or more problems in a crop or livestock living environments can production venture. Design to address: be adapted for crop identification of a production problem that can be production or livestock addressed through environmental control housing proposed enclosures and/or equipment that address production problems through partial or complete control of the living environment accurate working drawings and/or models of the production facility. Assessment Tool Project Assessment: Technology Design, AGRTEC Assessment Criteria: Diagrams and Technical Drawings, AGRDRA Standard Complete the design and drawing/model to a standard of 2 on the rating scale demonstrate techniques demonstrating practical skills in operating a protected 50 used to regulate and enclosure to regulate and manage a growing/living manage growing environment. Where possible, practical skills will environments within a address production needs related to the: protected structure control of temperature, humidity, ventilation and/or lighting use of watering and feeding systems control/management of pests and disease disposal of waste materials. Assessment Tool Task Checklist: Controlled Growing Environments, AGR2100-1 Lab Assessment, AGRLABPLT or AGRLABANM Standard Achieve a minimum performance rating of 2 in applicable areas of task and lab assessment

E.54/ Agriculture, CTS 113 Intermediate (1997) ©Alberta Education, Alberta, Canada MODULE AGR2100: PROTECTED STRUCTURES (continued)

Module Learner Assessment Criteria and Conditions Suggested Expectations Emphasis The student will: Assessment of student achievement should be based on: maintaining an anecdotal record of tasks performed in operating a protected enclosure for production purposes. Assessment Tool Log/Record of Production Tasks, AGRLOGPLT or AGRLOGANM Standard Complete all sections of the log/record for tasks performed over a negotiated/contracted period of time demonstrate basic observations of individual effort and interpersonal Integrated competencies. interaction during the learning process. Throughout Assessment Tool Basic Competencies Reference Guide and any assessment tools noted above

Concept Specific Learner Expectations Notes

The student should: Essential define and give examples of controlled growing Consider "minimum Components environments altering" (e.g., fence or cold frame) and describe environmental components that are "maximum altering" commonly controlled in protected enclosures; (e.g., greenhouse or totally confined rearing e.g.: structure). temperature humidity light intensity atmosphere explain how specific problems in agriculture Consider: light quality production are solved through environmental light intensity control light exposure time. describe control systems and technologies used to Plan for individual/small group research and maintain temperature, humidity, light and presentations. atmospheric gases at specific levels

Intermediate CTS, Agriculture /E.55 ©Alberta Education, Alberta, Canada (1997) MODULE AGR2100: PROTECTED STRUCTURES (continued)

Concept Specific Learner Expectations Notes

The student should: Essential describe methods of maintaining sanitation and Components reducing/minimizing contaminants (continued) identify utility/service requirements and energy conservation methods for a controlled growing environment.

Agricultural explain applications of controlled growing Applications environments in crop or livestock production; Applications should be e.g.: specific to one area of temperature, light, humidity and atmosphere production. control systems feed and watering systems sanitation and health practices prepare a design for environmental control that addresses one or more problems in a crop or Keep design briefs simple. livestock production venture; e.g.: identify production problems caused by environmental factors Consider the use of design structures and equipment that address simulations in: planning production problems through partial or layout complete control of the growing environment construction. prepare accurate working drawings and/or models of the production facility identify benefits and problems resulting from the use of protected enclosures in crop or livestock production.

E.56/ Agriculture, CTS 115 Intermediate (1997) ©Alberta Education, Alberta, Canada Concept Specific Learner Expectations Notes

The student should:

Management identify safety hazards and demonstrate safe List the necessary steps Practices practices while performing production tasks taken in managing/ within a protected enclosure maintaining a controlled growing regulate and manage the growing environment for environment. a designated crop or livestock species; e.g.: operate control systems to maintain temperature, humidity and ventilation at proper levels Consider: operate artificial lighting and shade-control heating mechanisms to maintain proper light intensity lighting humidity regulate watering and feeding systems to ventilation ensure nutritional requirements are met nutrition/watering systems maintain a daily log that details activities sanitation. regarding production and/or facility management demonstrate appropriate sanitation and health practices within a protected enclosure; e.g.: manage/control disease and pests dispose of waste material perform routine maintenance services and repairs to protected enclosures.

Intermediate CTS, Agriculture /E.57 ©Alberta Education, Alberta, Canada 116 (1997) MODULE AGR2120: SOILS MANAGEMENT 1 (SOIL PROPERTIES /CLASSIFICATION)

Level: Intermediate

Theme: Management and Conservation

Prerequisite: None

Module Description:Students examine soil formation and classification, conduct tests to determine, the physical and chemical properties of soils, and they explain the impact of soil properties on productivity.

Module Parameters:Access to a science laboratory and land laboratory. Note: Specific learner expectations in AGR2120 Soils Management 1and AGR3120 Soils Management 2 are consistent with Soils Investigations (SOIL100 -35) at Olds College, Alberta.Teachers should contact the Registrar'sOffice,Olds College, regarding transfer of creditfor competencies developedinthismodule andin AGR3120 Soils Management 2.

Supporting Module:AGR1110 Resource Management and Conservation

Curriculum and Assessment Standards

Module Learner Assessment Criteria and Conditions Suggested Expectations Emphasis The student will: Assessment of student achievement should be based on: describe the origin and a theory test in which the student demonstrates 15 composition of soils in knowledge of the origin and composition of soils in Western Canada western Canada. Assessment Tool Sample Test Items: Origin and Composition of Soils, Soils Investigations Facilitator's Manual Standard Response indicating 75% mastery

Intermediate CTS, Agriculture /E.59 ©Alberta Education, Alberta, Canada 117 (1997) MODULE AGR2120: SOILS MANAGEMENT 1 (SOIL PROPERTIES/CLASSIFICATION) (continued)

Module Learner Assessment Criteria and Conditions Suggested Expectations Emphasis The student will: Assessment of student achievement should be based on: given an Alberta grassland or forest soil profile, 15 identifying characteristics of each master horizon determining the parent material and soil forming factors. Assessment Tool Soils Investigations I Assignment Book Lab Investigations: Soil Profile Analysis, AGR2120-1 Standard Complete all related exercises in the assignment book; conduct lab investigations to a standard of 2 on the rating scale identify physical a theory test in which the student demonstrates 20 properties of soils, and knowledge of the physical properties of soil. describe their Assessment Tool relationship to soil Sample Test Items: Physical Properties, Soils productivity Investigations Facilitator's Manual Standard Response indicating 75% mastery given four soil samples, a soil texture triangle and 20 Munsell colour chart: manually estimating the relative percentages of sand, clay and silt for each sample determining the textural class of each soil sample identifying the colour name and Munsell notation for each soil sample. Assessment Tool Lab Investigations: Soil Texturing, AGR2120-2 Soils Investigations Materials Kit Standard Conduct lab investigations using equipment/ supplies provided in the materials kit to a standard of 2 on the rating scale

E.60/ Agriculture, CTS 118 Intermediate (1997) ©Alberta Education, Alberta, Canada MODULE AGR2120: SOILS MANAGEMENT 1 (SOIL PROPERTIES/CLASSIFICATION) (continued)

Module Learner Assessment Criteria and Conditions Suggested Expectations Emphasis The student will: Assessment of student achievement should be based on: identify chemical a theory test in which the student demonstrates 15 properties of soils, and knowledge of the chemical properties of soil. describe their Assessment Tool relationship to soil Sample Test Items: Chemical Properties, Soils productivity Investigations Facilitator's Manual Standard Response indicating 75% mastery given four soil samples, a pH test kit and an electrical 15 conductivity meter: measuring soil pH for each soil sample measuring electrical conductivity for each soil sample. Assessment Tool Lab Investigations: Soil Acidity and Conductivity, AGR2120-3 Soils Investigations Materials Kit Standard Conduct lab investigations using equipment/ supplies provided in the materials kit to a standard of 2 on the rating scale demonstrate basic observations of individual effort and interpersonal Integrated competencies. interaction during the learning process. throughout Assessment Tool Basic Competencies Reference Guide and any assessment tools noted above

Concept Specific Learner Expectations Notes

The student should:

Soil Development describe major geological processes leading to theContact Department of origin of soils in western Canada Instructional Design, Olds College, for identify and describe factors that influence the additional support formation of different kinds of soils; e.g.: materials. climate living organisms parent materials topography time

Intermediate CTS, Agriculture /E.61 ©Alberta Education, Alberta, Canada 1 9 (1997) MODULE AGR2120: SOILS MANAGEMENT 1 (SOIL PROPERTIES/CLASSIFICATION) (continued)

Concept Specific Learner Expectations Notes

The student should: Soil Development describe the major components of soil and their Assess a local piece of (continued) relationship to soil productivity; e.g.: land regarding soil minerals formation factors that organic matter have helped to shape air soil to its present water condition. identify master horizons of a soil profile, and Demonstrate the water- relate common horizon suffixes to soil forming holding capacity of factors different soils. interpret and compare the soil profiles of forest and grassland environments

list and describe the soil orders of the Canadian Construct soil profile System of Soil Classification; e.g.: diagrams. distinguishing characteristics typical horizon sequences.

Physical Properties define soil texture and describe textural classes of soil Plan laboratory activities apply hand-texturing techniques to estimate the in hand texturing. texture of a soil sample; e.g.: dry consistence test moist cast test ribbon test define soil structure and describe factors that influence the formation of soil structure Map soil zones of the identify different types of soil structures, and prairie provinces. relate soil structure to common soil horizons explain the significance of colour as an indicator of soil conditions, and descriptors used to indicate Plan for laboratory soil colour activities in measuring measure soil colour using the Munsell Soil Colour soil colour. Chart interpret relationships between physical properties of soil and plant growth.

120 E.62/ Agriculture, CTS Intermediate (1997) ©Alberta Education, Alberta, Canada MODULE AGR2120: SOILS MANAGEMENT 1 (SOIL PROPERTIES/CLASSIFICATION) (continued)

Concept Specific Learner Expectations Notes

The student should: Chemical Properties describe the nature and development of acid and alkaline soils Plan laboratory activities define and measure soil reaction (pH) in measuring soil pH. explain active and reserve acidity, and their relationship to the buffering capacity of soil describe the effect of soil pH on plant growth, and methods of adjusting soil pH describe the origin and characteristics of saline soils Plan laboratory activities define and measure soil salinity in measuring the electrical conductivity describe the effect of soil salinity on plant growth, of soils. and strategies for managing saline soils.

Intermediate CTS, Agriculture /E.63 ©Alberta Education, Alberta, Canada 121 (1997) MODULE AGR2130:INTEGRATED PEST MANAGEMENT

Level: Intermediate

Theme: Management and Conservation

Prerequisite: None

Module Description:Students apply knowledge of biological, cultural and chemical pest-control measures within the context of an agnculture, horticulture or forest industry.

Module Parameters:Access to an agriculture production, horticulture or forest industry. Instructor training in the use of pesticides is recommended; e.g., Pesticide Applicator/Dispenser Certificate.

Module Learner Assessment Criteria and Conditions Suggested Expectations Emphasis The student will: Assessment of student achievement should be based on: describe the life cycle given an agriculture, horticulture or forest industry, 20 and ecology of common identifying and classifying common pests within each pests in an agriculture, of the following categories: horticulture or forest weed (annual, perennial) industry insect (order) disease (bacteria, fungus, virus). vertebrate. Assessment Tool Backyard Pest Management in Alberta Standard Identify and classify three weeds, three insect pests, three diseases and three vertebrate pests illustrating and describing the anatomy, life cycle and food web for one or more of the pests identified within each category. Assessment Tool Assessment Criteria: Diagrams and Technical Drawing, AGRDRA Standard Complete each illustration/description to a standard of 2 on the rating scale

Intermediate CTS, Agriculture /E.65 ©Alberta Education, Alberta, Canada 122 (1997) MODULE AGR2130: INTEGRATED PEST MANAGEMENT (continued)

Module Learner Assessment Criteria and Conditions Suggested Expectations Emphasis The student will: Assessment of student achievement should be based on: describe biological, a presentation or report that describes basic principles 20 cultural and chemical and practices, examples and the benefits/costs of: pest-control strategies biological, cultural and chemical pest control and basic principles of integrated pest management. integrated pest Assessment Tool management Presentations/Reports: Intermediate Level, AGRPRE-2 Standard Complete the presentation or report to a standard of 2 on the rating scale explain legislation and reading and interpreting label information regarding 20 policies regarding the the safe handling, storage and intended safe handling, storage application/use of: and use of chemical and chemical control agents, including emulsifiable biological control agents concentrates, liquids, wetable powders, dusts, granules and fumigation materials biological control agents, including predatory insects, infectious organisms and resistant plants. Assessment Tool Task Checklist: Integrated Pest Management, AGR2130-1 Standard Achieve a minimum performance rating of 3 in applicable areas of task assessment develop and implement developing and implementing a basic integrated pest 40 an integrated pest management program for two or more pests within an management program agriculture, horticulture or forest industry. Assessment Tool Task Checklist: Integrated Pest Management, AGR2130-1 Standard Achieve a minimum performance rating of 2 in applicable areas of task assessment

demonstrate basic observations of individual effort and interpersonal Integrated competencies. interaction during the learning process. throughout Assessment Tool Basic Competencies Reference Guide and any assessment tools noted above

E.66/ Agriculture, CTS Intermediate (1997) 123 ©Alberta Education, Alberta, Canada BEST COPY AVAILABLE Concept Specific Learner Expectations Notes

The student should: Life Cycles and define a pest and describe specific pest problems A pest is generally Ecology in agriculture, horticulture or forestry considered to be an organism that adversely explain the benefits of pest management to affects human activities. agriculture, horticulture and forestry Therefore, determi- nation of pests will describe the biology and life cycles of major depend upon context. groups of pests; e.g.: Diagram and explain weeds ecosystem structures. insects diseases vertebrates identify and classify a range of common pests; Consider limiting factors e.g.: on populations in mites, ticks ecosystems. birds Collect, identify and fungi mount insect and weed weeds pests. insects rodents explain the interrelatedness of common pests with ecosystems and environments; e.g.: Draw/construct food webs relationship of soil, water and air and energy chains characteristics to plant/animal health involving common food webs and energy chains pests. environmental factors that limit populations.

Methods of Pest explain basic principles of biological pest control Conduct case studies on Control and give examples of beneficial organisms used to different techniques of control pest populations; e.g.: control. predators parasites pathogens explain basic principles of cultural pest control and give examples of cultural practices used to control pest populations; e.g.: soil tillage crop rotation clean culture

Intermediate CTS, Agriculture /E.67 ©Alberta Education, Alberta, Canada 124 (1997) MODULE AGR2130: INTEGRATED PEST MANAGEMENT (continued)

Concept Specific Learner Expectations Notes

The student should:

Methods of Pest explain basic principles of chemical pest control Discuss the importance of Control and give examples of chemical families and rotating chemical (continued) pesticide formulations used to control pest groups being used to populations avoid pest tolerance. describe and give examples of physical and mechanical pest-control strategies identify regulatory bodies and legislation established to assist pest-control programs explain the role of breeding programs in developing organisms that have genetic resistance Explain genetic resistance. to pests describe and compare the advantages and disadvantages of biological, cultural, chemical, physical, mechanical and regulatory pest-control programs.

Integrated describe the history of pest management Compare and contrast the Management concepts of "pest define and give reasons for the development of control" with "pest integrated pest management; e.g.: management." management versus control perspective environmental and human health concerns explain the basic principles and strategies of integrated pest management; e.g.: identification of key parts biology of crop/host and its ecosystem Explain the significance ecosystem manipulation of: economic threshold levels economic thresholds pest sampling and monitoring scouting procedures record keeping. cite benefits and problems related to the use of integrated pest management as a pest-control strategy.

E.68/ Agriculture, CTS 125 Intermediate (1997) ©Alberta Education, Alberta, Canada Concept Specific Learner Expectations Notes

The student should: Practical Procedures identify specific pest problems within an Invite an agricultural agriculture, horticulture or forest industry specialist to explain the advantages/ perform pest sampling and monitoring procedures disadvantages of in order to determine the presence of pests, their different pest control measures. stage of development and the nature/ extent of damage caused

identify threshold levels that determine when pest For additional control measures should be implemented information, see Section 4 in Agriscience identify and apply pest management procedures Fundamentals and that are based upon relevant aspects of pest/host Applications. biology and the ecosystem explain safe techniques in pesticide application; Potential linkages exist with various pesticide e.g.: applicator/dispenser use of equipment and supplies certificate courses (see mixing and application techniques Section H: Linkages/ clean-up and disposal Transitions). describe the impact of pest-control practices on human and environmental health.

Intermediate CTS, Agriculture /E.69 ©Alberta Education, Alberta, Canada 126 (1997) MODULE AGR2140: NURSERY/GREENHOUSE CROPS 1 (MATERIALS & PROCESSES)

Level: Intermediate

Theme: Technology and Applications

Prerequisite: None

'Module Description:Students apply knowledge of materials and processes in growing a nursery or greenhouse crop, focusing attention on plant anatomy and identification, growth requirements, physical structures and equipment, and practical production tasks; and they identify related career opportunities.

Module Parameters:Access to a land laboratory and/or controlled growing environment. Facilities and equipment should permit students to perform practical skills in three or more areas of nursery or greenhouse crop production; e.g.,soil preparation, propagation, transplanting, cultivation, watering and fertilizing, pest and disease control. Instructor training in the use of pesticides is recommended; e.g., Pesticide Applicator/Dispenser Certificate. Off-campus learning can support the development of practical skills in crop production; consultation with a work site supervisor ensures that relevant safety considerations are addressed and that student learning meets or exceeds the learner expectations in this module. See the Off -Campus Education Guide for Administrators, Counsellors and Teachers(AlbertaEducation,1995)forfurtherinformationregarding off-campus learning. Note: This module can be combined with other modules from the Agriculture strand and/or from the Career Transitions strand to provide opportunities for students to develop technical competencies within the Landscape Gardener Apprenticeship Program (Alberta Advanced Education and Career Development). See Section H (Linkages/Trangitions) of this guide for further information.

Supporting Modules: CTR2210 Workplace Safety (Practices) [Career Transitions Strand] AGR1030 Production Basics Because of the practical nature of this module, students need a general knowledge of accepted practices and potential hazards when performing tasks related to crop production. See Planning for Instruction in Section C for further information on student safety.

Intermediate 127 CTS, Agriculture /E.71 ©Alberta Education, Alberta, Canada (1997) MODULE AGR2140: NURSERY/GREENHOUSE CROPS 1 (MATERIALS & PROCESSES) (continued) Curriculum and Assessment Standards

Module Learner Assessment Criteria and Conditions Suggested Expectations Emphasis The student will: Assessment of student achievement should be based on: identify and describe given access to on-site (or photographed) tree, shrub, 20 nursery or greenhouse perennial, annual and/or tropical plant species/ plants suited to Alberta varieties used in the nursery and greenhouse industry, climates identifying selected specimens according to: common and botanical names growth habit and taxonomy specific applications in Alberta. Assessment Tool Identification Guide: Nursery and Greenhouse Plants, AGRIDENUR Information Sheet: Nursery and Greenhouse Plants, AGRINFNUR Standard Identify 10 tree, shrub, perennial, annual and/or tropical plant species/varieties a concept test in which the student demonstrates knowledge of: basic plant structures (including cell, tissue, stem, leaf, root, flower and fruit) and their function in plant growth and development the life cycles (including growth stages and duration) of annuals, biennials and perennials. Assessment Tool The Commercial Greenhouse Standard 60% of the questions answered correctly

describe hand and power explaining the types, function and safe use of hand 10 equipment and related and power equipment and supplies relevant to each supplies used in nursery stage of plant production. or greenhouse crop Assessment Tool production Information Sheet: Hand/Power Equipment and Supplies, AGRINFEQU Standard Completing all sections of the information sheet for hand/power equipment and supplies relevant to three areas of plant production

E.72/ Agriculture, CTS Intermediate (1997) 128 ©Alberta Education, Alberta, Canada MODULE AGR2140: NURSERY/GREENHOUSE CROPS 1 (MATERIALS & PROCESSES) (continued)

Module Learner Assessment Criteria and Conditions Suggested Expectations Emphasis The student will: Assessment of student achievement should be based on: demonstrate practical performing practical skills within three of the 60 skills in growing a following areas of plant production: nursery or greenhouse preparation of the growing medium/seed bed crop propagation transplanting crop cultivation watering and fertilizing control of plant pests and diseases involving the use of nontoxic and safe materials. Plant production tasks will involve the application of appropriate safety guidelines for using hand and power equipment and supplies. Assessment Tool Task Checklist: Nursery/Greenhouse Crops 1, AGR214O -1 Lab Assessment: Plant Production, AGRLABPLT Standard Achieve a minimum performance rating of: 1 in applicable areas of plant production 3 in the safe use of equipment and supplies maintaining an anecdotal record of all production tasks completed. Assessment Tool Log/Record of Production Tasks: Plants, AGRLOGPLT Standard Completing all sections of the log/record for each production task performed describe career given career information relevant to nursery or 10 opportunities relevant to greenhouse crop production, completing a research nursery or greenhouse project on one or more career opportunities within the crop production industry. Assessment Tool Career Search: Intermediate Level, AGRCAR-2 Standard Research must be conducted to a standard of 2 on the rating scale

Intermediate. CTS, Agriculture /E.73 ©Alberta Education, Alberta, Canada 129 (1997) MODULE AGR2140: NURSERY/GREENHOUSE CROPS 1 (MATERIALS & PROCESSES) (continued)

Module Learner Assessment Criteria and Conditions Suggested Expectations Emphasis The student will: Assessment of student achievement should be based on:

demonstrate basic observations of individual effort and interpersonal Integrated competencies. interaction during the learning process. throughout Assessment Tool Basic Competencies Reference Guide and any assessment tools noted above

Concept Specific Learner Expectations Notes

The student should: Plant Anatomy and describe the structure, function and growth habits Draw, label and list Identification of plants; e.g.: functions of specific cells and tissues plantan structures. roots stems leaves flowers and fruits

explain basic plant processes and related Prepare models and/or terminology; e.g.: mounts. water and nutrient intake Research how solar energy respiration is stored in plants. photosynthesis transpiration identify nursery or greenhouse plants; e.g.: using common names Gather, label and display using botanical nomenclature collections of plants. identify plants that are suited to specific applications; e.g.: potted and bench-grown greenhouse crops Prepare/examine microscope slides of vegetable and fruit crops plant parts/cross- - field and container-grown nursery crops sections. specialty crops.

E.74/ Agriculture, CTS X30 Intermediate (1997) ©Alberta Education, Alberta, Canada MODULE AGR2140: NURSERY/GREENHOUSE CROPS 1 (MATERIALS & PROCESSES) (continued)

Concept Specific Learner Expectations Notes

The student should: Structures, describe criteria relevant to the selection of Equipment and structures, equipment and supplies; e.g.: Supplies ease of operation/maintenance safety cost environmental impact Design/construct models use appropriate structures in producing nursery or of effective structures. greenhouse crops; e.g.: fences and cold frames PotentialP linkages exist with modules on agri- greenhouses structures in the use in a safe manner appropriate hand and power Construction Technologies strand. equipment and related supplies at each stage of production identify policy, legislation and safe practices relevant to the use of structures, equipment and supplies.

Production Skills identify basic physical requirements for Design/conduct producing a nursery or greenhouse crop; e.g.: experiments that water monitor the effect of environmental factors light (quantity, quality, duration) on growth. temperature air space variables nutrients Calculate germination describe how weather and climate may affect rates. production activities demonstrate methods used to propagate nursery or greenhouse plants; e.g.: sexual methods asexual methods

Intermediate g3_ CTS, Agriculture /E.75 ©Alberta Education, Alberta, Canada (1997) MODULE AGR2140: NURSERY/GREENHOUSE CROPS 1 (MATERIALS & PROCESSES) (continued)

Concept Specific Learner Expectations Notes

The student should:

Production Skills apply principles of nutrition to production Recognize nutrient (continued) practices; e.g.: deficiencies. function and sources of essential nutrients Grow plants suitable for identifying excesses and deficiencies sale. fertilizer formulation implement appropriate strategies for the treatment Use nontoxic and safe and prevention of major pests, diseases and materials for controlling ailments that affect the health of plants; e.g.: plant pests and diseases. identification, symptoms and treatment cultural, mechanical, biological and chemical methods of control.

Career Opportunities research careers and the range of occupational Plan for individual/group opportunities related to producing nursery or research and greenhouse crops; e.g.: presentations. primary production Research information agriscience/production management regarding: resource management job description support services employment markets education/training wage expectations.

describe current employment opportunities based Arrange/facilitate: information interviews on employment statistics work study/experience job shadowing. Contact the "Career Hotline" (telephone: outline trends in nursery or greenhouse crop 1-800-661-3753). production, and future career opportunities. See the National Occupational Profiles (NOC) in Section H: Linkages/Transitions.

132 E.76/ Agriculture, CTS Intermediate (1997) ©Alberta Education, Alberta, Canada MODULE CURRICULUM AND ASSESSMENT STANDARDS:

SECTION F: ADVANCED LEVEL

The following pages define the curriculum and assessment standards for the advanced level of Agriculture.

Advanced level modules demand a higher level of expertise and help prepare students for entry into the workplace or a related post-secondary program.

Module AGR3010: Issues in Agriculture F.3 Module AGR3030: Field Crops 2 (Management Techniques) F.7 Module AGR3040: Livestock/Poultry 2 (Management Techniques) F.13 Module AGR3050: Agrifoods 2 (Standards & Regulation) F.19 Module AGR3060: Landscape/Turf Management 2 (Installation & Repair) F.23 Module AGR3070: Equine 2 (Management Techniques) F.31 Module AGR3080: Floral Design 2 (Creative Design & Display) F.39 Module AGR3090: Marketing 2 (Closed Marketing Structures) F.45 Module AGR3100: Biotechnology F.49 Module AGR3110:Water Management F.53 Module AGR3120: Soils Management 2 (Soil Testing & Amending) F.59 Module AGR3130: Sustainable Agriculture Systems F.65 Module AGR3140: Nursery/Greenhouse Crops 2 (Management Techniques) F.69

Advanced 3 CTS, Agriculture /F.1 ©Alberta Education, Alberta, Canada (1997) MODULE AGR3010: ISSUES IN AGRICULTURE

Level: Advanced

Theme: Social and Cultural Perspectives

Prerequisite: None

Module Description:Students analyze a range of issues relevant to agriculture and food production, and they develop strategies for dealing with agriculture issues within a global context.

Module Parameters:Access to community and government agencies responsible for agriculture planning, research and sustainable resource management. Note: This module may raise sensitive ethical concerns. Emphasis should be placed on a "process" for conflict analysis and not on particular positions that may be expressed.

Curriculum and Assessment Standards

Module Learner Assessment Criteria and Conditions Suggested Expectations Emphasis

The student will: Assessment of student achievement should be based on: analyze a range of analyzing alternatives and consequences associated 25 economic, with each of five issues in agriculture. Alternatives environmental and social and consequences to address relevant economic, issues in agriculture environmental and social perspectives. Assessment Tool Issue Analysis: Alternatives and Consequences, AGR3010-1 Sample Issues for Research, Analysis and Debate AGRSAM Standard Analyze five issues to a standard of 3 on the rating scale compare and contrast completing a research project that examines an 25 issues that involve agriculture issue of current significance in Alberta agriculture in Alberta and/or Canada, and compares/relates that issue to and Canada with similar similar issue(s) at the global level. issues at a global level Assessment Tool Research Process: Local and Global Issues in Agriculture, AGR3010-2 Standard Complete all components of research to a standard of 3 on the rating scale

Advanced CTS, Agriculture /F.3 ©Alberta Education, Alberta, Canada 134 (1997) MODULE AGR3010: ISSUES IN AGRICULTURE (continued)

Module Learner Assessment Criteria and Conditions Suggested Expectations Emphasis The student will: Assessment of student achievement should be based on: present a plan of action given an issue in agriculture that involves interaction 50 to address a complex among three or more different interest groups: issue in agriculture negotiating and debating the issue while assuming the role of one or more of the interest groups preparing and presenting a position paper on the issue that outlines a responsible course of action. Assessment Tool Negotiation and Debate: Advanced Level, AGRNEG-3 Position Paper: Issues in Agriculture, AGR3010-3 Standard Address criteria in negotiation/debate and the position paper to a standard of 3 on the rating scale demonstrate basic observations of individual effort and interpersonal Integrated competencies. interaction during the learning process. throughout Assessment Tool Basic Competencies Reference Guide and any assessment tools noted above

Concept Specific Learner Expectations Notes

The student should:

Issue Analysis identify a range of current social, economic and Identify issues resulting environmental issues in agriculture from current practices in agriculture and food production; e.g.: animal welfare land/water use world food distribution sustainable production biotechnology genetic diversity food safety standards.

135 F.4/ Agriculture, CTS Advanced (1997) ©Alberta Education, Alberta, Canada MODULE AGR3010: ISSUES IN AGRICULTURE (continued)

Concept Specific Learner Expectations Notes

The student should: Issue Analysis list and categorize concerns being expressed Discuss and provide a (continued) regarding a social, economic and environmental definition for "ethics." View The Ethics Jungle issue in agriculture; e.g.: (a CTS video on ethics environmental impacts available from nutritional or food safety concerns ACCESS). social, political or economic factors ethical concerns critically analyze a current issue in agriculture; Remind students that it is the "process" for issue e.g.: analysis that is identify conflicts among different stakeholder important, not groups particular positions that gather information relevant to different sides may be adopted. of the issue consider the implications of adopting different alternatives.

The Global Context relate a local social, economic or environmental For case studies and issue in agriculture to a similar issue at the global teaching activities on level issues in agriculture, obtain Issues: An Integrated Approach to Sensitive Science and Society Issues (see Section I: Student Learning Guide).

compare statements made by scientists, different Consider positions taken interest groups and the media regarding the issue by: producer/processor environmentalist animal welfare advocate consumer scientist politician business person. describe costs and benefits associated with Explore potential for different approaches for dealing with the issue at compromise and/or consensus among local and global levels. stakeholder groups.

Advanced 3 6 CTS, Agriculture /F.5 ©Alberta Education, Alberta, Canada (1997) MODULE AGR3010: ISSUES IN AGRICULTURE (continued)

Concept Specific Learner Expectations Notes

The student should:

Action Plans prepare a position paper on a complex issue in Remember to focus agriculture; e.g.: attention on the clarify the issue and identify related "process" used to develop a position, perspectives rather than particular develop a position and provide a rationale positions that may be outline a personal plan of action adopted.

participate in a debate of a complex issue in Invite community agriculture while assuming the role of one or members to participate more stakeholder groups; e.g.: in the debates and/or farmer serve as moderators. environmentalist animal-welfare advocate consumer scientist.

F.6/ Agriculture, CTS Advanced (1997) ©Alberta Education, Alberta, Canada MODULE AGR3030: HELD CROPS 2 (MANAGEMENT TECHNIQUES)

Level: Advanced

Theme: Technology and Applications

Prerequisite: AGR2030 Field Crops 1 (Materials & Processes)

Module Description:Students demonstrate the techniques used to produce a field crop, focusing attention on industry trends, enterprise selection, genetics and reproduction, and production skills.Potential areas of specialization include the production of cereals, forage, oil seeds, pulse crops, mushrooms, spices/herbs, vegetables, fruits, medicinal plants and exotic plants.

Module Parameters:Access to a land laboratory. Facilities and equipment should permit students to perform practical skills in two areas of plant production; e.g.,soil preparation, seeding/propagation, cultivation, irrigation, fertilizing, pest and disease control. Off-campus learning can support the development of practical skills in crop production; consultation with a work site supervisor ensures that relevant safety considerations are addressed and that student learning meets or exceeds the learner expectations in this module. See the Off -campus Education Guide for Administrators, Counsellors and Teachers(AlbertaEducation,1995)forfurtherinformationregarding off-campus learning. Note: This module can be combined with other modules from the Agriculture strand and/or from the Career Transitions strand to provide opportunities for students to develop technical competencies within the Alberta Green Certificate Training Program (Alberta Agriculture, Food and Rural Development). Opportunities may also exist for the completion of practical components of this module through projects undertaken with local youth groups; e.g., 4-HClubs. See Section H (Linkages/Transitions) of this guide for further information.

Supporting Module:CTR2210 Workplace Safety (Practices) [Career Transitions Strand] Because of the practical nature of this module, students need a general knowledge of accepted practices and potential hazards when performing tasks related to crop production. See Planning for Instruction in Section C for further information on student safety.

I Advanced 1 S CTS, Agriculture /F.7 ©Alberta Education, Alberta, Canada (1997) MODULE AGR3030: FIELD CROPS 2 (MANAGEMENT TECHNIQUES) (continued) Curriculum and Assessment Standards

Module Learner Assessment Criteria and Conditions Suggested Expectations Emphasis

The student will: Assessment of student achievement should be based on: identify trends in the completing a research project on trends in the 20 production and use of production and use of new and/or different new varieties of field species/varieties of field crops. Research to focus crops attention on two or more field crop species/varieties, and address: production and consumption trends within Alberta, Canada and the global community factors that determine viability of the production enterprise. Assessment Tool Research Process: Opportunities in Field Crop Production, AGR3030-1 Standard Conduct research to a standard of 3 on the rating scale. describe principles of identify major components of a strategy used to 30 genetics and maintain/improve the quality and productivity of a reproduction, and field crop species. Strategy to address: explain their application principles of heredity to field crop species desirable and undesirable plant traits selection criteria and procedures applications of hybridization standards for grading current and emerging technologies. Assessment Tool Assessment Criteria: Components of a Plant Breeding Strategy, AGR3030-2 Standard Identify and explain all components of the strategy to a standard of 3 on the rating scale.

F.8/ Agriculture, CTS 139 Advanced (1997) ©Alberta Education, Alberta, Canada MODULE AGR3030: FIELD CROPS 2 (MANAGEMENT TECHNIQUES) (continued)

Module Learner Assessment Criteria and Conditions Suggested Expectations Emphasis The student will: Assessment of student achievement should be based on: demonstrate practical demonstrating safe use of basic equipment and 50 skills in producing a practical skills within two areas of crop production (in field crop addition to those studied in AGR2030): soil preparation seeding/propagation crop cultivation irrigation fertilizing pest/weed/disease control harvesting. Assessment Tool Task Checklist: Field Crops 2, AGR3030-3 Lab Assessment: Plant Production, AGRLABPLT Standard Achieve a minimum performance rating of: 2 in applicable areas of crop production 3 in the safe use of hand and power equipment maintaining an anecdotal record of production tasks performed in two areas of crop production. Assessment Tool Log/Record of Production Tasks: Plants, AGRLOGPLT Standard Completing all sections of the log/record for each production task performed over a negotiated/contracted period of time

demonstrate basic observations of individual effort and interpersonal Integrated competencies. interaction during the learning process. throughout Assessment Tool Basic Competencies Reference Guide and any assessment tools noted above

Advanced CTS, Agriculture /F.9 ©Alberta Education, Alberta, Canada 140 (1997) MODULE AGR3030: FIELD CROPS 2 (MANAGEMENT TECHNIQUES) (continued)

Concept Specific Learner Expectations Notes

The student should:

Industry Trends and research production and consumption patterns Construct/interpret graphs Viability within Alberta, Canada and the global community indicating production/ consumption patterns describe the impact of economic, environmental over a period of time. and social trends on production practices within the industry; e.g.: Consider the impacts of international trade and global competition local, national and trade liberalization global trends on rural and urban populations industry practices. food safety and consumer confidence consumer demands support for research and development Plan for individual/group environmental stewardship and sustainable research projects and development presentations. Ask students to predict identify market factors that influence crop future production selection; e.g.: practices and give market demands reasons for their market size, location and access predictions. market competition market trends Invite a rural development describe financial opportunities related to crop specialist to discuss production; e.g.: enterprise selection. fixed and variable costs forecast of returns Research the role of risk factors advertising and income stabilization programs promotion in accessing markets. describe land requirements, and the suitability of soil and water conditions to production operations describe the suitability of Alberta's climate to potential crops; e.g.: growing days Identify input costs and potential profits for a frost-free days production venture. ambient temperature soil temperature Identify determinants of regional commodity describe ways in which government regulations, production. policies and guidelines may influence production

predict future production on the basis of current issues and trends.

i41 F.10/ Agriculture, CTS Advanced (1997) ©Alberta Education, Alberta, Canada MODULE AGR3030: FIELD CROPS 2 (MANAGEMENT TECHNIQUES) (continued)

Concept Specific Learner Expectations Notes

The student should:

Genetics and classify field plants; e.g.: Gather, label and mount Reproduction according to growth habit collections of plants. according to taxonomy Use an identification key identify field plants, e.g.: to identify previously using common names unknown plants. using botanical nomenclature research heredity principles and their application to plants that are grown; e.g.: Visit an agriculture dominant and recessive traits research station. selection criteria and procedures systems of breeding

research reproduction technologies and their Compare "common" and application to plants that are grown; e.g.: "certified" seed propagation techniques systems. genetic engineering Conduct breeding describe procedures used to maintain the quality experiments with of plants within the industry; e.g.: cucumbers, squash, selection criteria and regulations pumpkins and/or showing and judging gourds. grading systems and standards record keeping and record systems.

Production Skills perform basic field crop production activities; Potential linkages exist e.g.: with the Alberta Agriculture Green soil preparation Certificate Training seeding/propagation Program: crop cultivation crop production irrigation/fertilization irrigated crop production. pest/weed/disease control For further information, harvesting see Section H: Linkages/Transitions. apply knowledge of plant management practices; e.g.: characteristics of plant health and disorders remedial strategies for plant disorders disease and pest control plant growth management

Advanced 142 CTS, Agriculture /F.11 ©Alberta Education, Alberta, Canada (1997) MODULE AGR3030: FIELD CROPS 2 (MANAGEMENT TECHNIQUES) (continued)

Concept Specific Learner Expectations Notes

The student should:

Production Skills demonstrate techniques for maintaining Consider strategies for (continued) sustainable use of natural resources; e.g.: managing a crop from management practices related to soil fertility seed to sale. and conservation management practices related to water quality Develop/implement a crop and the hydrologic cycle rotation plan. explain concerns regarding plant management Plan for individual practices and sustainable production systems; research regarding e.g.: relevant issues. soil, water and air quality Keep a daily log that organic and inorganic amendments details production biological and chemical control measures activities. effluent disposal and pollution food safety and consumer confidence Conduct research on biological control explain relevant legislation and policy through agents. production management activities; e.g.: environmental constraints inspection, regulation and quality control.

143

F.12/ Agriculture, CTS Advanced (1997) ©Alberta Education, Alberta, Canada MODULE AGR3040: LIVESTOCK/POULTRY 2 (MANAGEMENT TECHNIQUES)

Level: Advanced

Theme: Technology and Applications

Prerequisite: AGR2040 Livestock/Poultry 1 (Materials & Processes)

Module Description:Students demonstrate the techniques used to manage production of livestock, poultry or other animal commodities, focusing attention on industry trends and opportunities, genetics and reproduction, rations and feeding, housing, animal handling and restraint, animal health and welfare, breeding operations and care, for the young. Potential areas of specialization include the production of beef, dairy, poultry, swine, sheep, game, exotics and bees and/or the study of aquaculture.

Module Parameters:Access to livestock, poultry or specialty animals and to appropriate animal housing and fencing structures. Off-campus learning can support the development of practical skills in animal production; consultation with a work site supervisor ensures that relevant safety considerations are addressed and that student learning meets or exceeds the learner expectations in this module. See the Off -campus Education Guide for Administrators, Counsellors and Teachers(AlbertaEducation,1995)forfurtherinformationregarding off-campus learning. Note: This module can be combined with other modules from the Agriculture strand and/or from the Career Transitions strand to provide opportunities for students to develop technical competencies within the Alberta Green Certificate Training Program (Alberta Agriculture, Food and Rural Development). Opportunities may also exist for the completion of practical components of this module through projects undertaken with local youth groups; e.g., 4-H Clubs. See Section H (Linkages/Transitions) of this guide for further information.

Supporting Module:CTR2210 Workplace Safety (Practices) Because of the practical nature of this module, students need a general knowledge of accepted practices and potential hazards when performing tasks related to animal production.See Planning for Instruction in Section C for further information on student safety.

Advanced 144 CTS, Agriculture /F.13 ©Alberta Education, Alberta, Canada (1997) MODULE AGR3040: LIVESTOCK/POULTRY 2 (MANAGEMENT TECHNIQUES) (continued) Curriculum and Assessment Standards

Module Learner Assessment Criteria and Conditions Suggested Expectations Emphasis The student will: Assessment of student achievement should be based on: identify industry trends completing a research project on trends in the animal 20 in beef, dairy, sheep, production industry. Research to address: swine, poultry or animal production and consumption patterns specialty animal within Alberta, Canada and the global community production factors that determine the viability of a specific production enterprise. Assessment Tool Research Process: Trends in Animal Production, AGR3040-1 Standard Conduct research to a standard of 3 on the rating scale. describe principles of identify major components of a breeding strategy used 20 genetics and for a particular beef, dairy, sheep, swine, poultry or reproduction, and specialty animal. Components to include: explain their application dominant and recessive traits to cattle (beef or dairy), selection criteria and procedures sheep, swine, poultry or inbreeding, linebreeding and crossbreeding specialty animals standards of animal performance the reproductive process and related technology systems for maintaining/improving animal quality and productivity. Assessment Tool Assessment Criteria: Components of an Animal Breeding Strategy, AGR3040-2 Standard Identify and explain all components of the strategy to a standard of 3 on the rating scale

145 F.14/ Agriculture, CTS Advanced (1997) ©Alberta Education, Alberta, Canada Module Learner Assessment Criteria and Conditions Suggested Expectations Emphasis The student will: Assessment of student achievement should be based on: demonstrate practical demonstrating practical skills within each of the 60 skills in raising, growing following areas of animal production: and finishing cattle (beef feeding or dairy), sheep, swine, housing poultry or specialty handling and restraint animals health and welfare breeding operations care for young. Production tasks will involve the application of appropriate safety guidelines for animal husbandry. Assessment Tool Task Checklist: Livestock/Poultry 2, AGR3040-3 Lab Assessment: Animal Care, AGRLABANM Standard Achieve a minimum performance rating of 2 in all areas of task and lab assessment maintaining an anecdotal record of all production tasks performed. Assessment Tool Log/Record of Animal Care, AGRLOGANM Standard Completing all sections of the log/record for animal care tasks performed over a negotiated/contracted period of time. demonstrate basic observations of individual effort and interpersonal Integrated competencies. exploration during the learning process. throughout Assessment Tool Basic Competencies Reference Guide and any assessment tools noted above

4 G Advanced CTS, Agriculture /F.15 ©Alberta Education, Alberta, Canada (1997) MODULE AGR3040: LIVESTOCK/POULTRY 2 (MANAGEMENT TECHNIQUES) (continued)

Concept Specific Learner Expectations Notes

The student should:

Industry Trends and research production and consumption patterns Attend local farm fairs and Viability within Alberta, Canada and the global community exhibitions. explain the impact of economic, environmental indicating production/ and social trends on production practices within consumption patterns the industry; e.g.: over a period of time. international trade and global competition Consider the impacts of trade liberalization local, national and rural and urban populations global trends on food safety and consumer confidence industry practices. consumer preferences Plan for individual/group support for research and development research projects and environmental stewardship and sustainable presentations. development Ask students to make identify market factors that influence enterprise predictions regarding future production selection; e.g.: practices and give market demands and trends reasons for their market size, location and access predictions. market competition Identify input costs and compare financial opportunities related to animal potential profits for a production; e.g.: production venture. fixed and variable costs Invite a rural development forecast of returns specialist to discuss risk factors enterprise selection. income stabilization programs describe ways in which government regulations, policies and guidelines may influence production describe land requirements, and the suitability of soil, water and climatic conditions to production operations Identify determinants of regional commodity describe other needs relative to production production. activities; e.g.: structures and equipment labour transportation predict future production on the basis of current issues and trends.

F.16/ Agriculture, CTS 147 Advanced (1997) ©Alberta Education, Alberta, Canada MODULE AGR3040: LIVESTOCK/POULTRY 2 (MANAGEMENT TECHNIQUES) (continued)

Concept Specific Learner Expectations Notes

The student should: Genetics and research heredity principles and their application Identify desirable traits of Reproduction to animals that are raised; e.g.: specific animals and related heredity dominant and recessive traits principles. selection criteria and procedures systems of breeding apply knowledge of specific reproduction Invite a local veterinarian to explain selection and processes; e.g.: breeding systems. estrous cycle gestation period Access the Western natural service/artificial insemination Breeder's A.I. truck. normal birth process age criteria for breeding research reproduction technologies and their application to animals that are raised; e.g.: Discuss the importance of embryo transfer maintaining breeding gender selection records. Examine registration and describe procedures used to manage the quality of transfer forms. animals within the industry; e.g.: Organize a judging selection criteria and regulations competition on a pedigrees and performance information specific animal breed. showing/judging systems and standards registry and record systems.

Production Skills perform basic animal production activities; e.g.: Consider strategies for feeding managing livestock housing from birth to market. handling and restraint Discuss growth and development patterns in health and welfare relation to the age of an breeding operations animal. caring for young Keep a daily log that details production activities. Research food sources and describe approved methods of marking or tagging additives. animals for identification Discuss animal stress in relation to animal confinement. Describe symptoms of common diseases.

Advanced CTS, Agriculture /F.17 ©Alberta Education, Alberta, Canada 4 8 (1997) MODULE AGR3040: LIVESTOCK/POULTRY 2 (MANAGEMENT TECHNIQUES) (continued)

Concept Specific Learner Expectations Notes

The student should:

Production Skills identify and apply appropriate strategies for Potential linkages exist (continued) maintaining sustainable use of natural resources; with the Alberta e.g.: Agriculture Green Certificate Farm management practices related to soil fertility Training Program: and conservation beef management practices related to water quality dairy and the hydrologic cycle sheep swine. For additional information, see Section H: Linkages/ Transitions.

explain concerns regarding animal management Plan for individual and sustainable production systems; e.g.: research regarding biotechnology relevant issues. food safety Research criteria for the animal rights Outstanding pollution Environmental Stewardship Award; explain relevant legislation and policy through invite local nominees. production management activities; e.g.: Research legal environmental health and safety considerations related personal health and safety. to animal housing.

149 F.18/ Agriculture, CTS Advanced (1997) ©Alberta Education, Alberta, Canada IIIMODULE AGR3050: AGRIFOODS 2 (STANDARDS & REGULATION)

Level: Advanced

Theme: Technology and Applications

Prerequisite: AGR2050 Agnfoods 1 (Matenals & Processes)

Module Description:Students demonstrate knowledge of the techniques used to manage the development of an agrifood product or related service, focusing attention on government regulation and control, economic principles, product quality and safety,environmental impact and industrytrends. Potentialareasof investigation include dairy, beef, pork, poultry, cereals, oil seeds, sugar beets,, wine, fruits/vegetables and honey. Note:It is recommended that this module provide further investigation of the agrifood industry examined in AGR2050 Agrifoods 1.

Module Parameters:Access to an agrifoods industry.

Curriculum and Assessment Standards

Module Learner Assessment Criteria and Conditions Suggested Expectations Emphasis The student will: Assessment of student achievement should be based on: identify government given a specific agrifood industry, identifying and 30 legislation and policies describing: that regulate practices the roles of federal, provincial and local within an agrifood government agencies responsible for product industry quality, worker safety and environmental impact within the industry examples of government policy and/or legislation relevant to the industry that regulate: inspection of raw materials product grading, packaging and labelling sanitation standards worker safety environmental impact. Assessment Tool Knowledge/Application Assessment: Government Policy and Legislation, AGR3050-1 Standard Respond to a standard of 3 on the rating scale

Advanced 1 50 CTS, Agriculture /F.19 ©Alberta Education, Alberta, Canada (1997)

p. BEST COPY AVAILAIIII0 MODULE AGR3050: AGRIFOODS 2 (STANDARDS & REGULATION) (continued)

Module Learner Assessment Criteria and Conditions Suggested Expectations Emphasis The student will: Assessment of student achievement should be based on: describe techniques used preparing and presenting an oral, written and/or multi- 30 to manage industry media report describing specific management practices, including the practices adopted by an agrifood industry to comply application of economic with government policy and regulation. principles, product Assessment Tool quality and safety, and Presentations/Reports: Management Practices in environmental impact Agrifoods, AGR3050-2 Standard Prepare and present the report to a standard of 3 on the rating scale identify industry trends completing a research project on trends and 40 and opportunities for opportunities within an agrifood industry. Research developing new agrifood to address: products production and consumption patterns within Alberta, Canada and the global community factors that determine the viability of a specific agrifood industry opportunities for product research and development within the industry. Assessment Tool Research Process: Industry Trends in Agrifoods, AGR3050-3 Standard Complete all components of research to a standard of 3 on the rating scale demonstrate basic observations of individual effort and interpersonal Integrated competencies. interaction during the learning process. throughout Assessment Tool Basic Competencies Reference Guide and any assessment tools noted above

151 F.20/ Agriculture, CTS Advanced (1997) ©Alberta Education, Alberta, Canada MODULE AGR3050: AGRIFOODS 2 (STANDARDS & REGULATION) (continued)

Concept Specific Learner Expectations Notes

The student should: Government explain the role of government legislation in Discuss legal definitions Regulations maintaining product quality and safety within an and standards for the agrifood industry; e.g.: processed product. inspection of raw materials product grading packaging and labelling sanitation standards safety regulations

describe the mandates of specific government Investigate worker safety agencies in maintaining product quality and concerns and related safety; e.g.: legislation. Agriculture Canada Alberta Agriculture, Food and Rural Development Consumer and Corporate Affairs Health and Welfare Canada

describe potential applications of the International . Standards Organization (ISO) in regulating industry practices describe the mandates of specific government agencies regarding industry use of land, water and air; e.g.: Alberta Environmental Protection Environment Canada.

Management apply knowledge of basic economic principles to Discuss quality control on Functions management decisions within the industry;ry e.g.: incoming product/ supply and demand materials. law of diminishing returns Research applications of comparative advantage "Hazard Analysis at Critical Control Points" identify criteria and techniques for assuring the (HACCP). quality of a commodity or value-added product through processing, transportation and storage; Identify grading and labelling requirements. e.g.: parameters of quality For information on quality inspection and grading control in cheese quality control systems production, view the video entitled On the Line (see Section I: Learning Resource Guide).

Advanced CTS, Agriculture /F.21 ©Alberta Education, Alberta, Canada 159 (1997) MODULE AGR3050: AGRIFOODS 2 (STANDARDS & REGULATION) (continued)

Concept Specific Learner Expectations Notes

The student should: Management identify criteria andan techniques for managing Research impacts of: Functions environmental impact; e.g.: milk board system (continued) pork marketing board methods of effluent disposal egg/poultry marketing water treatment after use boards soil conservation practices Canadian Wheat Board use of biodegradable materials Honey Producers Cooperative. explain how relevant supply systems may Plan for individual influence industry management; e.g.: research regarding supply of raw materials relevant issues. production volumes access to market describe current issues regarding food quality and sustainable processing systems; e.g.: food additives, preservatives and irradiation use of organic and inorganic materials effluent disposal and pollution.

Industry Trends describe production and consumption patterns Construct/interpret graphs within Alberta, Canada and the global community indicating production/ consumption patterns over a period of time. describe the impact of economic, environmental Consider the impacts of and social trends on practices within the industry; local, national and global trends on e.g.: industry practices. international trade and global competition trade liberalization rural and urban populations food safety and consumer confidence consumer preferences support for research and development environmental stewardship and sustainable development Plan for individual/group describe opportunities for product research and research projects and development within the industry; e.g.: presentations. altering existing products developing new products developing new markets Ask students to predict predict future production on the basis of current future production trends and issues. techniques and products, giving reasons for their predictions.

F.22/ Agriculture, CTS Advanced (1997) 153 ©Alberta Education, Alberta, Canada MODULE AGR3060: LANDSCAPE/TURF MANAGEMENT 2 (INSTALLATION & REPAIR)

Level: Advanced

Theme: Technology and Applications

Prerequisite: AGR2060 Landscape/Turf Management 1 (Maintenance Practices)

Module Description:Students demonstrate the techniques used to provide landscape and turf management services, focusing attention on plant identification,effective maintenance practices, diagnosis and correction of problems, installation of specialty items, cost analysis and seasonal estimates.Potential areas of specialization include home landscapes, golf courses, recreational fields and parks, institutional/industrial grounds and roadside landscapes.

Module Parameters:Access toresidential,recreational,institutional/industrialand/or roadside landscapes. Facilities and equipment should permit students to perform practical tasks in landscape management, including the analysis of turfgrass problems and the planning/installation of specialty items. Instructor training in first aid and in the use of pesticides is recommended; e.g., Standard First Aid, Pesticide Applicator/Dispenser Certificate. Off-campus learning can support the development of practicalskillsin landscape/turf management; consultation with a work site supervisor ensures that relevant safety considerations are addressed and that student learning meets or exceeds the learner expectations in this module. See the Off -campus Education Guide for Administrators, Counsellors and Teachers(AlbertaEducation,1995)forfurtherinformationregarding off-campus learning. Note: This module can be combined with other modules from the Agriculture strand and/or from the Career Transitions strand to provide opportunities for students to develop technical competencies within the Landscape Gardener Apprenticeship Program (Alberta Advanced Education and Career Development). See Section H (Linkages/Transitions) of this guide for further information.

Supporting Module:CTR2210 Workplace Safety (Practices) [Career Transitions Strand] Because of the practical nature of this module, students need a general knowledge of accepted practices and potential hazards when performing tasks related to landscape/turf management. See Planning for Instruction in Section C for further information on student safety.

Advanced CTS, Agriculture /F.23 ©Alberta Education, Alberta, Canada (1997) 1 5 4 MODULE AGR3060: LANDSCAPE/TURF MANAGEMENT 2 (INSTALLATION & REPAIR) (continued) Curriculum and Assessment Standards

Module Learner Assessment Criteria and Conditions Suggested Expectations Emphasis The student will: Assessment of student achievement should be based on: identify plants suitable given access to on-site (or photographed) tree, shrub, 20 for use in Alberta ground cover, flower and turfgrass species/varieties landscapes used in Alberta landscapes, identifying selected specimens according to: common and botanical names general characteristics/growth habits functional use in Alberta landscapes. Assessment Tool Identification Guide: Landscape Plants, AGRIDELDS Information Sheet: Landscape Plants, AGRINFLDS Standard Identify 10 landscape plants (including tree, shrub, ground cover, flower and turfgrass specimens) in addition to those identified in AGR1070 and AGR2060 given access to on-site (or photographed) weed species found in Alberta landscapes and turfgrasses, identifying selected specimens according to: common name growth habit management technique. Assessment Tool Identification Guide: Landscapealufgrass Weeds, AGRIDEWED Information Sheet: Landscape/Tuifgrass Weeds, AGRINFWED Standard Identify 5 common weeds (found in Alberta landscapes and/or turfgrasses) in addition to those identified in AGR1070 and AGR2060

155 F.24/ Agriculture, CTS Advanced (1997) 0Alberta Education, Alberta, Canada MODULE AGR3060: LANDSCAPE/TURF MANAGEMENT 2 (INSTALLATION & REPAIR) (continued)

Module Learner Assessment Criteria and Conditions Suggested Expectations Emphasis The student will: Assessment of student achievement should be based on: demonstrate practical performing landscape/turfgrass installation and 50 skills in installing, maintenance services within each of the following maintaining and areas: managing landscape planting and transplanting plants and turfgrass turfgrass establishment analysis of turfgrass problems and corrective measures pruning of fruit trees, hedges and specialty plants fertilizer calculation and application to landscaped/turfed areas winterizing of trees, shrubs, perennials and turfgrasses. Installation and maintenance services will involve the application of appropriate safety guidelines for using hand and power equipment. Assessment Tool Task Checklist: Landscape /Turf Management 2, AGR3060-1 Lab Assessment: Landscape and Turf Care, AGRLABLDS Standard Achieve a minimum performance rating of: 2 in installation and maintenance services 3 in the use of hand and power equipment maintaining an anecdotal record of all landscape/ turfgrass services performed Assessment Tool Log/Record of Landscape/Turfgrass Services, AGRLOGLDS Standard Completing all sections of the log/record for each service performed

Advanced CTS, Agriculture /F.25 ©Alberta Education, Alberta, Canada 156 (1997) MODULE AGR3060: LANDSCAPE/TURF MANAGEMENT 2 (INSTALLATION & REPAIR) (continued)

Module Learner Assessment Criteria and Conditions Suggested Expectations Emphasis The student will: Assessment of student achievement should be based on: develop and present a' preparing a proposal for the installation of one 20 plan for the installation specialty item and/or system within an Alberta of a specialty item landscape. The proposal will provide: and/or system within an an explanation of need Alberta landscape a description of component parts a plan for installation an estimated total cost. Assessment Tool Proposal: Installation of Specialty Items/Systems, AGR3060-2 Standard Accurately complete the proposal to a standard of 3 on the rating scale estimate the cost of preparing a simple cost analysis and estimate for 10 providing seasonal providing a "seasonal" landscape/ turfgrass service. landscape and/or Assessment Tool turfgrass services Landscaping Principles and Practices (Unit 25: Pricing Landscape Maintenance) Standard Accurately complete a cost analysis and estimate for providing one seasonal service

demonstrate basic observations of individual effort and interpersonal Integrated competencies. interaction during the learning process. throughout Assessment Tool Basic Competencies Reference Guide and any assessment tools noted above

F.26/ Agriculture, CTS 157 Advanced (1997) ©Alberta Education, Alberta, Canada MODULE AGR3060: LANDSCAPE/TURF MANAGEMENT 2 (INSTALLATION & REPAIR) (continued)

Concept Specific Learner Expectations Notes

The student should: Plant Identification describe methods of classifying landscape plants; e.g.: Identify 10 or more common and botanical names landscape plants on-site general characteristics/growth habits (in addition to those functional use identified in AGR1070 and AGR2060). describe methods of identifying landscape plants; Collect/mount a weed e.g.: display. using common names using botanical nomenclature Use an identification key explain the use of taxonomy keys in plant to identify previously identification unknown plants. identify and select appropriate trees, shrubs and ground covers for given applications in Alberta Choose and plant bare landscapes; e.g.: root, ball and burlap, and container-grown herbaceous and woody evergreen and deciduous Identify specialty plants, identify and select appropriate flowers for given including bulbs, corms, applications in Alberta landscapes; e.g.: tubers and fleshy roots. annual, biennial and perennial bulbs, tubers and rhizomes Relate anatomy of turfgrass to appropriate identify and select appropriate turfgrasses for management practices. given applications in Alberta landscapes; e.g.: Distinguish between rhizome producing, stolon producing and single species turf bunch type plantings and grasses fine, medium and course leaf texture. that are mixtures or blends.

a.

Advanced CTS, Agriculture /F.27 ©Alberta Education, Alberta, Canada (1997) 15S MODULE AGR3060: LANDSCAPE/TURF MANAGEMENT 2 (INSTALLATION & REPAIR) (continued)

Concept Specific Learner Expectations Notes

The student should:

Installation/ demonstrate proper planting and/or transplanting Perform general landscape Maintenance techniques for landscape plants; e.g.: and turf maintenance Tasks handling of plant materials services. preparing the growing media and seed bed Keep a daily log that installing plants and turf details maintenance staking and guying the plants services performed. demonstrate proper techniques for preparing Demonstrate proper use of turfgrasses in the spring season; e.g.: core aerator and power clean-up rake. dethatching first cutting Calculate basic fertilizer patching the lawn requirements for turfed aeration and top dressing areas. fertilizing Potential linkages exist with various pesticide describe and correct turfgrass problems; e.g.: applicator/dispenser fairy ring certificate courses (see scalping Section H: Linkages/ ridging Transitions). compacting insect, animal and disease problems Demonstrate corrective pruning on trees and demonstrate appropriate techniques for pruning shrubs: fruit trees thinning, heading back, jump cuts demonstrate or describe appropriate practices for hedge shearing pruning conifers. shaping trees and shrubs; e.g.: hedge shearing espalier topiary

identify types of winter damage to landscape Explain winterizing plants and ways to recover from winter injury; techniques for trees, e.g.: shrubs and turf. windburn and sunscald temperature extremes ground heaving damage owing to ice, snow and salt snowplow and vehicle damage.

a

F.28/ Agriculture, CTS 159 Advanced (1997) ©Alberta Education, Alberta, Canada MODULE AGR3060: LANDSCAPE/TURF MANAGEMENT 2 (INSTALLATION & REPAIR) (continued)

Concept Specific Learner Expectations Notes

The student should: Specialty Items and identify different types of specialty items and/or Systems systems found in Alberta landscapes; e.g.: underground sprinkling hedging and screening hillside planting ponds paving systems retaining walls landscape lighting explain local regulations that may influence the selection, design and/or installation of a specialty item or system; e.g.: land planning and zoning use of equipment or chemical environmental constraints plan and cost one specialty item and/or system for an Alberta landscape; e.g.: explanation of need description of component parts plan for installation estimated total cost.

Seasonal Estimates identify factors that determine the seasonal cost ofConsider daily work ethic providing a landscape/turfgrass service; e.g.: in assessing landscape material costs services performed: attendance labour costs punctuality equipment usage costs use of time overhead costs group skills/attitudes respect for property prepare seasonal cost analyses for basic clean-up. landscape/turfgrass services.

Advanced CTS, Agriculture /F.29 ©Alberta Education, Alberta, Canada (1997) MODULE AGR3070: EQUINE 2 (MANAGEMENT TECHNIQUES)

Level: Advanced

'Theme: Technology and Applications

Prerequisite: AGR2070 Equine 1 (Materials & Processes)

Module Description:Students demonstrate practical skills and approved practices in providing for the daily care of a horse, focusing attention on the use of physical facilities, procedures for stall cleaning and bedding a horse, guidelines for turnout and shelter, reproductive fundamentals and techniques, and basic horsemanship.

Module Parameters:Access to a horse and appropriate equine housing/fencing structures. Off-campus learning is required to support the development of practical skills in the care of horses and in horsemanship; consultation with a work site supervisor ensures that relevant safety considerations are addressed and that student learning meets or exceeds the learner expectations in this module. It is recommended that students have a minimum of 50 hours of previous experience in horse handling and horse care prior to commencing the study of AGR2070 Equine 1 and AGR3070 Equine 2. See the Off -campus Education Guide for Administrators, Counsellors and Teachers(AlbertaEducation,1995)forfurtherinformationregarding off-campus learning. Note: Learner expectations in AGR2070 Equine 1 and AGR3070 Equine 2 are introductory to competencies developed in the two-year Equine Science Diploma Program at Olds College, Alberta. Opportunities for recognition of prior learning may be considered upon admission to this post- secondary program.

Supporting Module:CTR2210 Workplace Safety (Practices) [Career Transitions Strand] Because of the practical nature of this module, students need a general knowledge of accepted practices and potential hazards when performing tasks related to the care of horses.See Planning for Instruction in Section C for further information on student safety.

Advanced CTS, Agriculture /F.31 ©Alberta Education, Alberta, Canada (1997) MODULE AGR3070: EQUINE 2 (MANAGEMENT TECHNIQUES) (continued) Curriculum and Assessment Standards

Module Learner Assessment Criteria and Conditions Suggested Expectations Emphasis The student will: Assessment of student achievement should be based on: identify factors to completing a research project that examines desirable 15 consider in selecting a features of a stable and other physical facilities. stable and other physical Research to address selection criteria for: facilities stalls interior ancillary facilities feeding and watering equipment waste management systems fencing structures. Assessment Tool Research Process: Selection Criteria for Stables and Physical Facilities, AGR3070-1 Standard Complete all components of research to a standard of 3 on the rating scale demonstrate practical demonstrating practical skills and approved 35 skills and approved procedures within each of the following areas of daily procedures for stall horse care: cleaning, bedding a cleaning a stall horse, turnout and bedding a horse shelter turnout and shelter. Assessment Tool Task Checklist: Equine 2, AGR3070-2 Lab Assessment: Animal Care, AGRLABANM Standard Achieve a minimum performance rating of 2 in each area of task and lab assessment maintaining an anecdotal record of daily horse care tasks performed. Assessment Tool Log/Record of Animal Care, AGRLOGANM Standard Complete all sections of the log/record for daily horse care tasks performed over a negotiated/ contracted period of time

F.32/ Agriculture, CTS 162 Advanced (1997) ©Alberta Education, Alberta, Canada Module Learner Assessment Criteria and Conditions Suggested Expectations Emphasis The student will: Assessment of student achievement should be based on: describe the given access to information concerning the estrus 15 reproductive cycle of cycle of horses and procedures for achieving horses, and describe pregnancy in equine, a presentation or report (oral, basic techniques of written or visual) that describes and explains: equine reproduction the estrus cycle and signs of estrus methods of preparing the mare and stallion for breeding appropriate care and handling of mare and stallion during the breeding season. Assessment Tool Presentations/Reports: Advanced Level, AGRPRE-3 Standard Complete the presentation or report to a standard of 3 on the rating scale demonstrate approved demonstrating approved horsemanship techniques 35 horsemanship techniques through the effective use of: natural aids, including hands, seat and legs artificial aids the independent seat rider psychology selected bits and bitting devices. Assessment Tool Task Checklist: Equine 2, AGR3070-2 Lab Assessment: Animal Care, AGRLABANM Standard Achieve a minimum performance rating of 2 in each area of task and lab assessment demonstrate basic observations of individual effort and interpersonal Integrated competencies. exploration during the learning process. throughout Assessment Tool Basic Competencies Reference Guide and any assessment tools noted above

Advanced CTS, Agriculture /F.33 ©Alberta Education, Alberta, Canada 16'3 (1997) MODULE AGR3070: EQUINE 2 (MANAGEMENT TECHNIQUES) (continued)

Concept Specific Learner Expectations Notes

The student should: Physical Facilities describe the use of stables and other confinement Collect pictures of structures used in caring for equine; e.g.: appropriate horse fences and shelters shelterss for specific totally confined rearing structures applications. describe criteria relevant to the selection and/or design of structures and equipment; e.g.: function, operation and maintenance Design/construct models safety and efficiency of approved structures ethical, legal and environmental factors and equipment. economics and cost identify specific factors to consider in selecting: a stall type of flooring interior ancillary facilities describe selection criteria relevant to watering Discuss watering and feeding equipment and and feeding systems efficient locations.

describe approved waste management systems Research and construct models of fences, gates, describe factors to consider in selecting an corrals, watering/ appropriate type of fencing feeding systems, etc., suited to equine. identify policy, legislation and safe practices relevant to the use of physical structures and equipment.

Stall Cleaning, describe the characteristics of a healthful Discuss health indicators Bedding, Turnout environment for horses; e.g.: for equine: and Shelter sanitation physical signs housing normal vital signs pest control behaviour. exercise

identify agents and sources of stress for a horse, Consider animal stress in and their effects on general health relation to animal confinement. describe veterinary services that are available, and Research symptoms of the protocol for accessing these services common diseases requiring veterinary care.

F.34/ Agriculture, CTS Advanced (1997) 164 ©Alberta Education, Alberta, Canada MODULE AGR3070: EQUINE 2 (MANAGEMENT TECHNIQUES) (continued)

Concept Specific Learner Expectations Notes

The student should: Stall Cleaning, demonstrate appropriate procedures for cleaning Establish task checklists Bedding, Turnout and disinfecting stalls and a chore log for stall and Shelter cleaning and equine bedding routines. (continued) demonstrate appropriate procedures for bedding a horse demonstrate appropriate procedures for turnout Plan and implement a and shelter. daily equine exercise program.

Reproductive Cycle explain reproductive processes characteristic of Discuss reproductive and Techniques equine; e.g.: anatomy of the mare estrus cycle and stallion. gestation period Consider different natural service/artificial insemination breeding systems: normal birth process pasture breeding age criteria for breeding hand breeding artificial insemination.

Discuss variations in the identify the signs of estrus in a mare estrus cycle and their management.

describe methods of preparing a mare and stallion Identify factors affecting for breeding; e.g.: response to teasing; teasing protocol e.g.: hormone treatments age artificial light temperament handling procedures describe appropriate procedures for the care and weather handling of mare and stallion during the breeding health. season

explain reproductive technologies that are used in Invite/visit a local equine breeding; e.g.: veterinarian to discuss artificial insemination selection and breeding embryo transfer systems. estrus manipulation gender selection.

Advanced 1.65 CTS, Agriculture /F.35 ©Alberta Education, Alberta, Canada (1997) MODULE AGR3070: EQUINE 2 (MANAGEMENT TECHNIQUES) (continued)

Concept Specific Learner Expectations Notes

The student should: Horsemanship demonstrate active and passive use of hands in Refer to The Complete Techniques riding; e.g.: Guide to Western Horsemanship (J. P. acting Forget) for a yielding comprehensive account holding of basic horsemanship following techniques.t Discuss the appropriate use of reins in demonstrate active and passive use of the seat in negotiating various riding; e.g.: manoeuvres; e.g.: at the walk open rein at the trot direct rein of opposition neck rein at the lope indirect rein of opposition. demonstrate active and passive use of legs in riding; e.g.: Explain the effect of acting lateral seat aids. yielding Discuss strategies for following leg using thehuman voice as a natural training aid. demonstrate appropriate use of artificial aids in Plan and implement an reinforcing natural riding aids; e.g.: equine training riding crop program. spurs

display stability and balance while riding by Establish a personal maintaining an independent seat training routine for developing an independent seat; e.g.: exercises on horseback physical conditioning.

explain the use of psychology in achieving Discuss personal attributes personal riding goals; e.g.: of a successful rider. focusing Establish short- and long- imagery term performance goals, self-talk and a list of tasks that will assist in achieving each goal. demonstrate appropriate use of selected bits in Research the anatomy of a communicating with a horse; e.g.: horse's mouth and the mechanics of bits and snaffle bits bitting. curb bits

F.36/ Agriculture, CTS 1 66 Advanced (1997) ©Alberta Education, Alberta, Canada Concept Specific Learner Expectations Notes

The student should: Horsemanship explain applications of various bitting devices in Discuss care of the horse's Techniques the training of horses; e.g.: mouth and teeth as it (continued) relates to the prevention draw reins of bitting problems. German martingale running martingale Discuss key principles for selecting bits and standing martingale progressing from cavesson. snaffles to curbs.

Advanced CTS, Agriculture /F.37 ©Alberta Education, Alberta, Canada 167 (1997) MODULE AGR3080: FLORAL DESIGN 2 (CREATIVE DESIGN & DISPLAY)

Level: Advanced

Theme: Technology and Applications

Prerequisite: AGR2080 Floral Design 1 (Projects for All Occasions)

Module Description:Students demonstrate knowledge of the practices involved in providing creative floral design services, focusing attention on plant and flower identification, more advanced designtechniques,floralservicesforspecialoccasionsand promotional displays of floral services offered.

Module Parameters:Access to a plant potting/flower arrangement room with refrigeration, a source of water, adequate storage facilities and workbenches/table surfaces for flower arranging. Instructor training in floral design; e.g., Flowers Canada Accreditation Program, and/or relevant industry experience is an asset.

Curriculum and Assessment Standards

Module Learner Assessment Criteria and Conditions Suggested Expectations Emphasis The student will: Assessment of student achievement should be based on: identify and explain the given access to on-site (or photographed) cut flowers, 20 cultural requirements of foliage and interior plants used in the floral industry, cut flowers, foliage and identifying selected specimens by: interior plants common and botanical names basic characteristics and general use. Assessment Tool Identification Guide: Cut Flowers and Interior Plants, AGRIDEFLO Information Sheet: Cut Flowers and Interior Plants, AGRINFFLO Standard Identify 10 cut flowers and/or foliage specimens and 5 interior plants; species identified must be in addition to those identified in AGR1080 and AGR2080

Advanced CTS, Agriculture /F.39 ©Alberta Education, Alberta, Canada 168 (1997) MODULE AGR3080: FLORAL DESIGN 2 (CREATIVE DESIGN & DISPLAY) (continued)

Module Learner Assessment Criteria and Conditions Suggested Expectations Emphasis

The student will: Assessment of student achievement should be based on: construct fresh, dried constructing six or more fresh, dried and/or artificial 40 and/or artificial floral floral arrangements for special occasions as identified arrangements for special in Task Checklist: Floral Design 2. Each occasions arrangement to illustrate the application of design principles outlined in Product Assessment: Floral Design 2. Assessment Tool Developmental Framework: Floral Construction, AGRDEVFLO Task Checklist: Floral Design 2, AGR3080-1 Product Assessment: Floral Design 2, AGR3080-2 Lab Assessment: Floral Design, AGRLABFLO Project Planning: Floral Design, AGRPLNFLO Standard Achieve a minimum rating of 3 in product assessment and 3 in lab assessment for each arrangement calculate the cost and calculating the cost and selling price for fresh, dried 10 selling price of floral and/or artificial floral arrangements constructed. products and services Assessment Tool Pricing Worksheet: Floral Services, AGRPRI-FLO Standard Accurately complete all sections of the pricing worksheet for each of six arrangements constructed

demonstrate techniques design, construct and maintain a promotional display 30 used to promote for a seasonal product and/or service within the floral products and services industry. within the floral industry Assessment Tool Task Checklist: Promotional Displays, AGR3080-3 Standard Perform all tasks to a standard of 2 on the rating scale

F.40/ Agriculture, CTS 169 Advanced (1997) ©Alberta Education, Alberta, Canada BEST COPY AVAILABLE Module Learner Assessment Criteria and Conditions Suggested Expectations Emphasis

The student will: Assessment of student achievement should be based on: demonstrate basic observations of individual effort and interpersonal Integrated competencies. exploration during the learning process. throughout Assessment Tool Basic Competencies Reference Guide and any assessment tools noted above

Concept Specific Learner Expectations Notes

The student should: Plant and Flower identify cut flowers and greenery commonly used Subscribe to the Florists' Identification in floral design; e.g.: Review (a monthly greenhouse/fieldgrown cut flowers periodical). imported cut flowers Arrange a visit to a local foliage and filler florist shop. identify interior plants and gift plants; e.g.: Flower and plant tropical flowering and foliage plants identification guides used by industry are flowering bulbs available from: identify dried and artificial materials commonly United Floral Growers used in floral design; e.g.: (Burnaby) Holland Flower dried flowers and foliage Council. silk and other fabric materials Identify: relate different growth styles of flowers to their 10 or more different cut flowers and/or foliage use in floral arrangements specimens explain the advantage and disadvantages of using five or more interior plants and/or gift plants. different types of floral materials Species identified should explain ethnic and cultural influences on floral be in addition to those identified in AGR1080 materials and practices. and AGR2080.

Advanced CTS, Agriculture /F.41 ©Alberta Education, Alberta, Canada (1997) d7© MODULE AGR3080: FLORAL DESIGN 2 (CREATIVE DESIGN & DISPLAY) (continued)

Concept Specific Learner Expectations Notes

The student should:

Design and explain and apply elements and principles of CAUTION: Construction design; e.g.: Review safety practices prior to practical line, form, pattern and texture activities. colour, balance and rhythm scale and proportion Industry resources produced by Redbook harmony, contrast and repetition Floral Services and available through the Olds College Bookstore apply the colour wheel and basic colour theory include: Basic Floral Design Advanced Floral Design spray tint and/or dip dye fresh and dried floral Care and Handling of products as necessary to achieve special effects Fresh Flowers and Foliages. demonstrate advanced design techniques; e.g.: Construct arrangements crescent that illustrate principles of: hogarth curve rhythm and harmony T-shape depth and line L-shape texture focal emphasis. Discuss terms/techniques of design: pave binding grouping clustering layering.

design and construct fresh, dried and/or artificial Arrange for students to floral arrangements for special purposes and gain job/productivity occasions; e.g.: skills through work calendar events experience. Students need to experience their weddings perceived skills in a funerals work setting. hospitals. Contact your local Flowers Canada Accreditation Council regional liaison member for information on instructor workshops (see Section H: Linkages/Transitions).

I 7 F.42/ Agriculture, CTS Advanced (1997) ©Alberta Education, Alberta, Canada MODULE AGR3080: FLORAL DESIGN 2 (CREATIVE DESIGN & DISPLAY) (continued)

Concept Specific Learner Expectations Notes

The student should: Cost and Selling identify fixed and variable costs associated with Price floral services Distinguish between the explain and apply pricing formulas used in the concepts of wholesale floral industry and retail.

calculate the cost price and selling price of a Calculate the cost and floral arrangement selling price for a variety of floral explain the importance of accountability for products and services. pricing practices used within the industry.

Promotional identify important components of promotional Techniques displays establish a theme and goals for a floral display that promotes/advertises a seasonal product and/or service design and construct a promotional floral display that promotes/advertises a seasonal product and/or service design and maintain a promotional display for a specified period of time disassemble and remove a promotional floral display.

Advanced CTS, Agriculture /F.43 ©Alberta Education, Alberta, Canada 172 (1997) IllMODULE AGR3090: MARKETING 2 (CLOSED MARKETING STRUCTURES)

Level: Advanced

Theme: Technology and Applications

Prerequisite: AGR2090 Marketing 1 (Open Marketing Structures)

Module Description:Students explain specialized applications of marketing within closed (supply managed) marketing structures, focusing attention on regulatory agencies/policies that influence the supply of a commodity, product or service.

Module Parameters:Access to an agriculture or horticulture industry.

Curriculum and Assessment Standards

Module Learner Assessment Criteria and Conditions Suggested Expectations Emphasis The student will: Assessment of student achievement should be based on: describe general completing a research project on strategies used to 25 characteristics and market an agriculture commodity within a closed applications of marketing structure. Research to address: marketing within a social, economic and environmental factors that closed (supply managed) influence market trends marketing structure a rationale for "supply management" within the industry specific marketing structures/agencies/policies that regulate commodity supply and exchange influence of government policies/legislation on marketing activities a comparison of approaches used to market the commodity in Canada with other nations forecasts regarding future exchange and marketing of the commodity. Assessment Tool Research Process: Specialized Applications of Marketing, AGR3090-1 Standard Complete all components of research to a standard of 3 on the rating scale

Advanced CTS, Agriculture /F.45 ©Alberta Education, Alberta, Canada 173 (1997) MODULE AGR3090: MARKETING 2 (CLOSED MARKETING STRUCTURES) (continued)

Module Learner Assessment Criteria and Conditions Suggested Expectations Emphasis The student will: Assessment of student achievement should be based on: assess the benefits and given a current issue regarding applications of open 25 costs of open (free and/or closed marketing within an agriculture enterprise) and closed industry: (supply managed) negotiating and debating the benefits/costs of a marketing systems specific marketing strategy while assuming the role of producer and consumer preparing and presenting short position paper on the issue that states and defends a preferred marketing alternative. Assessment Tool Negotiation and Debate: Advanced Level, AGRNEG-3 Presentations/Reports: Advanced Level,

Standard Address criteria in negotiation/debate and the position paper to a standard of 3 on the rating scale explain factors that develop plans to produce and market an agriculture 50 affect decisions to commodity within a closed system. Venture plan to produce and market an include analysis of six or more factors that affect agriculture commodity decisions to produce and market the commodity, such within a closed (supply as: managed) marketing supply, quality and/or pricing structure current market information transportation requirements time constraints on perishable products international and domestic trade rules income support programs and subsidies. Assessment Tool Assessment Criteria: Venture Plans, AGR3090-2 Standard Develop venture plans to a standard of 2 on the rating scale

demonstrate basic observations of individual effort and interpersonal Integrated competencies. interaction during the learning process. throughout Assessment Tool Basic Competencies Reference Guide and any assessment tools noted above

F.46/ Agriculture, CTS Advanced (1997) 174 ©Alberta Education, Alberta, Canada MODULE AGR3090: MARKETING 2 (CLOSED MARKETING STRUCTURES) (continued)

Concept Specific Learner Expectations Notes

The student should: Past and Present describe past and present trends in the regulated This module will enable Trends marketing of an agricultural commodity, product students to study the or service characteristics/functions of supply-managed describe factors that have affected marketing marketing structures specifically designed practices within the industry; e.g.: for: consumer trends a primary commodity trade liberalization OR globalization of markets a processed product environmental concerns OR subsidy polices a related service. compare approaches used to market the commodity, product or service in Canada with approaches used in other nations; e.g.: United States nations of the Pacific Rim Europe.

Structures and identify economic factors that affect marketing Research steps in Policies activities within the industry; e.g.: "hedging." law of supply and demand price determination and the futures market comparative advantage explain the concept of supply management, and differences between nonregulated (open) and regulated (closed) marketing systems explain the role and impact of regulatory systems and strategies used in marketing the commodity, product or service; e.g.: marketing boards and cooperatives quota systems and monopolies identify marketing structures used to facilitate commodity exchange; e.g.: Winnipeg Commodity Exchange Omaha Market Exchange Chicago Grain Exchange

Advanced CTS, Agriculture /F.47 ©Alberta Education, Alberta, Canada /75 (1997) MODULE AGR3090: MARKETING 2 (CLOSED MARKETING STRUCTURES) (continued)

Concept Specific Learner Expectations Notes

The student should:

Structures and describe the impact of government policies and Research influences of: Policies legislation on marketing activities within the GATT (General Agreement on Tariffs (continued) industry; e.g.: and Trade) federal, provincial and international trade NAFTA (North agreements American Free Trade transportation policies Agreement). non-trade (health and safety) standards

explain the function of income stabilization Research influences of: programs, and their effect on long- and short-term FIDP (Farm Income market trends. Disaster Program) NISA (Net Income Stabilization Account).

Marketing Decisions identify factors that influence decisions to market Contact the Alberta Wheat the commodity, product or service; e.g.: Pool (Farm Information commodity supply, quality and pricing Services) regarding marketing simulation financial constraints, including capital, credit programs. and cash flow time constraints on perishable products transportation requirements identify ways in which relevant trade policies and Contact Alberta regulations may influence marketing decisions; Agriculture, Food and e.g.: Rural Development (FarmBusiness international and domestic trade rules Management Branch) transportation policies regarding bulletin board income support programs and subsidies systems.

describe strategies for gathering current market Research strategic information; e.g.: alliances developed publications and journals among industry partners to increase market share private consultation in the global economy radio and television (e.g., Canada Beef data base Export Federation). identify and assess viable alternatives for marketing the commodity, product or service; e.g.: marketing board cooperative direct sale.

F.48/ Agriculture, CTS Advanced (1997) 176 ©Alberta Education, Alberta, Canada AGR3100: BIOTECHNOLOGY

;MODULELevel: Advanced

Theme: Technology and Applications

Prerequisite: None Module Description:Students present the results of research on applications of biotechnology in agriculture and food production.

Module Parameters:Access to resources on current applications of biotechnology in agriculture and food production.

Curriculum and Assessment Standards

Module Learner Assessment Criteria and Conditions Suggested Expectations Emphasis The student will: Assessment of student achievement should be based on: describe the history and a teacher-prepared assessment in which the student 25 development of demonstrates knowledge of: biotechnology the nature of biotechnology and basic genetic terms basic methods used to alter plant and animal characteristics moral and ethical issues associated with developments in biotechnology. Assessment Tool Agriscience and Technology, Section I: Biotechnology Standard Response indicating 60% mastery identify the benefits and a presentation or report on the benefits and costs 25 costs associated with associated with one or more applications of applications of biotechnology in each of the following areas: biotechnology in product and market development agriculture and food industry diversification production production efficiency disease and pest control. Assessment Tool Presentations/Reports: Advanced Level, AGRPRE-3 Standard Complete the presentation or report to a standard of 3 on the rating scale

Advanced CTS, Agriculture /F.49 ©Alberta Education, Alberta, Canada (1997) I77 MODULE AGR3100: BIOTECHNOLOGY (continued)

Module Learner Assessment Criteria and Conditions Suggested Expectations Emphasis The student will: Assessment of student achievement should be based on: explain the processes given a recent development in biotechnology, 50 used to develop a recent completing a research project on: biotechnology within major components of scientific research and Alberta's agriculture problem solving evident in the process used to industry develop that technology current/potential applications of similar processes in solving other problems that affect agriculture in Alberta. Assessment Tool Research Process: Developments in Biotechnology, AGR3100-1 Standard Complete all components of research to a standard of 3 on the rating scale

demonstrate basic observations of individual effort and interpersonal Integrated competencies. interaction during the learning process. throughout Assessment Tool Basic Competencies Reference Guide and any assessment tools noted above

Concept Specific Learner Expectations Notes

The student should:

Nature and History explain how biotechnology involves the altering Discuss strengths/ of cells and organisms to produce goods and weaknesses of different services plant or animal characteristics. provide a historical perspective on methods by which the characteristics of plants and animals have been altered; e.g.: natural selection selective breeding genetic engineering

F.50/ Agriculture, CTS Advanced (1997) 178 ©Alberta Education, Alberta, Canada MODULE AGR3100: BIOTECHNOLOGY (continued)

Concept Specific Learner Expectations Notes

The student should: Nature and History describe basic vocabulary and techniques used in Discuss applications of (continued) genetic engineering; e.g.: genetic engineering in chromosome selecting and breeding desirable gene characteristics. gene mapping gene splicing cloning outline present and emerging applications of biotechnology in major sectors of Alberta's economy; e.g.: agriculture health care mining forestry energy tourism.

Applications describe specific applications of biotechnology in View the video entitled agriculture and food production; e.g.: Guess What's Coming product and market development to Dinner for an interesting account of industry diversification applications of production efficiency biotechnology (see disease and pest control Section I: Learning Resource Guide). describe environmental, economic and ethical issues related to developments in biotechnology; e.g.: Research applications of: use of natural resources artificial insemination control and patenting of life forms embryo transplant hormones impact of genetically altered organisms growth supplements. food quality and safety world food supply predict possible effects of new biotechnologies on Discuss the risks and producers, processors, consumers and benefits. governments explain the role of legislation in regulating developments in biotechnology.

Advanced I I 7 9 CTS, Agriculture /F.51 ©Alberta Education, Alberta, Canada (1997) MODULE AGR3100: BIOTECHNOLOGY (continued)

Concept Specific Learner Expectations Notes

The student should:

Research Project identify a specific problem in agriculture and food Keep research projects production recently addressed through relevant to personal biotechnology; e.g.: needs and living experiences. production costs product quality market supply environmental impact identify key stakeholder groups affected by the problem describe funding and partnerships that were established to address the problem explain applications of biotechnology in dealing with the problem; e.g.: principles of genetic engineering scientific design experimental outcomes describe the social, economic and environmental consequences of experimental outcomes make recommendations regarding the use of biotechnology and practical solutions to the problem; e.g.: management actions further research.

1 c 0

F.52/ Agriculture, CTS Advanced (1997) ©Alberta Education, Alberta, Canada MODULE AGR3110: WATER MANAGEMENT

Level: Advanced

Theme: Management and Conservation

Prerequisite: None

Module Description:Students explain principles of water management and establish appropriate water management practices for an agriculture or horticulture enterprise.

Module Parameters:Access to community and government agencies responsible for sustainable agriculture development.

Supporting Module:AGR1110 Resource Management

Curriculum and Assessment Standards

Module Learner Assessment Criteria and Conditions Suggested Expectations Emphasis

The student will: Assessment of student achievement should be based on: describe the hydrologic a presentation or report that provides: 10 cycle an illustration of the hydrologic cycle depicting precipitation, evaporation, transpiration, condensation and groundwater flow an explanation of changes that occur to water as it is recycled in the natural environment. Assessment Tool Presentations/Reports: Advanced Level, AGRPRE-3 Standard Complete the presentation or report to a standard of 3 on the rating scale identify water sources given an outline map of Alberta, locating and naming 10 important to agriculture all major sources of surface water in the province. in Alberta Assessment Tool Task Checklist for Mapping, AGRMAP Standard Complete mapping to a standard of 3 on the rating scale

BEST COPY AVAILABLE

Advanced CTS, Agriculture /F.53 ©Alberta Education, Alberta, Canada (1997) MODULE AGR3110: WATER MANAGEMENT (continued)

Module Learner Assessment Criteria and Conditions Suggested Expectations Emphasis The student will: Assessment of student achievement should be based on: constructing diagrams/models of two or more on-site systems used to collect and distribute water for agriculture in Alberta. Assessment Tool Assessment Criteria: Diagrams and Technical Drawings, AGRDRA Standard Complete diagrams/models to a standard of 3 on the rating scale explain how agriculture given an issue that involves the impact of one or more 30 affects water resources agriculture practices on the water resource: at local and global levels negotiating and debating the issue while assuming the role of one or more interest groups preparing and presenting a position paper on the issue that outlines a responsible course of action. Assessment Tool Negotiation and Debate: Advanced Level, AGRNEG-3 Position Paper: Managing the Water Resource, AGR3110-1 Standard Address criteria in negotiation/debate and the position paper to a standard of 3 on the rating scale identify water quality conducting laboratory investigations that permit the 50 factors and techniques student to: used to manage water for identify physical, chemical and biological the benefit of agriculture characteristics of water important in plant and and the environment animal production interpret water test results for a specific use in agriculture prescribe water treatments based on the results of water tests. Assessment Tool Lab Investigations: Water Quality, AGR3110-2 Standard Complete laboratory investigations to a standard of 3 on the rating scale

F.54/ Agriculture, CTS 182 Advanced (1997) ©Alberta Education, Alberta, Canada MODULE AGR3110: WATER MANAGEMENT (continued)

Module Learner Assessment Criteria and Conditions Suggested Expectations Emphasis The student will: Assessment of student achievement should be based on: conducting field-based investigations of three or more technologies used in agriculture to: manage limited and/or excess water supplies (e.g., irrigation, storage, diversion, drainage) maintain water quality (e.g., cropping rotations, conservation tillage, management systems for animal waste, pesticide management). Assessment Tool Observation Checklist for Field-based Investigations, AGROBS Standard Complete all sections of the checklist as they apply to objectives of the field investigation developing a water management plan for an agriculture venture. Management plan to address: available surface and groundwater supplies water requirements according to estimates of consumption water treatments to ensure its suitability for use management practices to compensate for water deficiencies and/or environmental concerns. Assessment Tool Assessment Criteria: A Water Management Plan, AGR3110-3 Standard Complete the water management plan to a standard of 3 on the rating scale demonstrate basic observations of individual effort and interpersonal Integrated competencies. exploration during the learning process. throughout Assessment Tool Basic Competencies Reference Guide and any assessment tools noted above

Advanced 183 CTS, Agriculture /F.55 ©Alberta Education, Alberta, Canada (1997) MODULE AGR3110: WATER MANAGEMENT (continued)

Concept Specific Learner Expectations Notes

The student should:

Hydrologic Cycle define and illustrate the water cycle Explain the role of the hydrologic cycle in describe the roles of evaporation, precipitation, replenishing water run-off and infiltration in the water cycle supplies. explain physical, chemical and biological changes in water as it is cycled in the natural environment.

Water Sources and describe the main sources of water for agriculture; Investigate: Quality e.g.: groundwater reserves major surface water ground water resources surface water precipitation patterns. precipitation If possible, organize a describe on-site systems used to collect and well-witching distribute water for agriculture demonstration. Interpret water test results describe and give examples of physical, chemical for specific uses in and biological characteristics of water important agriculture. to plants and animals; e.g.: Perform a test for water turbidity, temperature, odour and taste hardness. dissolved oxygen, pH, mineral content Analyze local water bacteria, viruses, algae and plankton supplies through the local health unit. perform tests to determine the characteristics of water and its suitability for an agricultural use. Determine water quality requirements for a plant/animal production enterprise.

Agriculture Effects explain how agricultural practices may affect the Consider impacts of water resource at local and global levels; e.g.: limited/excess water land clearing supplies on: humans soil cultivation livestock use of chemical fertilizers and pesticides crops irrigation and draining practices wildlife overgrazing/animal wastes ecosystems. Investigate on -site describe the effects of erosion and siltation on systems. water quality Invite a rural development relate specific agricultural practices to physical, specialist to discuss chemical and biological changes that occur in the impacts of intensive agriculture on water water resource quality.

debate a global issue regarding the impact of Explain "static level" and agriculture on water supply and/or water quality. "drawdown" in relation to a farm well.

F.56/ Agriculture, CTS Advanced (1997) 134 ©Alberta Education, Alberta, Canada Concept Specific Learner Expectations Notes

The student should:

Water Management describe and assess techniques used to manage Discuss the significance Practices limited and excess water supplies in agriculture; of: e.g.: cropping rotations irrigation, storage, recycling animal waste management diversion, drainage, flood control wetlands management. Assess the potential of existing water supplies to meet projected water requirements for a specific agriculture venture. identify and apply treatments for enhancing water Explain how agriculture quality both before and after use in agriculture can assist in treating municipal wastes. research forms of water ownership and legal Examples: aspects of water control; e.g.: water rights public, private and deeded ownership control of effluent government controls on pollution disposal and pollution diversion of natural describe and assess agriculture practices aimed at waterways. maintaining water quality; e.g.: Compare agriculture cropping rotations practices in two locales management of animal wastes having significant variance in their water conservation tillage resources. optimal fertilizer and pesticide management Obtain the "Wetland Environments" kit explain how the maintenance of wetlands (available from Ducks contributes to water management Unlimited). describe strategic alliances developed among municipal, environmental and user groups to address environmental impacts.

Advanced 185 CTS, Agriculture /F.57 ©Alberta Education, Alberta, Canada (1997) MODULE AGR3120: SOILS MANAGEMENT 2 (SOIL TESTING & AMENDING)

Level: Advanced

Theme: Management and Conservation

Prerequisite: AGR2120 Soils Management 1 (Soil Properties/Classification) Module Description:Students demonstrate knowledge of appropnate soil testing and amending techniques, and they interpret soil survey maps and reports.

Module Parameters:Access to a science laboratory and land laboratory. Note: Specific learner expectations in AGR2120 Soils Management 1 and AGR3120 Soils Management 2 are consistent with Soils Investigations (SOIL 100-35) at Olds College, Alberta.Teachers should contact the Registrar'sOffice,Olds College, regarding transfer of creditfor competencies developed in this module and AGR3120 Soils Management 2.

Curriculum and Assessment Standards

Module Learner Assessment Criteria and Conditions Suggested Expectations Emphasis

The student will: Assessment of student achievement should be based on: select appropriate a theory test in which the student demonstrates 40 fertilization techniques knowledge of the nutrient requirements of plants and based on an analysis of soil fertility. the nutrient requirements Assessment Tool of plants Sample Test Items: Nutrient Requirements of Plants, Soils Investigations Facilitator's Manual Standard Response indicating 75% mastery given soil characteristics and plant nutrient requirements, calculating an appropriate blend of fertilizer. Assessment Tool Soils Investigations II Assignment Book (LRDC) Standard Complete all related exercises in the assignment book

Advanced CTS, Agriculture /F.59 ©Alberta Education, Alberta, Canada 136 (1997) MODULE AGR3120: SOILS MANAGEMENT 2 (SOIL TESTING & AMENDING) (continued)

Module Learner Assessment Criteria and Conditions Suggested Expectations Emphasis The student will: Assessment of student achievement should be based on: demonstrate appropriate a theory test in which the student demonstrates 20 soil sampling knowledge of soil sampling and testing. techniques, and interpret Assessment Tool soil test reports Sample Test Items: Soil Sampling and Testing, Soils Investigations Facilitator's Manual Standard Response indicating 75% mastery given a soil test report, interpret and elaborate on soil and cropping information and fertilizer recommendations. Assessment Tool Presentation/Reports: Advanced Level, AGRPRE-3 Soils Investigations II Assignment Book Soils Investigations Materials Kit Standard Interpret information on soil, cropping and fertilizers to a standard of 3 on the rating scale

describe the legal a theory test in which the student demonstrates 10 location of a parcel of knowledge of the Western Grid Survey System. land, using the Western Assessment Tool Grid Survey System Sample Test Items: Western Grid Survey System, Soils Investigations Facilitator's Manual Standard Response indicating 75% mastery given the legal description of a parcel of land, locate the parcel of land on a map. Assessment Tool Soils Investigations I Assignment Book Standard Complete all related exercises in the assignment book

EST COPY AVAILMIE

F.60/ Agriculture, CTS 18? Advanced (1997) ©Alberta Education, Alberta, Canada Module Learner Assessment Criteria and Conditions Suggested Expectations Emphasis The student will: Assessment of student achievement should be based on: read and interpret soil a theory test in which the student demonstrates 30 survey maps and reports knowledge of soil survey maps and reports. Assessment Tool Sample Test Items: Soil Survey Maps and Reports, Soils Investigations Facilitator's Manual Standard Response indicating 75% mastery given a soil survey map and report for a given parcel of land, interpret and elaborate on the natural environment, soil classes and potential capacity of the land for agriculture. Assessment Tool Presentations/Reports: Advanced Level, AGRPRE-3 Soils Investigations II Assignment Book Soils Investigations Materials Kit Standard Interpret information regarding the natural environment and potential for agriculture to a standard of 3 on the rating scale demonstrate basic observations of individual effort and interpersonal Integrated competencies. exploration during the learning process. throughout Assessment Tool Basic Competencies Reference Guide and any assessment tools noted above

Advanced CTS, Agriculture /F.61 ©Alberta Education, Alberta, Canada (1997) MODULE AGR3120: SOILS MANAGEMENT 2 (SOIL TESTING & AMENDING) (continued)

Concept Specific Learner Expectations Notes

The student should:

Soil Fertility list the names and sources of essential nutrients Grow plants under and macronutrients for plants hydroponic conditions to observe macro describe soil colloids and their role in storing and nutrient deficiencies. releasing plant nutrients Contact Department of Instructional Design, identify major fertilizer nutrients and describe Olds College, for their benefits to plant growth additional support materials. distinguish between natural and synthetic fertilizers, and explain the advantages and disadvantages of each Invite a soils specialist define fertilizer grade and give examples of from government, commonly used grades industry or post- secondary to discuss describe the pros and cons of specialty fertilizer nutrient requirements of products plants and fertilization techniques. describe common methods of fertilizer application calculate an appropriate amount and blend of fertilizer based upon plant nutrient requirements.

Soil Testing identify reasons for soil testing Collect soil samples in local area and obtain identify major soil nutrients and soil quality laboratory analysis. factors evaluated through a soil test Interpret laboratory report and apply to describe the steps involved in conducting a soil production methods. test; e.g.: soil sampling laboratory analysis interpretation of results demonstrate accurate soil sampling techniques describe the major elements of a soil test report; e.g.: soil and cropping information fertilizer recommendations soil analysis results yield increase data interpret a soil test report.

F.62/ Agriculture, CTS Advanced (1997) ©Alberta Education, Alberta, Canada Concept Specific Learner Expectations Notes

The student should: Western Grid Survey identify and describe components of the Western Obtain survey maps of the System Grid Survey System; e.g.: local area from government agencies. lines of latitude and longitude Locate known reference townships and ranges points on the maps. sections and legal subdivisions roads identify the area of a parcel of land based upon o information provided through its legal land description describe and provide reasons for correction lines. partial sections and acreage anomalies locate a specific parcel of land on a soil map by applying knowledge of its legal land description.

Soil Survey Maps describe key components of the Canada Land Read and interpret local and Reports Inventory (CLI) system; e.g.: soil survey maps and soil classes and subclasses reports. climatic subregions describe the agricultural capacity of a given piece of land by interpreting a CLI Soil Capability for Agriculture map describe the strengths and limitations of Invite a rural development information provided through CLI maps in specialist as a resource establishing agriculture management and person. conservation practices describe the nature and purpose of information conveyed through a soil survey map and report; e.g.: overview of natural environment classification of soils potential land use identify and explain components of a soil survey map; e.g.: map units map legend map symbols reference section key map interpret a soil survey map and report.

Advanced CTS, Agriculture /F.63 ©Alberta Education, Alberta, Canada 190 (1997) 'MODULE AGR3130: SUSTAINABLE AGRICULTURE SYSTEMS

Level: Advanced

Theme: Management and Conservation

Prerequisite: None

Module Description:Students examine the impact of a range of agriculture practices on the environment, and they propose strategies for ensuring the sustainable use of natural resources.

Module Parameters:Access to community and government agencies responsible for sustainable agriculture management. Note: This is a summative module requiring prior knowledge of the principles of sustainable resource development. It should be the last module studied in a series of Agriculture modules.

Curriculum and Assessment Standards

Module Learner Assessment Criteria and Conditions Suggested Expectations Emphasis

The student will: Assessment of student achievement should be based on: describe the structure a teacher-prepared assessment in which the student 20 and functioning of demonstrates knowledge of interrelationships among ecosystems living and non-living ecosystem components. Assessment to address: the relationship of soil, water and air characteristics to plant and animal health/distribution interactions and dependencies among living organisms natural recycling processes that involve soil, water and air. Assessment Tool Ecosystems (Teacher Resource Book) Standard Response indicating 60% mastery

la)EST COPY AVAIIIALE

Advanced CTS, Agriculture /F.65 ©Alberta Education, Alberta, Canada (1997) MODULE AGR3130: SUSTAINABLE AGRICULTURE SYSTEMS (continued)

Module Learner Assessment Criteria and Conditions Suggested Expectations Emphasis The student will: Assessment of student achievement should be based on: explain potential impacts given access to information on two or more 30 of agriculture systems on agricultural systems (e.g., field crop production, the environment greenhouse production, feedlot production, range grazing, food processing), completing a research project on the potential impacts of each on land, water, air and wildlife. Assessment Tool Research Process: Environmental Impacts of Agriculture, AGR3130-1 Standard Complete all components of research to a standard of 3 on the rating scale develop and present developing and presenting plans for an agriculture 50 strategies for ensuring venture that demonstrate principles of sustainable the sustainable use of development. Venture plan to address: natural resources background information regarding conservation, preservation and sustainable development a strategy for multiple land use a strategy for soil fertility and conservation a strategy for water management practices interrelationships and dependencies among domestic and non-domestic plant and animal species legislated environmental regulation and constraints. Assessment Tool Assessment Criteria: Venture Plan for Sustainable Production, AGR3130-2 Standard Complete the venture plan to a standard of 3 on the rating scale

demonstrate basic observations of individual effort and interpersonal Integrated competencies. exploration during the learning process. throughout Assessment Tool Basic Competencies Reference Guide and any assessment tools noted above

192 F.66/ Agriculture, CTS Advanced (1997) ©Alberta Education, Alberta, Canada Concept Specific Learner Expectations Notes

The student should: Dynamic identify major living and non-living ecosystem Obtain the "Wetland Ecosystems components; e.g.: Environments" kit soil, water and air (available( from Ducks Unlimited). See domestic/non-domestic plant and animal Section I: Learning species Resource Guide. climate and temperature describe interrelationships among ecosystem components; e.g.: relationship of soil, water and air characteristics to plant and animal distribution/health interactions and dependencies among living organisms explain natural recycling processes that involve soil, water and air; e.g.: exchange of gases water cycle nutrient cycles.

Environmental explain the impact of deforestation, land clearing Impacts and cultivation practices on ecosystems describe ways in which water diversion and irrigation projects have changed the environment describe potential impacts of chemical and solid wastes on soil, water and air characteristics explain potential impacts of selective breeding and genetic engineering on biodiversity of plant and animal populations identify environmental pollutants resulting from large-scale and specialized production and/or processing practices.

Advanced CTS, Agriculture /F.67 ©Alberta Education, Alberta, Canada (1997) 193 MODULE AGR3130: SUSTAINABLE AGRICULTURE SYSTEMS (continued)

Concept Specific Learner Expectations Notes

The student should:

Environmental define conservation, preservation and sustainable Consider using computer Management development simulations. identify a rationale for the retention of land as a Invite resource persons from environmental and natural habitat industry organizations explain applications of multiple land use in an to discuss achievements and challenges related agriculture enterprise to sustainable explain the benefits and costs of wetlands in an agriculture systems. agriculture system describe soil management practices relevant to an agriculture system; e.g.: soil fertility soil conservation describe water management practices relevant to an agriculture system; e.g.: water quality hydrologic cycle identify government policies and regulations that support sustainable development; e.g.: environmental constraints inspection and regulation explain potential impacts of agricultural systems on ecosystem dynamics describe the benefits and costs of specific management practices in maximizing sustainable development and minimizing environmental impacts within an agriculture system identify potential careers in environmental management; e.g.: environmental assessment environmental regulation.

F.68/ Agriculture, CTS 194 Advanced (1997) ©Alberta Education, Alberta, Canada MODULE AGR3140: NURSERY/GREENHOUSE CROPS 2 (MANAGEMENT TECHNIQUES)

Level: Advanced

Theme: Technology and Applications

Prerequisite: AGR2140 Nursery/Greenhouse Crops 1 (Materials & Processes)

Module Description:Students demonstrate techniques used to produce a nursery or greenhouse crop,, focusing attention on enterprise selection, plant identification, genetics and reproduction, production skills and venture analysis.

Module Parameters:Access to a land laboratory and/or controlled growing environment. Facilities and equipment should permit students to perform practical skills of plant production, as is required to produce a nursery or greenhouse crop; e.g., soil preparation, propagation, transplanting, cultivation, watering and fertilizing, pest and disease control. Instructor training in the use of pesticides is recommended; e.g., Pesticide Applicator/Dispenser Certificate. Off-campus learning can support the development of practical skills in crop production; consultation with a work site supervisor ensures that relevant safety considerations are addressed and that student learning meets or exceeds the learner expectations in this module. See the Off -campus Education Guide for Administrators, Counsellors and Teachers(AlbertaEducation,1995)forfurtherinformationregarding off-campus learning. Note: This module can be combined with other modules from the Agriculture strand and/or from the Career Transitions strand to provide opportunities for students to develop technical competencies within the Landscape Gardener Apprenticeship Program (Alberta Advanced Education and Career Development). See Section H (Linkages/Transitions) of this guide for further information.

Supporting Module:CTR2210 Workplace Safety (Practices) Because of the practical nature of this module, students need a general knowledge of accepted practices and potential hazards when performing tasks related to crop production. See Planning for Instruction in Section C for further information on student safety.

BEST FY NMLAnLE

Advanced CTS, Agriculture /F.69 ©Alberta Education, Alberta, Canada X95 (1997) MODULE AGR3140: NURSERY/GREENHOUSE CROPS 2 (MANAGEMENT TECHNIQUES) (continued) Curriculum and Assessment Standards

Module Learner Assessment Criteria and Conditions Suggested Expectations Emphasis The student will: Assessment of student achievement should be based on: identify and assess identifying a nursery or greenhouse crop variety 10 opportunities for suited to the growth conditions of a particular locale. producing a nursery or Identification of the crop variety to be based on greenhouse crop information gathered regarding: environmental factors a suitable growing medium space requirements for plant growth marketing and consumption patterns. Assessment Tool Selection Criteria: Nursery and Greenhouse Crops, AGR3140-1 Standard Address all selection criteria in identifying a nursery or greenhouse crop variety suited to local growth and market conditions identify and describe given access to on-site (or photographed) tree, shrub, 20 nursery or greenhouse perennial, annual and/or tropical plant plants suited to Alberta species/varieties used in the nursery and greenhouse climates industry, identifying selected specimens according to: common and botanical names growth habit and taxonomy specific applications in Alberta. Assessment Tool Identification Guide: Nursery and Greenhouse Plants, AGRIDENUR Information Sheet: Nursery and Greenhouse Plants, AGRINFNUR Standard Identify 10 tree, shrub, perennial, annual and/or tropical plant species/varieties in addition to those identified in AGR2140

196 F.70/ Agriculture, CTS Advanced (1997) ©Alberta Education, Alberta, Canada MODULE AGR3140: NURSERY/GREENHOUSE CROPS 2 (MANAGEMENT TECHNIQUES) (continued)

Module Learner Assessment Criteria and Conditions Suggested Expectations Emphasis

The student will: Assessment of student achievement should be based on: completing a research project on applications of heredity principles and reproductive technology relevant to one nursery/greenhouse crop variety. Research to address: desirable and undesirable plant traits selection criteria applications of hybridization. Assessment Tool Research Process: Heredity Principles and Reproductive Technology, AGR3140-2 Standard Conduct research to a standard of 3 on the rating scale demonstrate practical demonstrating practical skills as required to produce a 60 skills in producing a nursery or greenhouse crop. Practical skills will nursery or greenhouse involve: crop preparing the growing medium/seed bed propagation and transplanting appropriate use of growing space cultivating, watering and fertilizing the crop controlling plant pests and diseases packaging plant material utilizing soil and water conservation practices. Production tasks will involve the application of appropriate safety guidelines for using equipment and supplies. Assessment Tool Task Checklist: Nursery/Greenhouse Crops 2, AGR3140-3 Lab Assessment: Plant Production, AGRLABPLT Standard Achieve a minimum performance rating of: 2 in applicable areas of crop production 3 in the safe use of equipment and supplies

Advanced CTS, Agriculture /F.71 ©Alberta Education, Alberta, Canada 197 (1997) MODULE AGR3140: NURSERY/GREENHOUSE CROPS 2 (MANAGEMENT TECHNIQUES) (continued)

Module Learner Assessment Criteria and Conditions Suggested Expectations Emphasis The student will: Assessment of student achievement should be based on: maintaining an anecdotal record of all production tasks completed. Assessment Tool Log/Record of Production Tasks: Plants, AGRLOGPLT Standard Completing all sections of the log/record for each production task performed develop and present a a brief report on the results of nursery or greenhouse 10 plan for future nursery crop production, and recommendations regarding or greenhouse crop future production ventures. Report to address: production, based on the product quality and saleability outcomes of current production practices variables affecting production outcomes new skills/learnings that were applied recommendations regarding future production based on current accomplishments and challenges. Assessment Tool Presentations/Reports: Advanced Level, AGRPRE-3 Standard Complete report to a standard of 3 on the rating scale demonstrate basic observations of individual effort and interpersonal Integrated competencies. interaction during the learning process. throughout Assessment Tool Basic Competencies Reference Guide and any assessment tools noted above

198 F.72/ Agriculture, CTS Advanced (1997) ©Alberta Education, Alberta, Canada MODULE AGR3140: NURSERY/GREENHOUSE CROPS 2 (MANAGEMENT TECHNIQUES) (continued)

Concept Specific Learner Expectations Notes

The student should: Enterprise Selection explain how personal needs may influence crop Potential linkages exist selection; e.g.: with the Alberta food for personal consumption Agriculture Green Certificate Farm economic goals Training Program: interest in aesthetics crop production personal motivation and aptitude irrigated crop production. identify market factors that influence crop For additional selection; e.g.: information, see Section market demands H: Linkages/ market size, location and access Transitions. market competition Identify input costs and market trends potential profits for a production venture. describe financial opportunities related to crop production; e.g.: Invite a rural development fixed and variable costs specialist to discuss forecast of returns factors in enterprise risk factors selection. Consider advertising and describe land requirements and/or the suitability promotional of soil and water conditions to production technologies used to access greenhouse and operations nursery markets. describe the suitability of Alberta's climate to Identify determinants of potential crops; e.g.: regional commodity production. growing days frost-free days ambient temperature soil temperature describe equipment needs at different stages of production; e.g.: seeding/planting cultivation harvesting describe labour and transportation needs within the industry; e.g.: availability cost.

Advanced CTS, Agriculture /F.73 ©Alberta Education, Alberta, Canada 139 (1997) MODULE AGR3140: NURSERY/GREENHOUSE CROPS 2 (MANAGEMENT TECHNIQUES) (continued)

Concept Specific Learner Expectations Notes

The student should:

Taxonomy and classify nursery or greenhouse plants; e.g.: Gather, label and mount Genetics according to growth habit plant collections. according to taxonomy Use an identification key identify nursery or greenhouse plants, e.g.: to identify previously using common names unknown plants. using botanical nomenclature Conduct breeding experiments with research heredity principles and their application cucumbers, squash, to plants that are grown; e.g.: pumpkins and/or dominant and recessive traits gourds. selection criteria and procedures systems of breeding research reproduction technologies and their application to plants that are grown; e.g.: propagation techniques hybridization describe procedures used to maintain the quality of plants within the industry; e.g.: selection criteria applications of hybridization showing and judging.

Production Skills apply knowledge of plant management practices Consider strategies for in production activities; e.g.: managing a crop from characteristics of plant health and disorders seed to sale. remedial strategies for plant disorders disease and pest control

use appropriate techniques to propagate nursery Potential linkages exist or greenhouse plants with various pesticide applicator certificate apply principles of nutrition to production courses (see Section H: e.g.: Linkages/Transitions). essential nutrients Plan for individual fertilizer formulation research regarding relevant issues. demonstrate techniques for maintaining a sustainable production system; e.g.: Keep a daily log that details production water and soil quality activities. organic and inorganic amendments biological and chemical control measures Discuss biological control waste disposal. agents.

F.74/ Agriculture, CTS 200 Advanced (1997) ©Alberta Education, Alberta, Canada MODULE AGR3140: NURSERY/GREENHOUSE CROPS 2 (MANAGEMENT TECHNIQUES) (continued)

Concept Specific Learner Expectations Notes

The student should: Production Analysis describe production venture outcomes based on: Consider the impacts of product quality local, national and global trends on venture product saleability outcomes. application of new skills/learnings Plan for individual/group describe the impact of economic, environmental reports and and/or social factors on production practices and presentations. outcomes

make recommendations regarding future production ventures on the basis of current accomplishments and challenges in plant production.

Advanced CTS, Agriculture /F.75 . ©Alberta Education, Alberta, Canada 231 (1997) AGRICULTURE SECTION G: ASSESSMENT TOOLS

The following pages comprise background information and strategies for assessing student achievement and the assessment tools that are listed in Sections D, E and F of this Guide.

This section of the Guide to Standards and Implementation has been designed to provide a common base of understanding about the level of competencies students are expected to demonstrate to successfully complete a module. The goal is to establish assessment standards for junior and senior high school students that are fair, credible and challenging.

These tools will assist teachers throughout the province to more consistently assess student achievement. The purpose of expanding on the assessment standards is to: increase confidence among students, parents, business/ industry and post-secondary that students can demonstrate the competencies specified in the modules they have completed encourage fairness and equity in how students' efforts are judged enable learners to focus effort on key learnings support teachers and community partners in planning and implementing CTS.

These tools were validated during the optional stage of CTS implementation.

Assessment Tools CTS, Agriculture /G.1 ©Alberta Education, Alberta, Canada 202 (1997) TABLE OF CONTENTS

ASSESSING STUDENT ACHIEVEMENT Assessing Student Achievement in CTS G.5 Assessing Student Achievement in Agriculture G.7

Assessment Tools Generic to CTS: Basic Competencies Reference Guide G.8 Generic Rating Scale G.10 Frameworks for Assessment: CTSISS:Issue Analysis G.11 CTSLAB: Lab Investigations G.12 CTSNEG: Negotiation and Debate G.13 CTSPRE: Presentations/Reports G.14 CTSRES: Research Process G.15

Assessment ToolsGeneric to the Agriculture Strand: AGRPRE-1: Presentations/Reports: Introductory Level G.16 AGRPRE-2: Presentations/Reports: Intermediate Level G.17 AGRPRE-3: Presentations/Reports: Advanced Level G.18 AGRCAR-1: Career Search: Introductory Level G.19 AGRCAR-2: Career Search: Intermediate Level G.20 AGRCAR-3: Career Search: Advanced Level G.21 AGRNEG-1: Negotiation and Debate: Introductory Level G.22 AGRNEG-2: Negotiation and Debate: Intermediate Level G.23 AGRNEG-3: Negotiation and Debate: Advanced Level G.24 AGRSAM: Sample Issues for Research, Analysis and Debate G.25 AGRREF: Reflection Guide: The Significance of Agriculture G.26 AGRLET: Assessment Criteria: Letters of Support or Concern G.27 AGRMAP: Task Checklist for Mapping G.28 AGRMED: Guide to Critiquing Media Information G.29 AGRTEC: Project Assessment: Technology Design G.30 AGRDRA: Assessment Criteria: Diagrams and Technical Drawings G.31 AGRFLO: Assessment Criteria: Flow Charts G.32 AGROBS: Observation Checklist for Field-based Investigations G.33 AGRDEV-FLO:Developmental Framework: Floral Construction G.35 AGRIDE-FLO:Identification Guide: Cut Flowers and Interior Plants G.36 AGRIDE-FLD:Identification Guide: Field Crop Species G.37 AGRIDE -NUR:Identification Guide: Nursery and Greenhouse Plants G.38 AGRIDE-LDS:Identification Guide: Landscape Plants G.40 AGRIDE-WED:Identification Guide: Landscape/Turfgrass Weeds G.42 AGRINF-FLO:Information Sheet: Cut Flowers and Interior Plants G.43 AGRINF-FLD:Information Sheet: Field Crop Species G.44 AGRINF-NUR:Information Sheet: Nursery and Greenhouse Plants G.45 AGRINF-LDS:Information Sheet: Landscape Plants G.46 AGRINF-WED:Information Sheet: Landscape/Turfgrass Weeds G.47 AGRINF-EQU:Information Sheet: Hand/Power Equipment and Supplies G.48 AGRLAB-FLO:Lab Assessment: Floral Design G.49 AGRLAB-PLT:Lab Assessment: Plant Production G.50

G.2/ Agriculture, CTS Assessment Tools (1997) 203 ©Alberta Education, Alberta, Canada AGRLAB-LDS: Lab Assessment: Landscape and Turf Care G.51 AGRLAB-ANM: Lab Assessment: Animal Care G.52 AGRLAB-PRO: Lab Assessment: Agriculture Processing G.53 AGRLOG-PLT: Log/Record of Production Tasks: Plants G.54 AGRLOG-LDS: Log/Record of Landscape/Turfgrass Services G.55 AGRLOG -ANM: Log/Record of Animal Care G.56 AGRPLN-FLO: Project Planning: Floral Design G.57 AGRPRI-FLO:Pricing Worksheet: Floral Services G.58

Assessment Tools Specific to Modules in the Agriculture Strand: AGR1010-1:Knowledge/Application Assessment: Comprehensive Agriculture G.59 AGR1030-1:Sample Flow Chart: Production Basics G.60 AGRI 030-2: Sample Concept Map/Web: Careers in Agriculture Production G.61 AGR1070-1:Sample Test Items: Safety Guidelines for Power Landscape Equipment G.62 AGR1070-2:Task Checklist: Basic Landscape/Turf Care G.63 AGR1080-1:Task Checklist: Basic Floral Design G.64 AGR1080-2:Product Assessment: Basic Floral Design G.66 AGR1090-1:Assessment Criteria: Components of a Marketing Strategy G.67 AGR1090-2:Assessment Criteria: Product/Market Development G.68 AGR1100-1:Sample Chart: Product Development in the Agriculture/Horticulture Industry G.69 AGR1100-2:Research Process: Applications of Science and Technology G.70 AGR1110-1:Knowledge/Application Assessment: Water Management Practices G.71 AGR1110-2:Research Process: Rural and Urban Land Use G.72 AGR1110-3:Position Paper: Resource Management G.73 AGR2020-1:Research Process: Animal Health and Well-Being G.74 AGR2020-2:Task Checklist: Animal Husbandry and Health Care G.75 AGR2020-3:Assessment Criteria: Animal Welfare G.76 AGR2030-1:Task Checklist: Field Crops 1 G.77 AGR2040-1:Identification Guide: Basic Anatomy and Physiology G.78 AGR2040-2:Knowledge/Application Assessment: Vital Life Processes G.79 AGR2040-3:Research Process: Animal Breeds G.80 AGR2040-4:Task Checklist: Livestock/Poultry 1 G.81 AGR2050-1:Portfolio: Profile of an Agrifood Industry G.82 AGR2060-1:Task Checklist: Landscape/Turf Management 1 G.83 AGR2070-1:Research Process: Origin, History and Conformation of the Horse G.84 AGR2070-2:Task Checklist: Equine 1 G.85 AGR2080-1:Research Process: Design Principles and Colour Theory G.86 AGR2080-2:Task Checklist: Floral Design 1 G.87 AGR2080-3:Product Assessment: Floral Design 1 G.89 AGR2080-4:Task Checklist: Care of Indoor Plants G.90 AGR2090-1:Assessment Criteria: A Marketing Plan G.91 AGR2100-1:Task Checklist: Controlled Growing Environments G.92 AGR2120-1:Lab Investigations: Soil Profile Analysis G.93 AGR2120-2:Lab Investigations: Soil Texturing G.94 AGR2120-3:Lab Investigations: Soil Acidity and Conductivity G.95

Assessment Tools CTS, Agriculture /G.3 ©Alberta Education, Alberta, Canada 204 (1997) AGR2130-1:Task Checklist: Integrated Pest Management G.96 AGR2140-1: Task Checklist: Nursery/Greenhouse Crops 1 G.97 AGR3010-1:Issue Analysis: Alternatives and Consequences G.99 AGR3010-2:Research Process: Local and Global Issues in Agriculture G.100 AGR3010-3:Position Paper: Issues in Agriculture G.101 AGR3030-1:Research Process: Opportunities in Field Crop Production G.102 AGR3030-2:Assessment Criteria: Components of a Plant Breeding StrategyG.103 AGR3030-3:Task Checklist: Field Crops 2 G.104 AGR3040-1:Research Process: Trends in Animal Production G.105 AGR3040-2:Assessment Criteria: Components of an Animal Breeding Strategy G.106 AGR3040-3:Task Checklist: Livestock/Poultry 2 G.107 AGR3050-1:Knowledge/Application Assessment: Government Policy and Legislation G.108 AGR3050-2:Presentations/Reports: Management Practices in Agrifoods G.109 AGR3050-3:Research Process: Industry Trends in Agrifoods G.110 AGR3060-1:Task Checklist: Landscape/Turf Management 2 G.111 AGR3060-2:Proposal: Installation of Specialty Items/Systems G.112 AGR3070-1:Research Process: Selection Criteria for Stables and Physical Facilities G.113 AGR3070-2:Task Checklist: Equine 2 G.114 AGR3080-1:Task Checklist: Floral Design 2 G.115 AGR3080-2:Product Assessment: Floral Design 2 G.117 AGR3080-3:Task Checklist: Promotional Displays G.118 AGR3090-1: Research Process: Specialized Applications of Marketing G.119 AGR3090-2:Assessment Criteria: Venture Plans G.120 AGR3100-1: Research Process: Developments in Biotechnology G.121 AGR3110-1:Position Paper: Managing the Water Resource G.122 AGR3110-2:Lab Investigations: Water Quality G.123 AGR3110-3: Assessment Criteria: A Water Management Plan G.124 AGR3130-1: Research Process: Environmental Impacts of Agriculture G.125 AGR3130-2:Assessment Criteria: Venture Plan for Sustainable Production G.126 AGR3140-1: Selection Criteria: Nursery and Greenhouse Crops G.127 AGR3140-2:Research Process: Heredity Principles and Reproductive Technology G.128 AGR3140-3:Task Checklist: Nursery/Greenhouse Crops 2 G.129

205 G.4/ Agriculture, CTS Assessment Tools (1997) ©Alberta Education, Alberta, Canada ASSESSING STUDENT Grading and Reporting Student Achievement ACHIEVEMENT IN CTS When a student can demonstrate ALL of the exit- The CTS assessment standards assess two basic levelcompetenciesdefinedforthemodule forms of competency: (module learner expectations), the teacher will designate the module as "successfully completed." What can a student do? The teacherwillthen use accepted grading make a product (e.g., wood bowl, report, practices to determine the percentage grade to be garment) given for the modulea mark not less than 50%. demonstrate a process strand-related competencies (e.g., The time frame a teacher allows a student to keyboarding,haircutting,sewing develop theexit-level competency isa local techniques, lab procedures) decision. NOTE: The Senior High School Handbook specifies that students must have access basiccompetencies(e.g.,resource to25 hoursof instructionforeachcredit. use, safety procedures, teamwork). Studentsmay,however,attaintherequired competencies in less time and may proceed to What does a student know? other modules. knowledge base needed to demonstrate a competency (link theory and practice). Teachersareencouragedtoconsulttheir colleagues to ensure grading practices are as CTS Defines Summative Assessment Standards consistent as possible.

The assessment standards and tools defined for the High school teachers may wish toreferto CTS modules, referenced in Sections D, E and F "Directions for Reporting Student Achievement in of this Guide, focus on the final (or summative) CTS" for information on how to use the CTS assessment of student achievement. course codes to report the credits that students have earned to Alberta Education. (Copies of this Assessmentthroughoutthelearningperiod document have been forwarded to superintendents (formative assessment) will continue to evaluate and senior high school principals.) how students are progressing. Teachers direct and respond to students' efforts to learnsetting and Components of Assessment Standards in CTS marking tasks and assignments, indicating where improvementisneeded,sending outinterim The following components are included in each reports, congratulating excellence, etc. module: Teachers will decide which instructional and module learner expectations (in the shaded assessmentstrategiestoapplyduringthe left column of the module) define the exit- formative learning period.As formative and level competencies students are expected to summative assessment are closely linked, some achieve to complete a module.Each MLE teachers may wish to modify the tools included in defines and describes critical behaviours that this section to use during the instructional process. can be measured and observed. The student Teachers may also develop their own summative must meet the standard specified for ALL assessment tools as long as the standards are MLEs within a module to be successful. consistentwiththeminimumexpectations outlined by Alberta Education. suggested emphasis (right column of the module) provides a guideline for the relative significance of each MLE and can be used to organize for instruction.

Assessment Tools CTS, Agriculture /G.5 ©Alberta Education, Alberta, Canada 206 (1997) criteria and conditions (middle column of Development and Validation Processes the module)settheframework forthe assessment of student competency, specifying The "Criteria and Conditions" and "Suggested the minimum standard for performance and Emphasis" columns were validated with extensive including a reference to assessment tools, input from teachers, professional associations/ where appropriate. contacts and post-secondary institutions. The goal wastopreparewell-structuredassessment Criteria define the behaviours that a student standards and related assessment tools that: must demonstrate to meet the designated standard. For example, the criteria could establish an appropriate level of challenge and describe the various techniques that must be rigour demonstrated when usingatool,and/or relate directly to the type of learning described describethe minimum componentsof a in the curriculum standard project the student must complete. are easy to understand are efficient to implement Conditions outline the specifications under can provide a consistent measure of what was which a student's competency can be judged. expected to be measured. For example, the conditions could specify whether the assessment should be timed or Asstudentsandteachersworkwiththe not, or if the student should be allowed to assessment standards and tools, it is expected that access support resources or references. levels of performance will increase as more and more students are able to achieve the minimum Standard may be defined by (1) assessment standard. Therefore, the assessment standards and tools and/or (2)"illustrative examples" of related tools will continue to be monitored, and student work (both of which are referenced in revised as necessary to ensure appropriate levels thissection,orsometimesinapproved of rigour and challenge, and successful transitions learning resources). for students as they leave high school and enter Assessment Tools included in this section of the workplace or related post-secondary programs. the Guide tend to be of two types: tools generic to a strand or to the entire CTS program; e.g., a standard five-point rating scale is used in all strands.Other generic tools include assessing reports and presentations and lab safety checklists. (Names of these tools include the strand code[e.g., "INF"forInformation Processing] and a code for the type of tool[e.g., "TDENT" for TextData Entry].)

toolsspecific toa module; e.g., assessmentchecklistforassessinga venture plan in Enterprise and Innovation or a checklist for sketching, drawing and modelling in Design Studies. (Names of these tools include the module code; e.g., "INF1010-1" indicating that it is the first module-specific tool used in Information Processing Module 101.) 207 G.6/ Agriculture, CTS Assessment Tools (1997) ©Alberta Education, Alberta, Canada ASSESSING STUDENT ACHIEVEMENT communicate minimum performance standards IN AGRICULTURE for: conducting research, preparing reports and Assessing student achievementinAgriculture making presentations involvesgathering informationabout what a performing practicaltasksinplant/animal student knows and is able to do, and comparing production,floraldesignandlandscape this information with learning outcomes defined maintenance by thecurriculum (i.e., module learner conducting laboratory and field-based expectations, assessment conditions and criteria, investigations illustrative examples/reference sets). analyzing, negotiating and debating agriculture- and environment-related issues Summativeassessmentforeach modulein proposing personal/shared actions that foster Agriculture will focus attention on process (e.g., environmental citizenship how the student approaches/performs particular exploringcareertrendsandconducting tasks) and product (e.g., quality characteristics of searches of employment opportunities. the task performed, item produced or service rendered). While there are also knowledge-based Thegenerictools,referencedasapplicable components of learning within each module, a throughout each module in the conditions and greater emphasis has been suggested for learning criteria column, are identified with a six- or nine- that involves the transfer/application of letter code(e.g., AGROBS, AGRLABPLT). knowledge in task- or service-oriented situations. Generic tools developed for use in modules at a specific level are further identified by a number Assessment Strategies and Tools (e.g., AGRPRE-1 for introductory, AGRPRE-2 for intermediate, AGRPRE-3 for advanced). A variety of assessment tools are provided for assessingstudentperformancewithineach Tools Specific to Agriculture Modules module. Each tool communicates, through a five- point rating scale, a minimum standard for the Other assessment tools have been developed to completion of a learning task. Criteria for assess competencies that are unique to specific assessing the "basic competencies" students are modules within the Agriculture strand.These expected to demonstrate throughout the learning "module-specific" tools, also referenced in the processhavebeenintegratedwithother conditions and criteria column for each module, performance criteria in each tool. are identified by the module number followed by a tool number (e.g., AGR1070-1 for thefirst The assessment tools, when used collectively for a module-specific tool in module AGR1070). particular module, will assist teachers to assess successful module completion in an equitable and In some instances, authorized learning resources consistent manner.Depending on the way the have been identified as assessment toolsfor classroom is organized, assessment tools may be specificmodules. These learningresources used with individual students upon completion of usually contain test banks and other assessment specific learning tasks, or with the entire class at strategiesconsideredeffectiveinestablishing the end of a learning period. minimum standards for achievement.

Tools Generic to Agriculture Where appropriate,"Illustrative Examples" or "Sample Assignments/Projects" have been Assessment tools generic to Agriculture have been provided in a further attempt to communicate developedtoassistin assessingstudent realistic expectations and acceptable standards of performance in key areas of learning across the achievement. scopeandsequence. Thegenerictools

Assessment Tools CTS, Agriculture /G.7 ©Alberta Education, Alberta, Canada 208 (1997) BASIC COMPETENCIES REFERENCE GUIDE

The chart below outlines basic competencies that students endeavour to develop and enhance in each of the CTS strands and modules. Students' basic competencies should be assessed through observations involving the student, teacher(s), peers and others as they complete the requirements for each module. In general, there is a progression of task complexity and student initiative as outlined in the Developmental Framework*. As students progress through Stages 1, 2, 3 and 4 of this reference guide, they build on the competencies gained in earlier stages. Students leaving high school should set themselves a goal of being able to demonstrate Stage 3 performance. Suggested strategies for classroom use include: having students rate themselves and each other tracking growth in various CTS strands using in reflective conversation between teacher and student highlighting areas upon which to focus highlighting areas of strength maintaining a student portfolio. Stage 1 The student: Stage 2 The student: Stage 3 The student: Stage 4 The student: Managing Learning comes to class prepared for learning follows basic instructions, as follows instructions, with limited follows detailed instructions on directed direction an independent basis sets goals and establishes steps sets clear goals and establishes demonstrates self-direction in to achieve them, with direction steps to achieve them learning, goal setting and goal achievement acquires specialized knowledge, applies specialized knowledge, transfers and applies specialized transfers and applies learning in skills and attitudes skills and attitudes in practical knowledge, skills and attitudes new situations; demonstrates situations in a variety of situations commitment to lifelong learning identifies criteria for evaluating identifies and applies a range of uses a range of critical thinking thinks critically and acts choices and making decisions effective strategies for solving skills to evaluate situations, logically to evaluate situations, problems and making decisions solve problems and make solve problems and make decisions decisions uses a variety of learning explores and uses a variety of selects and uses effective strategies learning strategies, with limited learning strategies direction cooperates with others in the provides leadership in the effective use of learning effective use of learning strategies strategies Managing Resources adheres to established timelines; creates and adheres to timelines, creates and adheres to detailed creates and adheres to detailed uses time/schedules/planners with limited direction; uses time/ timelines on an independent timelines; uses time/schedules/ effectively schedules/planners effectively basis; prioritizes task; uses time/ planners effectively; prioritizes schedules/planners effectively tasks on a consistent basis uses information (material and accesses and uses a range of accesses a range of information uses a wide range of information human resources), as directed relevant information (material (material and human resources), (material and human resources) and human resources), with and recognizes when additional in order to support and enhance limited direction resources are required the basic requirement uses technology (facilities, uses technology (facilities, selects and uses appropriate recognizes the monetary and equipment, supplies), as equipment, supplies), as technology (facilities, intrinsic value of managing directed, to perform a task or appropriate, to perform a task or equipment, supplies) to perform technology (facilities, provide a service provide a service, with minimal a task or provide a service on an equipment, supplies) assistance and supervision independent basis maintains, stores and/or disposes maintains, stores and/or disposes maintains, stores and/or disposes demonstrates effective of equipment and materials, as of equipment and materials, with of equipment and materials on techniques for managing directed limited assistance an independent basis facilities, equipment and supplies Problem Solving and Innovation participates in problem solving identifies the problem and thinks critically and acts identifies and resolves problems as a process selects an appropriate problem- logically in the context of efficiently and effectively learns a range of problem- solving approach, responding problem solving solving skills and approaches appropriately to specified goals and constraints practices problem-solving skills applies problem-solving skills to transfers problem-solving skills identifies and suggests new ideas by responding appropriately to a a directed or a self-directed to real-life situations, by to get the job done creatively, clearly defined problem, speci- activity, by: generating new possibilities by: fled goals and constraints, by: generating alternatives prepares implementation plans combining ideas or generating alternatives evaluating alternatives recognizes risks information in new ways evaluating alternatives selecting appropriate making connections among selecting appropriate altemative(s) seemingly unrelated ideas altemative(s) taking action seeking out opportunities in taking action an active manner G.8/ Agriculture, CTS Assessment Tools (1997) 2 9 ©Alberta Education, Alberta, Canada Stage 1 The student: Stage 2The student: Stage 3The student: Stage4 The student: Communicating Effectively uses communication skills; e.g., communicates thoughts, feelings prepares and effectively presents negotiates effectively, by reading, writing, illustrating, and ideas to justify or challenge accurate, concise, written, visual working toward an agreement speaking a position, using written, oral and/or oral reports providing that may involve exchanging and/or visual means reasoned arguments specific resources or resolving divergent interests uses language in appropriate uses technical language encourages, persuades, negotiates and works toward a context appropriately convinces or otherwise consensus motivates individuals listens to understand and learn listens and responds to listens and responds to listens and responds to under- understand and learn understand, learn and teach stand, learn, teach and evaluate demonstrates positive demonstrates positive demonstrates positive promotes positive interpersonal interpersonal skills in selected interpersonal skills in many interpersonal skills in most skills among others contexts contexts contexts

Working with Others fulfills responsibility in a group seeks a team approach, as leads, where appropriate, project appropriate, based on group mobilizing the group for high needs and benefits; e.g., idea performance potential, variety of strengths, sharing of workload works collaboratively in cooperates to achieve group works in a team or group: understands and works within structured situations with peer results encourages and supports the context of the group members team members acknowledges the opinions and maintains a balance between helps others in a positive prepares, validates and contributions of others in the speaking, listening and manner implements plans that reveal group responding in group discussions provides leadership/ new possibilities respects the feelings and views followership as required of others negotiates and works toward consensus as required

Demonstrating Responsibility Attendance demonstrates responsibility in attendance, punctuality and task completion

Safety follows personal and recognizes and follows personal establishes and follows personal transfers and applies personal environmental health and safety and environmental health and and environmental health and and environmental health and procedures safety procedures safety procedures safety procedures to a variety of environments and situations identifies immediate hazards and identifies immediate and their impact on self, others and potential hazards and their the environment impact on self, others and the environment follows appropriate/emergency response procedures demonstrates accountability for actions taken to address immediate and potential hazards Ethics makes personal judgements assesses how personal assesses the implications of analyzes the implications of about whether or not certain judgements affect other peer personal/group actions within personal/group actions within behaviours/actions are right or members and/or family; e.g., the broader community; e.g., the global context wrong home and school workplace states and defends a personal code of ethics as required

*Developmental Framework Simple task Task with limited variables Task with multiple variables Complex task Structured environment Less structured environment Flexible environment Open environment Directed learning Limited direction Self-directed learning, Self-directed/self-motivated seeking assistance as required Assessment Tools CTS, Agriculture /G.9 ©Alberta Education, Alberta, Canada 210 (1997) GENERICS RATING SCALE RUBRIC STATEMENT IS TASK/ PROBLEM USE OF TOOLS, STANDARDS OF TEAMWORK SERVICE LAC are(included optional) in assessment tool/ statements in italics COMPLETED?PROJECT DIRECTION/TEACHERISTUDENTSOLVING:NITIATIVE VS PROCESSESMATERIALS, PRODUCTIVITYQUALITY/ LEADERSHIP CUSTOMERCLIENT/ 4E manner.problemsexceedsThe student: definedTools, effectively materials outcomes. and creativelyand/or Plans processes and in asolves self-directed are outcomes.Exceeds defined effectivelyproblemsPlansSUPPORT and solves and areand/orTools, selected materialsprocesses and P articularlyandQuality, finishes, details and goals.contributeLeads others team to providesclient/customerAnalyzes effective and providesLeadsandconfidence.selected productivity effectiveothers and Quality,used to client/customercontribute are efficiently, consistentparticularly team effectively servicesand goals. details exceed Analyzes beyondand standards. withfinishes, and directedcreatively manner. in a self- effectivelywithused confidence.efficiently, and exceedproductivityconsistent standards. are and expectations.services beyond 3 inmeetsexpectations. a self-directed defined outcomes. manner. Plans Tools, and materials solves problemsand/or outcomes.Meets defined problemsPlans and insolves a self- and/orTools, materialsprocesses Pproductivityconsistent.Quality are and andcooperativelyWorks contributes client/customerprovidesAnalyzes effective and providessuggestionseffectively.Worksprocesses effective cooperatively Quality thatare selectedenhance client/customer and andproductivity and team contributes used effort. services.efficiently are Analyzes ideasconsistent. and and and directed manner. andusedare selectedeffectively. efficiently and effort.enhancesuggestionsideas teamand that services. 2 processesQualitywithmeets limited defined are and selected productivityassistance. outcomes. and usedTools, arePlans reasonablyappropriately. materialsand solves consistent.and/or problems outcomes.Meets defined problemslimitedPlans and withassistance. solves usedareand/orTools, selected materialsprocesses and productivityconsistent.reasonablyQuality and are goals.achievecooperativelyWorks team to services.customer/clientprovidesIdentifies and meetsandWorks provides defined cooperatively customer/client outcomes. to Follows achieve services. a team guided goals. plan Identifies of outcomes.Meets defined Follows a guided Aappropriately. limited range productivityQuality and are cooperatively.Works rangeProvides of a limited 1 productivitycustomer/clientcooperatively.processesaction. A limitedare reasonablyused Providesservices. range appropriately. of aconsistent. tools,limited materials Qualityrange Works of andand/or plan of action. appropriately.areand/orof tools, used processes materials consistent.reasonably services.customer/client 0 and/orhas not processes completed are defined used inappropriately. outcomes. Tools, materials definedHas not outcomes.completed inappropriately.areand/orTools, used materialsprocesses lb LE G.10/ Agriculture, CTS 211 BEST COPY MAMA 212Alberta Education, Alb Assessment Tools Canada ASSESSMENT FRAMEWORK: ISSUE ANALYSIS CTSISS PreparationThe student: and Planningaccurately describes an issue on which people disagree INTRODUCTORY PreparationThe student: and Planningexplainingaccurately areasdescribes of disagreement an issue on which people disagree, INTERMEDIATE PreparationThe student: and Planningexplainingaccurately specificdescribes causes an issue of disagreement on which people disagree, ADVANCED usesregardingposesaccesses one an orimportant the morebasic issue information-gatheringin-school/community question regarding the techniquesinformation issue sources usesresourcesaccessesissueposes a rangeone or of more information-gathering thoughtful questions techniques regarding the a range of relevant in- school/community demonstratesrecognizesaccessesposes thoughtful a whenrange resourcefulness questionsadditional of relevant regarding information in information collecting the is issue requireddata sources and Analyzing Perspectivessocial,clarifiesstates economic, different a position pointsenvironmental on theof view issue regarding and logical the issue; reasons e.g., for Analyzing Perspectivesstatesrelatede.g.,categorizes cultural, a position different ethical, on points theeconomic, issue of view and environmental, regarding logical thereasons issue; health- for Analyzing Perspectivesstatesrelated,e.g.,categorizes cultural, a scientific,position different ethical, on political thepoints economic, issue of viewand environmental, insightfulregarding thereasons issue; health- for identifiesreasonsstatesadopting an for that sourcesopposing adopting position of conflict thatposition position among on the different issue andpositions logical perspectives/pointsdescribeslogicalstatesadopting two reasons that or positionmore for adopting of opposing view each positions position on the issue and interrelationships among different perspectives/pointsanalyzesthoughtfulstatesadopting three that reasons or position more forof opposing viewadopting positions each position on the issue and interrelationships among different Collaboration and distinguishesTeamworkshares work between appropriately fact and among fiction/opinion/theory group members Collaboration and sharesanddeterminesTeamwork ideas work accuracy/currency/reliabilityappropriately among group members of information Collaboration and informationrecognizesTeamworkshares work and appropriately ideas among group members underlying bias/assumptions/values in Evaluating Choices/Makingidentifiesrespects the usefulDecisions views alternatives of others regarding the issue Evaluating Choices/Makingidentifiesnegotiatesrespects and important Decisionssolutions considers toand theproblems appropriate views of others alternatives regarding Evaluating Choices/Makingdescribesnegotiatesrespects and inDecisionswith detailconsiders sensitivity important the viewssolutions and of appropriate othersto problems alternatives selectse.g.,establishes social, an appropriate criteriaeconomic, for assessingenvironmental alternative each based alternative; on established environmentalassessingestablishestheselects issue an appropriate alternative by showing differences each knowledge- alternative; and e.g.,value-based social, criteria economic, for establishesregardingselectsenvironmentalassessing thean knowledge- appropriateissue andand useful value-based alternative by showing each alternative; e.g., social, criteria economic, for choices/decisionscommunicatesconsideringreflectscriteria consequences information made in a logical sequence to justify on strengths/weaknesses of decisions by detailcommunicatesconsequencesamongassesses to choices justify strengths ideaschoices/decisions in/weaknesses a logical sequence madeof decisions with by supporting considering choices/decisionscommunicatesconsideringassessesdifferences among consequences thoughts/feelings/ideas made choices and implications clearly to justify strengths/weaknesses of decisions by ©AlbertaAssessment Education, Tools Alberta, Canada 213 BEST COPY AVAILABLE 2 4 CTS, Agriculture /G.11 (1997) ASSESSMENT FRAMEWORK: LAB INVESTIGATIONS INTRODUCTORY INTERMEDIATE ADVANCED CTSLAB ManagementThe student: organizesprepares self and for works task in an orderly manner ManagementThe student: organizesprepares self and for works task in an orderly manner ManagementThe student: organizesprepares self and for works task in an orderly manner usescarries time out effectively instructions accurately adheresplansinterprets and to usesand routine carriestime procedures effectively out instructions accurately attemptsdisplaysplansinterprets and leadershipto anduses solve carries time problems ineffectively out adhering instructions prior into to aroutine requestinglogical accurately procedures sequence help Teamwork cooperatesshares work with appropriately group members among group members Teamwork negotiatessharescooperates work solutionswith appropriately group to membersproblems among group members Teamwork displaysnegotiatessharescooperates work effective withwith appropriately sensitivitygroup communication members amongsolutions groupskills to problems members Equipment and Materialsweighsfollowsselects and andsafe usesmeasures procedures/techniques appropriate accurately equipment/materials Equipment and Materialsweighsmodelsselects andsafe and measures procedures/techniques uses appropriate accurately equipment/materials Equipment and Materialsweighsdemonstratesselects andand usesmeasures concern equipment/materials accuratelyfor safe procedures/techniques and efficientlyindependently Investigative Techniquesreturns clean equipment/materials to storage areas Investigative Techniquesadvisesminimizespractises of proper potentialwaste sanitation of materialshazards procedures and necessary repairs Investigative Techniquesminimizespractisesanticipates proper waste potential sanitation of materials hazards procedures and emergency response distinguishessetsmakesgathers up predictions andand conductsapplies between that information experiments manipulated/respondingcan be tested from to test at least a prediction one variables source identifiespredictionplans,makesgathers predictions and and applies explains that information manipulated/respondingcan be tested from a variety of variables sources sets up and conducts experiments to test a analyzespredictionplans,makesuses relevant predictions relationships information that can among to be explain tested manipulated/responding observations sets up and conducts experiments to test a summarizesaspectobtains of results the important prediction that can experimental is beaccurate used to outcomes determine if some summarizesobtains accurate and resultsapplies thatexperimental confirm/reject outcomes the prediction outcomessummarizes,answerobtainsvariables relatedaccurate questions results that confirm/reject prediction and applies and evaluates experimental G.12/ Agriculture, CTS 215 2 6 to©Alberta Education, Alb Assessment Tools Canada ASSESSMENT FRAMEWORK: NEGOTIATION AND DEBATE ADVANCED CTSNEG PreparationThe student: and Planningaccurately describes an issue on which people disagree INTRODUCTORY PreparationThe student: and Planningaccurately describes an issue on which people disagree, INTERMEDIATE PreparationThe student: and Planningaccurately describes an issue on which people disagree, posesaccesses an important basic in-school/community question regarding the information issue sources accessesissueposesexplaining one areasor more of disagreement thoughtful questions regarding the a range of relevant in-school/community accessesposesexplaining thoughtful a specific range questions of causes relevant ofregarding disagreement information the issue sources and Analyzing Perspectivesstatesusesregarding one a positionor the more issue information-gathering on the issue and logical techniques reasons for Analyzing Perspectivesstatesusesresources a rangea position of information-gathering on the issue and logicaltechniques reasons for Analyzing Perspectivesstatesdemonstratesrecognizes a position when resourcefulness additionalon the issue information inand collecting insightful is requireddata reasons for explainsadoptingsocial,clarifiesexamples that economic,why different of position possiblethe issueenvironmentalpoints consequences of view regarding the issue; e.g., is important by presenting e.g.,categorizesexamplesexplainsadopting cultural, that ofwhy different possible position ethical, the pointsconsequences economic, of view environmental, regarding the issue; health- issue is important by presenting e.g.,categorizesexamplesexplainsadopting cultural, that ofwhy different possible positionethical, the pointsconsequences economic, of view environmental, andregarding implications the issue;health- issue is important by presenting Collaboration and distinguishesTeamwork between fact and fiction/opinion/theory Collaboration and anddeterminesrelatedTeamwork ideas accuracy/currency/reliability of information Collaboration and recognizesTeamworkinformationrelated, scientific, and ideas political underlying bias/assumptions/values in listensdiscussionsharesworks withtoinformation/opinions/suggestions and a rangerespects of peerthe views members of others through group clarificationlistensbalancesharesworks with information/opinions/suggestions, tobetween and a as range respectsnecessary speaking of peer the from andmembers views listeningother of group others, members maintaining requesting a balanceworksclarificationlistensshares with between information/opinions/suggestions,to a andwide as speaking respectsnecessary range of and thepeer from listeningviews members other of group others, membersmaintaining requesting a Negotiating and Debatingprovidessupportingpresents aa relevant aconvincing position response adopted argument to on opposing the in issue logical arguments sequence Negotiating and Debatingprovidesofsupportingpresents importance aa relevantaconvincing position and adopted, convincing argument conveying responsein points to opposing in order logical sequence Negotiating and Debatingofpresents importanceprovidessupporting a convincinga relevantaand position backing and adopted,argument eachconvincing with conveying in sound rebuttal evidence points to opposing in order logical sequence establishesspeaks clearly a shared so the understanding argument can ofbe keyunderstood alternatives and negotiatesunderstoodspeaksarguments clearly a shared without agreement hesitation on so preferred the argument alternatives can be bynegotiatesunderstood speaksargumentsresolving clearly aby shareddivergent all withoutlisteners agreement points hesitation of onview preferred so the argument alternatives can be ©AlbertaAssessment Education, Tools Alberta, Canadaconsequences relevant to the issue 217 relevant to the issue CTS, Agriculture /G.13 2 18 (1997) ASSESSMENT FRAMEWORK: PRESENTATIONS/REPORTS INTRODUCTORY INTERMEDIATE ADVANCED CTSPRE PreparationThe student: and Planningrespondssets goals andto directed follows instructionsquestions and accurately follows necessary PreparationThe student: and Planningusessets goals personal and describesinitiative stepsto formulate to achieve questions them and find PreparationThe student: and Planningusessets goals personal and describesinitiative steps to formulate to achieve questions them and find sequenceinterpretsaccessessteps to find basic answers in-school/community information sources and organizes information into a logical logicalinterprets,resourcesaccessesanswers sequence organizes and combines information into a a range of relevant in-school/community andinterprets,recognizesaccessesanswers thoughtful a organizeswhen range ways additional of and relevant combines information information information is required sources in creative and usestermsrecords time information effectively accurately, using correct technical gathersplansrecordssupporting and and uses responds detail time effectivelyand to using feedback correct regarding technical approach terms to information accurately with appropriate consistentplansrecordsassessestechnical and basisuses andterms timerefines and effectively, supporting approach detail toprioritizing task and project tasks on status a information accurately, using appropriate Presentation communication:demonstrates effective use of at least one medium of Presentation media:demonstratestask and project effective status use of at least two communication Presentation media:demonstratesbased on feedback effective and reflectionuse of a variety of communication e.g., Written: Oral: voicebasicspelling, formatprojection, punctuation, body grammar, language e.g., Written: Oral: formatappearancevoicespelling, (formal/informal) projection, punctuation, body grammar,language, e.g., Written: Oral: formatappearance,voicetechnical/literary)spelling, (formal/informal, projection, punctuation, enthusiasm, body grammar,language, evidence uses correct grammatical convention and technical termsAudio-Visual: techniques, tools maintains acceptable grammatical and technicalAudio-Visual: standards techniques, tools, clarity throughmaintains proofreading acceptable andgrammatical editing and technicalAudio-Visual: standards andtechniques,of prior pacing practice tools, clarity, speed communicatesprojectprovidesthrough proofreading/editing an introduction information that in describesa logical sequencethe purpose of the communicatesscopeprovidesthrough of proofreadingthe an projectintroduction and editingthat describes the purpose and ideas into a logical sequence with challengecommunicatesscopeprovides of the ana position projectintroduction thoughts/feelings/ideas that describes clearly the purpose to justify and or informationprovidesstates a conclusion sources based on a summary of facts a reference list of three or more basic relevantprovidesgatheredstatessufficient a informationconclusion supportinga reference sources detailby list synthesizing that includes the five information or more listgivesinformationstates including evidencea conclusion gathered seven of adequate or by more analyzing relevantresearch and information through synthesizing a referencesources the G.14/ Agriculture, CTS 220 ©Alberta Education, Alb Assessment Tools 0 Canada ASSESSMENT FRAMEWORK: RESEARCH PROCESS INTRODUCTORY INTERMEDIATE ADVANCED CTSRES PreparationThe student: and Planning PreparationThe student: and Planning PreparationThe student: and Planningsets clear goals and establishes steps to achieve them usesstepsrespondsadheressets goalstime to findto effectively andtoestablished answersdirected follows timelinesinstructionsquestions and accurately follows necessary plansanswersusescreatessets goals personal and and usesand adheres establishesinitiativetime effectivelyto useful to steps formulate timelines to achieve questions them and find plansanswersusescreates personal and and uses adheres initiative time to effectively, detailed to formulate timelines prioritizing questions tasks and onfind a Information Gatheringaccesses and basic Processing in- school/community information sources Information Gatheringresourcesaccesses and Processing a range of relevant in- school/community Information Gatheringrecognizesaccessesconsistent and Processing abasis whenrange additional of relevant information information is required sources and recordsinterpretsuses one information or and more organizes information-gathering accurately, information using in a techniquescorrect logical technicalsequence supportingrecordslogicalinterprets,uses a range sequence detailorganizes of information-gathering and using and combinescorrect technical techniquesinformation terms into a information accurately with appropriate recordscreativeinterprets,demonstratessupporting and thoughtful resourcefulnessdetail and ways using incorrect collecting technical data terms information organizes and accurately combines with information appropriate in workingrespondsdistinguishesterms to betweenfeedback fact when and fiction/opinion/theorycurrent approach is not thegatherssourcesdetermines task and accuracy/currency/reliabilityresponds to feedback regarding of approachinformation to statusassessesinformationrecognizes based and sourceson refines feedback approach and reflection to the task and project underlying bias/assumptions/values in Collaboration and sharescooperatesTeamwork work with appropriately group members among group members Collaboration and negotiatescooperatesTeamworkshares work solutionswith appropriately group to membersproblems among group members Collaboration and negotiatescooperatesTeamworkshares work withwith appropriately sensitivitygroup members solutions among togroup problems members Information Sharingmedia;demonstrates e.g., written, effective oral, use audio-visual of one or more communication Information Sharingcommunicationdemonstrates media; e.g., written, oral, audio-visual effective use of two or more Information Sharingmedia;demonstratesdisplays e.g., effective written, effective communication oral, use audio-visual of a variety and leadership of communication skills citesusescommunicates correctthree or grammatical more information basic informationconvention in a logical andsources sequence technical terms citescommunicatesmaintainssupporting five or more acceptable detail ideas relevant in agrammatical logical information sequence and sources technical with sufficient standards citinggivesmaintainschallengecommunicates sevenevidence aacceptable position or thoughts/feelings/ideasmore of adequate relevantgrammatical informationinformation and technicalclearly sources gathering to standards justify byor ©AlbertaAssessment Education, Tools Alberta, Canada 221 222CTS, Agriculture /G.15 (1997) PRESENTATIONS/REPORTS: Introductory Level AGRPRE-1 Preparation and TASK OBSERVATION/RATING 3 1 TheTASK student: CHECKLIST PlanningContent 4 3 2 1 0 N/AN/A Preparation and Planning sets goals and follows instruction accurately Content (continued) Presenting/Reporting 4 3 2 1 0 N/A accessesstepsresponds to find basicto directed answers in- school/community questions and follows information necessary RatingTheSTANDARD student: Scale IS 1 IN EACH APPLICABLE TASK termsrecordsinterpretssequencesources information and organizes accurately information using intocorrect a logical technical 4 processesdirectedproblemsexceeds defined effectively outcomes. and creatively in a self- manner. are selected Tools, and used Plansmaterials and solves efficiently, and/or Content uses time effectively Presenting/Reporting 'communicatione.g.,demonstrates Written: media: effectivespelling, usepunctuation, of one or moregrammar, 3 materialsproblemsmeetseffectively defined and/or inand a withoutcomes.self-directed processes confidence. are manner. selected and used Plans and solves Tools, termsuses correct through grammatical proofreading/editing convention and technicalAudio-visual:basicOral: format techniques, tools voice projection, body language 2 materialsproblemsmeetsefficiently defined and/orand effectively. outcomes. processes are selected and used with limited assistance. Plans and solves Tools, providesstatescommunicatesthe project a conclusion aan reference introduction information based list of thaton threein a describes asummary logical or more sequencethe of basic factspurpose of 1 and/orofmeetsappropriately. action. definedprocesses outcomes. are used appropriately. Follows a guided plan A limited range of tools, materials information sources N/A0 Not applicable inappropriately.materialshas not completed defined outcomes. and/or processes are Tools, used REFLECTIONS/COMMENTS: G.16/ Agriculture, CTS 223 224 do©Alberta Education, Alb e Assessment Tools Canada FRESENTATIONS/REPORTS: Intermediate Level AGRPRE-2 Preparation and TASK 4OBSERVATION/RATING 3 2 1 0 TheTASK student: CHECKLIST Planning 4 3 2 1 0 N/A Preparation and Planning sets goals and describes steps to achieve them Content (continued) Presenting/ Content 4 3 2 1 0 N/A accessfinduses answerspersonal a range initiative of relevant to in-school/communityformulate questions and RatingSTANDARD Scale IS 2 IN EACH APPLICABLE TASKReporting supportingrecordslogicalinterprets,resources sequenceinformation organizes detail and accuratelyand using combines correct with informationtechnical appropriate terms into a Presenting/Reporting communicationdemonstrates effective media: use of at least two 4The student: problemsexceedsdirected defined effectively outcomes. and creatively in a self- manner. Tools, Plansmaterials and solves and/or 1:1 togathersplans task and andand uses projectresponds time status effectively to feedback regarding approach e.g., Written: spelling, punctuation, grammar,formatappearanceOral: (formal/informal) voice projection, body language, 3 materialsproblemsmeetseffectivelyprocesses defined and/or inand withoutcomes. processes confidence. are selected and used are a self-directed manner.selected and used Plans and solves efficiently, Tools, Content andprovidesstandardsmaintains scope an throughacceptableof introduction the project proofreading grammatical that describes and and editing technicalthe purposeAudio-visual: techniques, tools, clarity 2 materialsproblemsmeetsefficiently defined and/or and effectively. outcomes. processes are selected and used with limited assistance. Plans and solves Tools, providesgatheredstatessufficientcommunicates a conclusion a supporting reference ideas by intolistdetail synthesizing that a logical includes sequence the five information or with more 1 and/orofmeetsappropriately. action. definedprocesses outcomes. are used appropriately.Follows a guided plan A limited range of tools, materials relevant information sources N/A0 Not applicable inappropriately.materialshas not completed defined outcomes. and/or processes are Tools, used REFLECTIONS/COMMENTS: ©AlbertaAssessment Education, Tools Alberta, Canada 225 CTS, Agriculture /G.17 226 (1997) PRESENTATIONS/REPORTS: Advanced Level AGRPRE-3 TASK OBSERVATION/RATING 3 1 TheTASK student: CHECKLIST Preparation and Planning 4 3 2 1 0 N/A Preparation and Planning sets goals and describes steps to achieve them Content (continued) Presenting/ Content 4 3 2 1 0 N/A accessesfinduses answerspersonal a range initiative of relevant to formulate information questions sources and and RatingSTANDARD Scale IS 3 IN EACH APPLICABLE TASKReporting recordscreativeinterprets,recognizes informationand organizeswhen thoughtful additional accuratelyand ways combines information using information appropriate is required in Presenting/Reporting communicationdemonstrates effective media: use of a variety of 4The student: directedproblemsexceeds defined effectively outcomes. and creatively in a self- manner. Tools, Plansmaterials and solves and/or statusaccessesconsistentplanstechnical andbased and terms usesbasis on refines time feedbackand supporting effectively,approach and reflection to detail prioritizing task and project tasks on a e.g., Written: spelling, punctuation, grammar,Oral: formatvoicetechnical/literary) (formal/informal, projection, body language, 3 materialsproblemsmeetseffectivelyprocesses defined and/or inand a withself-directedoutcomes. processes confidence. are manner. selected and used are selected and used Plans and solves efficiently, Tools, Content maintains acceptable grammatical and technicalAudio-visual: techniques, tools, clarity, speedofappearance, prior and practice pacing enthusiasm, evidence 2 materialsproblemsmeetsefficiently defined and/orand effectively. outcomes. processes are selected and used with limited assistance. Plans and solves Tools, justifycommunicatesandprovidesstandards scopeor challenge an throughof introduction the thoughts/feelings/ideas projecta proofreading position that describes and editing clearlythe purpose to 1 and/orofmeetsappropriately. action. definedprocesses outcomes. are used appropriately. Follows a guided plan A limited range of tools, materials referencegivesinformationstates evidencea list conclusion including gathered of adequate by seven analyzing orresearch more and relevant throughsynthesizing a the N/A0 Not applicable inappropriately.materialshas not completed defined outcomes. and/or processes are Tools, used REFLECTIONS/COMMENTS: information sources. (1997411G.18/ Agriculture, CTS 228 ©Alberta Education, Alb Assessment Tools Canada KAREER SEARCH: Introductory Level TASK OBSERVATION/RATING AGRCAR-1 Preparation and Planning N/A 0 1 2 3 4 TheTASK student: CHECKLIST Content (continued) oneidentifies or more careerand describe opportunities; occupationsnature e.g.: of relevant the occupation to Gathering andInformationProcessing N/A 0 1 2 3 4 Preparation and Planning adheressets goals to andestablished follows timelinesinstructions accurately statisticsprovides relevanta survey toof one current or more employmenttypesduties careers; of of occupations the e.g.: employee Content N/A 0 1 2 3 4 stepsusesresponds to timefind toeffectivelyanswers directed questions and follows necessary programsidentifies relevant entry requirementsto one or morenumber and careers; training of employeese.g.: Collaboration and N/A 0 1 2 3 4 Information Gathering and Processing accesses basic in-school/community information assesses current and futureentrance employmenttype of requirements training programs and competencies InformationTeamwork 1 3 SC/UMinterpretsuses one or and more organizes information-gathering information into techniques a logical opportunities and trends; e.g.:opportunitieslocal and national for advancement needs STANDARD IS 1 IN EACH APPLICABLE TASK TOTALSharing N/A 0 2 4 fiction/opinion/theorytechnicalsequencedistinguishesrecords terms information between accurately fact and using correct Collaboration and Teamwork cooperatesshares work with appropriately group members among group members 4TheRating student: Scale effectivelyexceeds defined and creatively outcomes. in a self-directed manner. Tools, Plans and solves problems Content workingdescribesresponds toone feedback or more when career current opportunities approach within is not Information Sharing e.g.,communicationcommunicatesdemonstrates written, oral, media:effective information audio-visual use ofin onea logical or more sequence 3 self-directedmeetseffectivelymaterials defined and/or and manner. withoutcomes. processes confidence. Tools, arePlans materials selected and solves andand/or used problems processes efficiently, in are a the field; e.g.: professionaltechnicallabour-based citesuses basic correct information grammatical/technical sources conventions 2 selectedlimitedmeets defined assistance. and used outcomes. efficientlyappropriately. Plans and effectively.and solves problems with Tools, materials and/or processes are REFLECTIONS/COMMENTS 01 usedhasAmeets appropriately.limited not defined completed range outcomes. of definedtools, Follows materials outcomes. a guided and/or plan processes of action. are Tools, materials ©AlbertaAssessmentN/A Not applicable Education, Tools Alberta, Canada and/or processes are used inappropriately. 230CTS, Agriculture /G.19 (1997) [-CAREER SEARCH: Intermediate Level TASK OBSERVATION/RATING TASK CHECKLIST AGRCAR-2 Preparation and Planning N/A 0 1 2 3 4 The student: Content (continued) provides a survey of currentworkplaceduties employment of the conditions employee Gathering andInformationProcessing N/A 0 1 2 3 4 Preparation and Planning createssets goals and and adheres establishes to useful steps timelines to achieve them statistics relevant to one or moreemploymentnumbertypes careers;of ofoccupations employees trends e.g.: Content N/A 0 1 2 3 4 findplansuses answers personal and uses initiative time effectively to formulate questions and programsidentifies relevant entry requirementsto one or moretypeentrance and careers; and training requirementsextent e.g.: of training and competenciesprograms CollaborationTeamwork and N/A 0 1 2 3 4 Information Gathering and Processingresourcesusesaccesses a range a range of information-gathering of relevant in-school/community techniques opportunitiesassesses current and trends; and future e.g.: employmentopportunitieslocal, national for and advancement international and/or needs career Information TOTALSharing N/A 0 1 2 3 4 supportingrecordsa logicalinterprets, information sequence detail organizes and accurately using and correctcombines with technical appropriate information terms into Collaboration and Teamwork cooperates with group memberschange STANDARDTheRating student: Scale IS 2 IN EACH APPLICABLE TASK approachinformationdeterminesgathers to and accuracy/currency/reliability sourcesthe responds task to feedback regarding of InformationEl Sharing demonstratesnegotiatesshares work solutions appropriately effective to problemsuse amongof two groupor more members 4 effectivelyexceedsmaterials defined andand and/or withcreatively outcomes. processes confidence. in aare self-directed selected and manner. used efficiently, Tools, Plans and solves problems Content thedescribes field; e.g.:one or more career opportunitieslabour-based within sufficiente.g.,communicationmaintainscommunicates written, supporting acceptableoral, media: ideas audio-visual detail in grammatical a logical sequence and technical with 23 meetsselectedself-directed defined and usedmanner. outcomes. efficiently Tools, PlansPlans andmaterials and effectively.and solves solves and/or problems problems processes with inare a or moreidentifies career and opportunities; describes occupations e.g.:natureprofessionaltechnical of relevant the occupation to one standardscites relevant information sources 1 meetsselectedlimited defined assistance. and outcomes.used appropriately. Follows a guided plan of action. Tools, materials and/or processes are REFLECTIONS/COMMENTS 0 and/orhasusedA limited not appropriately. processes completed range areof definedtools,used inappropriately. materials outcomes. and/or processes are Tools, materials G.20/N/A Not Agriculture, applicable CTS 231 232 ©Alberta Education, Alb Assessment Tools 0 Canada CAREER SEARCH: Advanced Level TASK OBSERVATION/RATING AGRCAR-3 Preparation and Planning N/A 0 1 2 3 4 TheTASK student: CHECKLIST 0Content (continued) statisticsprovides relevant a survey to one of current or moretypes employment careers; of occupations e.g.: Gathering andInformationProcessing N/A 0 1 2 3 4 Preparation and Planning createssets clear and goals adheres and establishesto detailed timelinessteps to achieve them 0 programsidentifies relevant entry requirementsto one or moreemploymentnumber and careers; training of employeese.g.: trends Content N/A 0 1 2 3 4 afind consistentplansuses answers personal and basisuses initiative time effectively, to formulate prioritizing questions tasks and on assesses current and future employmentpost-secondarytypeentrance and extentrequirements ofinstitutions training and programscompetencies CollaborationTeamwork and N/A 0 1 2 3 4 Information Gathering and Processingrecognizesaccesses whena range additional of relevant information information is required sources and 0 opportunities and trends; e.g.:changeopportunitieslocal, national for and advancement international and/or needs career Information TOTALSharing N/A 0 1 2 3 4 creativerecordsinterprets,demonstrates and information thoughtful organizes resourcefulness accuratelyandways combines in with collecting information appropriate data in Collaboration and Teamwork cooperates with group membersentrepreneurshipopportunities for self-employment and TheRatingSTANDARD student: Scale IS 3 IN EACH APPLICABLE TASK statusinformationsupportingassessesrecognizes based detailand sourceson underlying feedbackrefines and using approach andbias/assumptions/values correct reflection to technicalthe task and terms project in skillsdisplaysnegotiatesshares work effective solutions appropriately communication to problems among groupand leadership members 4 effectivelymaterialsexceeds defined and/or andand withcreatively processes outcomes. confidence. inare a selectedself-directed and used manner. efficiently, Tools, Plans and solves problems Content thedescribes field; e.g.: one or more career opportunities within Information Sharing e.g.,communicationdemonstrates written, oral, media:effective audio-visual use of a variety of 23 meetsselectedself-directed defined and usedmanner. outcomes. efficiently Tools, Plans andmaterials andeffectively. solves and/or problemsproblems processes within are a or moreidentifies career and opportunities; describes occupations e.g.:professionaltechnicallabour-based relevant to one justifystandardsmaintainscommunicates or challenge acceptable athoughts/feelings/ideas position grammatical and clearlytechnical to 1 meetsselectedlimited defined assistance. and used outcomes. appropriately. Follows a guided plan of action. Tools, materials and/or processes are salary/wagesworkplacedutiesnature ofof thethe conditions employeeoccupationand employee benefits by givesciting evidence relevant informationof adequate informationsources gathering 0 usedA limitedand/orhas appropriately. not proCesses rangecompleted of aretools, defined used materials inappropriately. outcomes. and/or processes are Tools, materials REFLECTIONS/COMMENTS Assessment©AlbertaN/A Not applicable Education, Tools Alberta, Canada 233 234CTS, Agriculture /G.21 (1997) NEGOTIATION AND DEBATE: Introductory Level AGRNEG-1 Preparation and TASK 4 OBSERVATION/RATING 3 2 1 N/A TheTASK student: CHECKLIST AnalyzingPlanning 4 3 2 1 0 N/A Preparation and Planning accurately describes an issue on which people Collaboration and Teamwork works with a range of peer members CollaborationPerspectives 3 1 accessesposesdisagree an basicimportant in-school/community question regarding information the issue listensgroupshares discussioninformation/opinions/suggestionsto and respects the views of others through Negotiatingand Teamwork and 4 3 2 1 0 N/A usessources one regarding or more information-gathering the issue techniques RatingSTANDARD Scale IS 1 IN EACH APPLICABLE TASK Debating 4 2 0 N/A Analyzing Perspectives explainsadoptingstates a position whythat positionthe on issue the isissue important and logical by presenting reasons for Negotiating and Debating speaksprovidessupportingpresents clearly aa convincing relevanta position so the response argument adoptedargument to on canopposing in the logicalbe issue understood arguments sequence 4The student: directedproblemsexceeds defined effectively outcomes. and creatively in a self- manner. Tools, Plansmaterials and solves and/or distinguishese.g.,clarifiesexamples social, different of economic, possible between points consequences factenvironmental of andview fiction/ regarding opinion/theory the issue: andestablishes consequences a shared relevant understanding to the issue of key alternatives 3 meetseffectivelyprocesses defined and withoutcomes. confidence. are selected and used Plans and solves efficiently, Tools, REFLECTIONS/COMMENTS: 2 problemsmeetsefficientlymaterials defined and/or andin a effectively. outcomes.self-directed processes are manner. selected and used with limited assistance. Plans and solves Tools, 1 meetsappropriately.materials defined and/or outcomes. processes Follows are selected a guided and usedplan 0 inappropriately.materialshasand/orof action. not processes completed are definedused appropriately. outcomes. A limitedand/or range of tools, materials processes are Tools, used N/AG.22/ Not Agriculture, applicable CTS Assessment Tools 235 2t)b ©Alberta Education, Albed'e Canada FIEGOTIATION AND DEBATE: Intermediate Level AGRNEG-2 Preparation and TASK OBSERVATION/RATING 3 1 TheTASK student: CHECKLIST AnalyzingPlanning 4 3 2 1 0 N/A Preparation and Planning accurately describes an issue on which people Collaboration and Teamwork works with a range of peer members CollaborationPerspectives 4 3 2 1 0 N/A issueposesdisagree, one explaining or more thoughtful areas of disagreement questions regarding the listensmaintainsshares to andinformation/opinions/suggestions, a balance respects between the views speaking of others, and andlistening and Negotiatingand Teamwork and Debating 4 3 2 1 0 N/A usesresourcesaccesses a range a range of information-gathering of relevant in-schooUcommunity techniques membersrequests clarification as necessary from other group STANDARDTheRating student: Scale IS 2 IN EACH APPLICABLE TASK Analyzing Perspectives explainsadoptingstates a position whythat positionthe on issue the isissue important and logical by presenting reasons for Negotiating and Debating providesorderpresentssupporting of importance aa convincingrelevant a position and argument convincing adopted, in conveying logical response sequence pointsto in 4 processesdirectedproblemsexceeds defined effectively outcomes. and creatively in a self- manner. are selected Tools, Plansmaterials and solves efficiently, and/or environmental,issue:categorizesexamples of different possible health-related pointsconsequences of view regarding the e.g., cultural, ethical, economic, negotiatesbeopposing speaksunderstood argumentsclearly a shared without agreement hesitation on preferred so the argument can 3 materialsproblemsmeetseffectively defined and/or inand withoutcomes. processes confidence. are a self-directed and used Plans andselectedmanner. solves and used Tools, informationdetermines accuracy/currency/reliability and ideas of alternatives relevant to the issue 2 materialsproblemsmeetsefficiently defined and/or and effectively. outcomes. processes are with limited ass istance.Plans andselected solves and used Tools, REFLECTIONS/COMMENTS: 1 and/orofmeetsappropriately. action. definedprocesses outcomes. are used appropriately. Follows a guided plan A limited range of tools, materials N/A0 Not applicable inappropriately.materialshas not completed defined outcomes. and/or processes are Tools, used @AlbertaAssessment Education, Tools Alberta, Canada 237 238 CTS, Agriculture /G.23 (1997) Elli:GOTIATION AND DEBATE: Advanced Level AGRNEG-3 Preparation and TASK 4OBSERVATION/RATING 3 2 1 0 N/A TheTASK student: CHECKLIST AnalyzingPlanning 4 3 2 1 0 N/A Preparation and Planning accurately describes an issue on which people Collaboration and Teamwork (continued)works with a wide range of peer members CollaborationPerspectives 3 1 accessesposesdisagree, thoughtful aexplaining range ofquestions relevant specific regarding information causes of the disagreement sourcesissue and listensmaintainsshares information/opinions/suggestions,to and a balance respects between the views speaking of others, and and andlistening Negotiatingand Teamworkand 4 3 2 1 0 N/A demonstratesrecognizes when resourcefulness additional information in collecting is requireddata membersrequests clarification as necessary from other group RatingSTANDARD Scale IS 3 IN EACH APPLICABLE TASK Debating 4 2 0 N/A Analyzing Perspectives explainsforstates adopting a position why that the on positionissue the isissue important and insightful by presenting reasons Negotiating and Debating ordersupportingpresents of importancea convincing a position and adopted,argument backing conveying in each logical with pointssequence sound in 4The student: exceedsdirectedproblems defined effectively outcomes. and creatively in a self- manner. Tools, Plansmaterials and solves and/or recognizesenvironmental,issue:categorizesexamples e.g., of cultural, underlyingdifferent possible health-related, ethical, pointsconsequences bias/assumptions/values ofeconomic, viewscientific, andregarding implications political the in bespeaksopposingprovidesevidence understood clearly aarguments relevant withoutby all and listeners hesitation convincing so rebuttalthe argument to can 3 problemsmeetseffectivelyprocesses defined inand a withself-directedoutcomes. confidence. manner. are selected and used Plans and solves efficiently, Tools, information and ideas alternativesnegotiates a byshared resolving agreement divergent on preferred points of view 2 materialsproblemsmeetsefficiently defined and/orand effectively. outcomes. processes are selected and used with limited assistance. Plans and solves Tools, REFLECTIONS/COMMENTS: 1 and/orofmeetsappropriately. action. definedprocesses outcomes. are used appropriately. Follows a guided plan A limited range of tools, materials N/A0 Not applicable inappropriately.materialshas not completed defined outcomes. and/or processes are Tools, used G.24/ Agriculture, CTS 239 240 ©Alberta Education, Alb Assessment Tools 0 Canada SAMPLE ISSUES FOR RESEARCH, ANALYSIS AND DEBATE AGRSAM Biodiversity of Commercial Plant/Animal Species ForeignGenetic EngineeringOwnership of of Arable Plants/Animals Land in the Third World DecliningLand Reform Soil in Profiles Developing on Arable Nations Land TheDrought, Greenhouse Famine Effect and International Food Aid GroundUse of Pesticides Water Pollution InternationalAgricultural RunoffTrade Agreements CostUrbanAgriculture of Encroachment Protein Subsidies Production on Rural Farm Land WaterConscription Rights of Farmers in Times of War UseSlaughter of Arable of Land Livestock for Cash Crops or Food Crops HormoneDesertification and Drug Use LivestockUse of Animals Housing in Rodeo Events Dehorning/Castration/ToothArtificial Insemination Removal ©AlbertaAssessment Education, Tools Alberta, Canada 241 2 4 (CTS, Agriculture /G.25 (1997) REFLECTION GUIDE: The Significance of Agriculture CRITERIA FOR SUMMATIVE REFLECTION AGRREF DATE:ENTRY:JOURNAL Preparation #1 #2 #3 #4 #5 PreparationThe student: and Planning sets goals and follows instructions accurately InteractionsAnalyzingPlanningImpacts/ and 4 3 2 1 0 N/A 44 3 2 1 01 N/A 0 N/A 44 3 2 1 01 N/A 0 N/A 4 3 2 1 0 N/A 4 3 2 1 0 N/A plansaccessesentryestablishes and in-school/community uses a schedule time effectively of activities sources for completing of information each journal Trends/Making PredictionsIdentifying 4 3 2 1 0 N/A 4 3 2 1 0 N/A 4 3 2 1 0 N/A 4 3 2 1 0 N/A 4 3 2 1 0 N/A Analyzing Impacts/Interactions explainsviabilitysocial/culturalconsiders interactionswithin the impact values, the local ofand environmental one communitypotential or more sources agriculture factors of and/or conflict practices economic among on TOTAL: PresentingReporting and 4 3 2 1 0 N/A 4 3 2 1 0 N/A 4 3 2 1 0 N/A 4 3 2 1 0 N/A 4 3 2 1 0 N/A Identifying Trends/Making Predictionsdemonstratesbalancesdifferent informationinterest respect groups; forand and e.g.:values considers Who? What? the views Where? of othersWhy? RatingintroductorySTANDARD: Scale level Complete modules, 5 journal2 for intermediate entries; address level modulescriteria for and reflection 3 for advanced to a standard level modules. of I for relatestrendsagriculture;considers current in agriculture the consumptione.g.: impact aesthetic, of consumer patterns economic, andneeds/wants/choices/decisions changinghealth, recreational world markets to on 4The student: confidence.manner.exceeds defined outcomes. Tools, materials and/or processes are selected and used efficiently, effectively and with Plans and solves problems effectively and creatively in a self-directed environmentalexplainsagricultureidentifies how developments the stewardship need for sustainable inmay technology affect production future likely agriculture to systems influence and future 23 processesmeetsprocesses defined are are selected selected outcomes. and and used Plansused appropriately. efficientlyand solves and problemsproblems effectively. inwith a self-directed limited assistance. manner. Tools, materials and/or Tools, materials and/or Presenting and Reporting proofreading/editingusescommunicatesprovides correct an introductiongrammatical information thatconvention and states ideas the andclearly purpose technical in a of logical theterms journal sequence through entry N/A01 Not applicable hasprocessesmeets not defined completed are used outcomes. definedappropriately. Followsoutcomes. a guidedTools, materialsplan of action. and/or A processes limited rangeare used of intools, appropriately. materials and/or states a conclusion based on a summary of information and ideas G.26/ Agriculture, CTS 243 244 ©Alberta Education, Alb Assessment Tools Canada ISESSMENT CRITERIA: Letters of Support or Concern AGRLET RATING ASSESSMENT CRITERIA TheRating student: Scale 234 PreparationThe student: and Planning talksidentifies to others a specific in order issue to regardingclarify ideas the forest environment 4 witharedirectedproblemsexceeds selected confidence. manner.defined effectively and usedTools,outcomes. andefficiently, materials creatively and/oreffectively processes and Plans and solves in a self- 01 establishesidentifiesaccesses basic appropriate a position in-school/community onindividuals/agencies the issue resources to contact regarding the issue 3 efficientlymaterialsproblemsmeets and/orand effectively. processes are selected and used defined in a outcomes.self-directed Plans manner. and Tools,solves 34 Writing0 the Letter considersclearly states the aimplications position on ofthe various issue and approaches a rationale for for dealing adopting with that the positionissue 2 appropriately.and/orproblemsmeets with limited assistance. Tools, materials defined processes outcomes. are selected Plans andand solves used 012 usesrequestsmaintainscites correctreferences a anresponse grammatical appropriate to support to the tone and letterinformation/views technicalof communication conventions 1 processesaction.meets defined A arelimited used outcomes. rangeappropriately. of Follows tools, materialsa guided planand/or of 4 Critiquing the Response demonstrates proofreading and editing skills N/A0 Not applicable appropriately.materialshas not completed defined outcomes. and/or processes are used Tools, in 0231 identifies important elements of the response:commentsreferencestatementacknowledgement toof regarding supportingposition of futuresupportand information/views rationale options/alternatives or concern REFLECTIONS/COMMENTS 0 suggestsassesses qualitypossible of improvements the response based to the on: responsetonequality/quantitylogical of and developmentcommunication original of supportingletter of ideas information and views ©AlbertaAssessment Education, Tools Alberta, Canada 245 246 CTS, Agriculture /G.27 (1997) EASK CHECKLIST FOR MAPPING AGRMAP Preparation and PlanningTASK 4 OBSERVATION/RATING 3 2 1 0 N/A TheTASK student: CHECKLIST Technical Components (continued)and/ordemonstrated patterns appropriate use of colour, shading ComponentsInformationTechnical 4 3 2 1 0 N/A Preparation and Planning smudgesproduces a document free of wrinkles and Collaboration and TeamworkSharing 44 3 2 1 0 N/A necessaryrespondssets goals to steps directed and to follows find questions answers instructions and/or follows proofreadingmaintains appropriate and editing; technical e.g.:spelling standards through ANDMODULES,STANDARD 3 FOR ADVANCED2 IS FOR 1 FOR INTERMEDIATE INTRODUCTORY LEVEL MODULES LEVEL LEVEL MODULES, transfersinterpretssourcesaccessesuses time basicand/or effectivelyand organizesin- extrapolates school/community information data from logicallyinformation print and 0 legibility 4TheRating student: Scale exceeds defined outcomes. Plans and solves problems 0 visual sources to create maps Information Sharing presentationdemonstratescommunicates ability map content to use mapthrough overlays oral in 3 meetseffectivelymaterials defined and/or andand outcomes. withcreatively processes confidence. in are a self-directedselected and usedmanner. efficiently, Tools, Plans and solves problems in a Technical Components providesprepares an outlineappropriate of the map mapped title area to scale 0 mapposes questions based on information provided in 2 limitedmeetsselectedself-directed defined assistance. and usedmanner. outcomes. efficiently Tools, Plans andmaterials andeffectively. solves and/or problems processes with are Tools, materials and/or processes are organizesprovidesrecords relevant a use map of legend locationspace; thate.g.: data explains:map symbolsscale Collaboration and Teamwork shares work appropriately among group members 1 Ameetsselected limited defined and range used outcomes. ofappropriately. tools, Follows materials a guidedand/or planprocesses of action. are positionusemap of size borders of in legendrelationship to paper size 0 negotiatesrespects the solutions views of to others problems N/A0 Not applicable and/orhasused not appropriately. processes completed are definedused in appropriately.outcomes. Tools, materials REFLECTIONS/COMMENTS G.28/ Agriculture, CTS 247 248 ©Alberta Education, Alb Assessment Tools 0 Canada iJIDE TO CRITIQUING MEDIA INFORMATION AGRMED I MethodMediaStudent Source: Name:of Presentation: Date: Yes No ASSESSING QUALITY/OBJECTIVITY GOALS/OBJECTIVESIssue/Topic: OF THE MEDIA PRESENTATION demonstratessupportingclearlyThe media describes detailpresentation: bias-balance a topic/issue/position in the manner taken of presentation with sufficient positionSUMMARY taken, OF supporting INFORMATION detail, implications/consequences) PRESENTED (e.g., topic/issue, distinguisheseconomic,makes reference environmental) between to different fact and points fiction/opinion/theory of view (e.g., social, informationdrawsideasreferences valid current conclusions and reliable based sourceson analysis/synthesis for information of and QUALITY/OBJECTIVITY OF INFORMATION PRESENTED (e.g., 4RatingThe student:Scale exceeds defined outcomes. Plans and solves problems effectively and creatively in a bias-balance, currency/reliability, logic/reasoning) 3 Tools,meetsefficiently,self-directed definedmaterials effectively outcomes. manner.and/or and processes with confidence. are selected and used efficiently and effectively. Tools, materials and/or processesPlans are selected and solves and problemsused in a self-directed manner. PERSONAL IMPACT OF MEDIA PRESENTATION 21 meetsmaterials defined and/or outcomes. processes FollowsPlans are selected and a solvesguided and problems usedplan appropriately.of action. with limited A limited assistance. range of Tools, tools, N/A0 Not applicable appropriately.hasmaterials not completed and/or processes defined areoutcomes. used appropriately. Tools, materials and/or processes are used in ©AlbertaAssessment Education, Tools Alberta, Canada 249 250 CTS, Agriculture /G.29 (1997) 1110JECT ASSESSMENT: Technology Design STANDARD IS 1 FOR INTRODUCORY LEVEL AGRTEC RATING 4 SchedulingThe student: Tasks ASSESSMENT CRITERIA RatingMODULESMODULES, Scale AND 2 FOR 3 FORINTERMEDIATE ADVANCED LEVEL 0123 usesidentifiessets goalstime effectivelymajorand follows tasks and instructions organizes accurately them into a logical sequence 4The student: directedproblemsexceeds defined effectively outcomes. and creatively in a self- manner. Tools, Plansmaterials and solves and/or 234 Gathering Information posesaddressedaccessesdefines important a basicneed in-school/communitywithin questions an agriculture/horticulture regarding resourcesdesign potential regarding industry similar needs and how they were 3 materialsproblemsmeetseffectivelyprocesses defined and/or inand withoutcomes. processes confidence. are selected and used are a self-directed manner.selected and used Plans and solves efficiently, Tools, 01 Constructing0 Drawings/Models interpretstalks to others and organizesin order to information clarify ideas into a logical sequence 2 materialsproblemsmeetsefficiently defined and/or and effectively. outcomes. processes are selected and used with limited assistance. Plans and solves Tools, 34 thegeneratesmakes need reasoned ideas /alternatives judgements regarding adesign mechanical potential system and/or process that will address 1 ofmeetsappropriately. action. defined outcomes. Follows a guided plan A limited range of tools, materials 012 constructsselects the amost simple appropriate drawing alternativeand/or modelhumanefficientdefined based of the on:and needs/problems use technology environmental of resources that illustrates/demonstrates: safety 0 appropriately.materialshasand/or not processes completed are definedused appropriately. outcomes. and/or processes are used Tools, in 4 Assessing0 Processes and Outcomes principlescomponent of parts operation REFLECTIONS/COMMENTSN/A Not applicable 0231 0 suggeststechnologysummarizesuseassesses of resources thepossible designopportunities and improvements process human/environmental and and challenges technology to the design relevant safetyoutcomes process to industry inand/or relation technologyapplications to original outcomes of needs, the efficient G.30/ Agriculture, CTS 251. 252 dio©Alberta Education, Alb Assessment Tools Canada ASSESSMENT CRITERIA: Diagrams and Technical DrawingsTASK OBSERVATION/RATING AGRDRA PreparationPlanning and 4 3 2 1 0 N/A TheTASK student: CHECKLIST Technical Components (continued) providescomponentsaccurately an labels appropriate diagram/technical title for the drawing ComponentsTechnical 4 3 2 1 0 N/A Preparation1:1 and Planning respondssets goals to and directed follows questions instructions and/or follows and/ordemonstratesdiagram/technical patterns appropriate drawing use of colour, shading Information Sharing 4 3 2 1 0 N/A 1:1 sourcesaccessesusesnecessary time basic effectivelysteps in-school/community to find answers information 1:1 proofreadingmaintainssmudgesproduces a appropriate document and editing; freetechnical e.g.: of wrinkles standards and through STANDARD IS 1 FOR INTRODUCTORYCollaboration LEVEL Teamwork and 4 3 2 1 0 N/A drawingvisualtransfersinterprets sources and/or and organizesto extrapolates create a information diagram/technical data from logically print and 0 readabilityspelling RatingANDMODULES, 3 ScaleFOR ADVANCED2 FOR INTERMEDIATE LEVEL MODULES LEVEL MODULES, Technical0 Components selects and uses appropriate drawing instruments Information1:1 Sharing demonstratesdrawingcommunicates through ability content oral to presentation ofuse diagram/technical overlays in 4The student: exceeds defined outcomes. Plans and solves problems 1:1 addspreparesand tools detail an to accurate the theme outline as required of the theme to ensure to scale theposespresentation diagram/technical questions based drawingon information provided in 3 meetseffectivelymaterials defined and/or andand withoutcomes.creatively processes confidence. inarePlans a selectedself-directed and solves and used manner. problems efficiently, Tools, in a 1:1 organizesrecognition use and of realismspace; e.g.:sizediagram/technical drawing in relation to paper 2 meetslimitedselectedself-directed defined assistance. and outcomes.used manner. efficiently Tools, Plans and materials and effectively. solves and/or problems processes with are Tools, materials and/or processes are positionuse of borders of labels 1:1Collaboration and Teamwork negotiatesrespectsshares work the solutions viewsappropriately of to others problems among group members 1 Ameets limitedselected defined rangeand outcomes.used of tools,appropriately. Follows materials a guidedand/or planprocesses of action. are 0 0N/A Not applicable usedand/orhas appropriately. not processes completed are definedused in appropriately.outcomes. Tools, materials REFLECTIONS/COMMENTS Assessment©Alberta Education, Tools Alberta, Canada 253 -254 CTS, Agriculture /G.31 (1997) ASSESSMENT CRITERIA: Flow Charts AGRFLO Preparation and TASK OBSERVATION/RATING 3 2 1 TASK CHECKLIST Technical Components (continued) TechnicalPlanning 4 3 1 0 N/A The student: demonstratesprovideslabels flow an appropriate chartappropriate components use title of for colour,as therequired flow shading chart ComponentsInformation 4 3 2 1 0 N/A Preparation and Planning respondssets goals to and directed follows questions instructions and/or follows producessmudgesand/or apatterns document free of wrinkles and Collaboration and Sharing 4 3 2 1 0 N/A accessesusesnecessary time basic effectivelysteps in-school/community to find answers information proofreadingmaintains appropriateand editing; technical e.g.: standardsspelling through ANDMODULES,STANDARD 3 FOR ADVANCED2 FOR IS 1 INTERMEDIATE FOR INTRODUCTORY LEVEL MODULES LEVEL LEVEL MODULES,Teamwork visualtransfersinterpretssources sources and/or and organizesto extrapolates create a information flow data chart from logically print and legibility 4RatingThe student:Scale exceeds defined outcomes. Plans and solves problems Technical0 Components prepares an outline of steps/processes in proper Information Sharing presentationdemonstratescommunicates ability content to ofuse flow flow chart chart through overlays oral in 3 meetseffectivelymaterials defined and/or andand withoutcomes.creatively processes confidence. inarePlans a selectedself-directed and solves and used manner. problems efficiently, Tools, in a andselectsorganizessequence tools and anduse uses orderof appropriatespace in relation drawing to paper instruments size 0 theposes flow questions chart based on information provided in 2 limitedmeetsselectedself-directed defined assistance. and usedmanner. outcomes. efficiently Tools, Plans andmaterials andeffectively. solves and/or problems processes with are Tools, materials and/or processes are providescreates a flowarrows chart to indicate that: correctprocessesclearlyhas a sequence definite indicates beginningof the sequencing and end of steps/ Collaboration and Teamwork shares work appropriately among group members 1 Ameetsselected limited defined and range used outcomes. ofappropriately. tools, Follows materials a guidedand/or planprocesses of action. are steps/processes 0 negotiatesrespects the solutions views of to others problems N/A0 Not applicable and/orhasused not appropriately. processes completed are definedused in appropriately.outcomes. Tools, materials REFLECTIONS/COMMENTS G.32/ Agriculture, CTS 255 258 ©Alberta Education, Alb Assessment Tools Canada OBSERVATIONStudent CHECKLIST Name: FOR FIELD-BASED INVESTIGATIONS I Module: I Date: APPLICATIONS OF SCIENCE AND TECHNOLOGY AGROBS PURPOSETitle/PositionContactDestination: Person: OF of TRIPContact (Teacher Person: Defined) STUDENT EXPECTATIONS (What do you expect to observe/learn?) REFLECTION ON FIELD INVESTIGATION (What did you find ACTUAL OBSERVATIONS (What did you actually observe/learn?) most interesting? least interesting?) ©AlbertaAssessment Education, Tools Alberta, Canada 2 5 7 2 5 TS, Agriculture /G.33 (1997) ITOBSERVATION CHECKLIST FOR FIELD-BASED INVESTIGATIONS (continued) AGROBS Career #1: OBSERVED CAREERS The student: (to be completed by teacher/supervisor) SUMMATIVE CHECKLIST Title:Cons:Pros:SalaryEducation Range: Requirements: adheresidentifies to trip established goals and itinerary/timelines follows instructions accurately EducationTitle: Requirements: Career #2: expectationsadheresclothingdemonstrates to asacceptable establishedappropriate safety by use schoolstandards of equipment, policy and behavioural supplies and/or Cons:Pros:Salary Range: usesaccesses effective resources questioning available techniques on-site to gather information Pros:EducationTitle:Salary Range: Requirements: Career #3: interprets and records information accurately Cons:Would any of the observed careers appeal to you? Why or why not? completesfield-basedestablishedfollows directions/proceduresall sectionsinvestigation.by industry of the policy observation whileindicated on checklist siteby tour guidefor each and/or as G.34/ Agriculture, CTS 259 2,Allata Education, Alb Assessment Tools 40 Canada raVELOPMENTAL FRAMEWORK: Floral Construction AGRDEVFLO Basic Floral Design 1 Arrangements Vase Round (Mound)Arrangements ArrangementsTriangular Floral Design 1 Centrepieceshorizontal r Arrangements European FloralArrangements Desi In 2 Oriental CalendarBridal Event Design, UD0RP largerbud vase vase asymmetricalsymmetrical pyramidal parallelvegetativeclusterpresentation RitkaMoribanaIkebana Special OccasionArrangements and nosegayOther TC curvehogarth displaygarlandwreathcrescentcascade prop 262 Assessment©Alberta Education, Tools Alberta, Canada 2G1 CTS, Agriculture /G.35 (1997) I IDENTIFICATION GUIDE: Cut Flowers and Interior Plants AGRIDEFLO CUT FLOWERSDianthus caryophyllus AND FOLIAGE and Botanical CommonNames Characteristics Basic General Use INTERIOR PLANTSChrysanthemum Common and Botanical Names Characteristics Basic General Use RosaNarcissusChrysanthemum RhododendronLiliumEuphorbia pulcherrima indicum 1:1 LimoniumGypsophilaTulipa sinuatumtartarica paniculata AsparagusAglaonemaBegoniaSaintpaulia plumosus speciesspecies AsparagusArchniodesEucalyptusConsolida setaceus adiantoformis regalis CordylineCissusChlorophytum species indivisa comosum DendrobiumRuscusFreesiaGladiolus hybrid hortulanusorchid KalanchoeHibiscusCyclamenFicus species blossfeldiana persicum GerberiaAsterAnthuriumA Istroemeria scherzerianum AchilleaStephanotisProteaIris Filipendulina floribunda namesSTANDARD: and describes The student the basic identifies characteristics by 10common cut and flowers and general botanical and/or use foliage of: specimens Echinops ritro REFERENCE GUIDES: StepHome5 interior by Floral Step: plants Design A Designer's Guide to Basic Floral Design. G.36/ Agriculture, CTS 2G3 EST COPY AVAILABLE 264 ©Alberta Education, Alb Assessment Tools 0 Canada I IDENTIFICATION GUIDE: Field Crop Species Common Growth Habit Basic Common Growth Habit AGRIDEFLDBasic OatsCereals/Small Grains Name Structure BeetVegetables/Fruits Name Structure RyeWheatBarley PeaCornCarrot 0 Oil Seeds StrawberryRaspberryPotato SunflowerFlaxCanola Specialty/OtherTurnip BromeAlfalfaGrass Grass Seeds/Forage TimothyRyeFescue Grass STANDARD: The student identifies the common name, growth habit and basic structure of 10 Alberta field crop species. ©AlbertaAssessment Education, Tools Alberta, Canada 265 266 CTS, Agriculture /G.37 (1997) IDENTIFICATION GUIDE:TREES AND Nursery SHRUBS and Greenhouse Plants Common and Specific PERENNIALS Common and AGRIDE-NURSpecific I Coniferous Botanical Names Growth Habit/ Taxonomy Applicationsin Alberta Arabis alpina Botanical Names Growth Habit/ Taxonomy Applicationsin Alberta JuniperusPinusPicea pungenssylvestrismugo scopulorum "Blue Heaven" BergeniaAsilbeArmeriaArtemisia spp. maritima cordifolia schmidtiana JuniperusThujaThuja occidentalis occidentalis sabina "Brandon" "Woodwardii" DelphiniumConvallariaChrysanthemumCerastium tomentosum majalisspecies x superbum FraxinusDeciduousJuniperus pensylvancia sabinachinensis tamariscifolia "Old Gold" HostaHemerocallisDicentra varieties spectabilis hybrids BetulaPrunus pendula virginianaMaacki "Gracilis" "Shubert" lanceolata LychnisLupinusIberisIris spp. sempervirens calcedonicapolyphyllus PrunusElaeagnusSorbusMalus x xamericana "Royalty" cistena angustifolia TradescantiaSedumPhloxPaeonia subulata spp. lactiflora virginiana CornusCotoneasterPotentillaPrunus alba triloba lucidus fruticosa "Multiplex" SpireaSyringa x villosabumalda "Froebelli" STANDARD: The student identifies the common and botanical names, growth habits/taxonomy, and specific applications of 10 tree, shrub, perennial, annual and/or tropical species suited for use in Alberta. (1997G.38/ Agriculture, CTS 267 BEST COPY AVAILABLE 2 Education, Assessment Tools AlbeCanada IDENTIFICATION GUIDE: Nursery and Greenhouse Plants (continued) AGRIDENUR ANNUALS Common and Botanical Names Growth Habit/ Taxonomy Applicationsin AlbertaSpecific TROPICALS Common and Botanical Names Growth Habit/ Taxonomy Applicationsin AlbertaSpecific GladiolusColeumAntirrhinumAgeratum x hybridshoustonianum majum ChrysanthemumRhododendronLiliumEuphorbia pulcherrima indicum LobulariaLobeliaLathyrus erinus odoratus maritima BegoniaAsparagusAglaonemaSaintpaulia species plumosus species PelargoniumNicotianaPortulacaPetunia alata x grandiflorahybridax hortorumgrandiflora CordylineCissusChlorophytum species indivisa comosum ViolaTageteasSalviaSenicio x splendens wittrockianacineraria patula CyclamenKalanchoeHibiscusFicus species persicumblossfeldiana STANDARD: The student identifies the common and botanical names, growth habits/taxonomy, and specific of 10 tree, shrub, perennial, annual and/or tropical species suited for use in Alberta. applications ©AlbertaAssessment Education, Tools Alberta, Canada 2'69 BEST COPY AVAILABLE 270 CTS, Agriculture /G.39 (1997) IDENTIFICATION GUIDE:TREES. SHRUBSLandscape AND Plants GROUNDCOVERS Common and General Functional PERENNIALS Common and General FunctionalAGRIDE-LDS Coniferous Botanical Names Characteristics/Growth Habits AlbertaUse in Arabis alpina Botanical Names Characteristics/Growth Habits AlbertaUse in JuniperusPinusPicea pungenssylvestrismugo scopulorum "Blue Heaven" BergeniaAsilbeArmeriaArtemisia spp. cordifolia maritima schmidtiana JuniperusThujaThuja occidentalis occidentalis sabinachinensis "Old "Brandon" Gold" "Woodwardii" DelphiniumConvallariaChrysanthemumCerastium tomentosum majalisspecies x superbum FraxinusDeciduousJuniperus pensylvancia sabina tamariscifolia lanceolata IrisHostaHemerocallisDicentra spp. varieties spectabilis hybrids MalusPrunusBetula x pendulavirginianaMaacki "Royalty" "Gracilis" "Shubert" PaeoniaLychnisLupinusIberis lactifloracalcedonica sempervirens polyphyllus PrunusElaeagnusSorbus trilobaxamericana cistena angustifolia "Multiplex" TradescantiaSedumPhlox subulata spp. virginiana SyringaCorpusCotoneasterPotentilla albavillosa fruticosa lucidus Spirea x bumalda "Froebelli" STANDARD: The student10 identifies landscape the plants common (including and botanical tree, shrub, names, groundcover, general characteristics/growth flower and turfgrass specimens)habits and functionalsuited for useuse inof Alberta landscapes. (1997Ah)G.40/ Agriculture, CTS 111. 271 BEST COPY AVAILABLE 272 ©Alberta Education, A1ber Assessment Tools Canada IDENTIFICATION GUIDE: Landscape Plants (continued) AGRIDELDS ANNUALS Common and Botanical Names Characteristics/Growth Habits General Functional AlbertaUse in TURFGRASSES Common and Botanical Names Characteristics/Growth Habits General Functional AlbertaUse in ColeumAntirrhinumAgeratum x hybridshoustonianum majum QuackCreepingKentucky grass redblue fescue grass LobulariaLobeliaLathyrusGladiolus erinus odoratus hybridsmaritima TimothyCrestedCreeping wheat bent grass NicotianaPortulacaPetuniaPelargonium alata x grandiflorahybrida grandiflora x hortorum ViolaTageteasSalviaSenicio x splendens wittrockianacineraria patula STANDARD: The student identifies1.0 landscape the common plants (including and botanical tree, shrub,names, groundcover, general characteristics/growth flower and turfgrass habits, specimens) and functional suited for use use of in Alberta landscapes. BEST COPY AVAILABLE ©AlbertaAssessment Education, Tools Alberta, Canada 273 274 CTS, Agriculture /G.41 (1997) IDENTIFICATIONPERENNIAL GUIDE: Landscape/Turfgrass WEEDS Weeds Common Name Growth Habit ManagementTechnique ANNUAL WEEDS Common Name Growth Habit ManagementAGRIDEWEDTechnique CreepingCanada Thistle Charlie CommonChickweed Groundsel FoxtailDandelion Barley ProstratePineappleLamb's Knotweed -Weed quarters PurplePlantain Loosestrife Round-leavedPurslane Mallow ToadflaxScentlessQuackgrass Chamomile StinkweedShepherd's Purse STANDARD: The student identifies the common name, growth habit and management technique for 5 common weeds found in Alberta landscapes and/or turfgrasses. (1997G.42/ Agriculture, CTS 275 BEST COPY AVAILABLE 276 ©Alberta Education, Alb Assessment Tools 0 Canada INFORMATION SHEET: Cut Flowers and Interior Plants AGRINFFLO BasicFlower/Plant Characteristics Name and Features:Botanical: massCommon: - sometimes Dianthus Carnation form caiyephyllos Available colours: white, pink, peach, yellow and variegated VaseSeasonalGeneral Life: Availability: and14 daysSpecific all Care: year recut under warm water recutavoidredsstoreuse lose instemsethylenepreservative cooler colour gas at solutionlow temperature OtherApplications/Use: Notes: long lastingcorsage flower and boutonniere, and easy to budcare vases, for arrangemerits ©AlbertaAssessment Education, Tools Alberta, Canada 277 -278 CTS, Agriculture /G.43 (1997) INFORMATION SHEET: Field Crop Species AGRINFFLD ClassificationCommon Name: by Use; e.g., cereal, legume, root, oil, forage, tuber: General Information (to include, where possible, structural parts ofthe root, stem, leaf and flower/seed.) Picture or Sketch StructuralGrowth Habit;Characteristics; e.g., size, e.g.,form, root, texture: stem, leaf, flower/seed: requirements,SelectionspaceGrowth variables: Requirements; Criteria; pest control,e.g., e.g.,expected cost water, of yield, production: light, market temperature, demand, soil, labour/equipment nutrients, OtherApplications/Use: Notes: G.44/ Agriculture, CTS 279 20 ©Alberta Education, Albr Assessment Tools Canada INFORMATION SHEET: Nursery and Greenhouse Plants Picture or Sketch A GRINFNUR Basic(tree,Plant Characteristics;shrub, Name perennial, e.g., annual size, form,Botanical:Common: or tropical)texture: Special Features; e.g., flowers, leaves, fruit, bark: Suggested Location/Light Requirements; e.g., full sun, partial sun, full Careshade, and partial Handling: shade: OtherApplications/Use: Notes: Assessment©Alberta Education, Tools Alberta, Canada 231 232 CTS, Agriculture /G.45 (1997) INFORMATION SHEET: Landscape Plants AGRINFLDS (tree,Plant shrub, Name groundcover, flower,Botanical:Common: turfgrass) Picture or Sketch BasicFunctional Characteristics/Growth Use in Landscape: Habits; e.g., size, form, texture: Special Features; e.g., flowers, leaves, fruit, bark: shade,Suggested partial Location/Light shade: Requirements; e.g., full sun, partial sun, full OtherCare and Notes: Handling: G.46/ Agriculture, CTS 283 284 ©Alberta Education, Alb Assessment Tools 0 Canada INFORMATION SHEET: Landscape/Turfgrass Weeds AGRINFWED GeneralName ofDescription/Growth Weed Habits;LifeCommon e.g., Cycle; size, Name: e.g., form, annual, texture: biennial, perennial: Picture or Sketch Basic Identification Characteristics: Preferred Growing Location; e.g., light, moisture, soil: CulturalTime of Flowering:Control Techniques: HerbicidalOther Notes: Control Techniques: ©AlbertaAssessment Education, Tools Alberta, Canada 285 236 CTS, Agriculture /G.47 (1997) INFORMATIONName SHEET: of Tool, Hand/Power Equipment Equipment or Supply and Supplies Picture or Sketch AGRINFEQU Basic(e.g., Characteristics/Features; hand tool, power tool, e.g., materials,Manufacturer/Brand:Item: type, size, supplies) composition, structure: DirectionsApplication for in Use: Plant Production or Landscape Service: Safety Guidelines: OtherInstructions Notes: for Maintenance/Storage: COMPLETE ALL SECTIONS OF O THE THREE E INF liA6S OFTPIL°ANNT -PREOTDFUOCRTION OR °L*ERSECQAUIPEPSERNVITCE SUPPIES G.48/ Agriculture, CTS 2 87 288 ii©Alberta Education, Albr Assessment Tools Canada IFAB ASSESSMENT:Module:Student Name: Floral Design Basic Floral Design Floral Design 1 Floral Design 2 TASK CHECKLIST AGRLABFLO PROJECT: DATE: 4 4 4 4 4 4 4 ManagementThe student: prepares self for task Management 123 23 23 23 23 23 23 interpretsorganizes and carriesworks inout an instructions orderly manner accurately 40 40 1 40 1 40 1 340 1 40 1 40 1 attemptsmaintainsplans and to usesa solveclean time problemswork in a area logical prior sequence to requesting help Teamwork 123 23 1 23 1 23 1 2 1 123 23 1 0 Construction 2340 2340 2340 2340 2340 0234 2340 Teamwork0 sharescooperates work with appropriately group members among group members Techniques 3401 4031 340 1 340 1 340 1 0341 340 1 0 displaysnegotiates effective solutions communication to problems skills SanitationSafety and 02 1 0 12 02 1 02 1 02 1 012 02 1 Construction0 Techniques selects and uses appropriate tools and floral material MODULESSTANDARD AND IS 3 1 FOR FOR ADVANCED INTRODUCTORYTOTAL LEVEL LEVEL MODULES MODULES, 2 FOR INTERMEDIATE LEVEL performsinterpretsminimizesapplies tasks andappropriate wasteadapts in logical of the designmaterials projectsequence principles plan 4Rating Scale beyondconsistentprocessesexceeds expectations. defined are and selected exceed outcomes. andstandards. used efficiently, effectively and with confidence. Quality, particularly details and finishes, and productivity are Plans and solves problems effectively and creatively inLeads a self-directed others to manner.contribute to team goals. Analyzes and provides effective client/customer services Tools, materials and/or Safety0 and Sanitation handles equipment and materials safely 23 appropriately.meetsenhanceefficiently defined team and effort. Qualityoutcomes.effectively. Analyzes and Plans productivity and and provides solves are problemseffective reasonably client/customer within consistent.a self-directed limited assistance. Works services. manner. cooperatively Tools, materials to achieve and/or team processes goals. are selected and used Quality and productivity are consistent. Works cooperatively and contributes ideas and suggestions that Tools, materials and/or processes are selected and used Identifies and provides maintainsdemonstratessanitizes facilities tools concern and in containers afor sanitary safe procedures/ condition techniques 1 Qualitymeetscustomer/client defined and productivity outcomes. services. are Follows reasonable a guided consistent. plan of Works action. cooperatively. A limited range Provides of tools, a limited materials range and/or of customer/client processes are usedservices. appropriately. 00 advises of immediate hazards and necessary repairs 0©AlbertaAssessmentN/A Not Applicable Education, Tools Alberta, Canad289has not completed defined outcomes. Tools, materials and/or processes are used inappropriately. 290 CTS, Agriculture /G.49 (1997) JA,B ASSESSMENT:Student Name: Plant Production AGR103 AGR203 AGR214 AGR210 AGR303 AGR314 TASK CHECKLIST AGRLAB-PLT Module: 'PRODUCTION TASK: Preparation Soil Cultivation TransplantingPropagation/ Watering andFertilizing Pests/DiseaseControl of Harvesting ManagementThe student: prepares self for task Management DATE: 234 234 423 234 234 234 plansinterpretsorganizes and anduses carriesworks time in inout a an logical instructions orderly sequence manner accurately 3401 340 1 340 1 340 1 340 1 340 1 maintainsattempts to recordsa solvetidy work problems regarding environment prior the production to requesting cycle help Teamwork 0412 402 1 402 1 40 12 402 1 402 1 Teamwork0 Equipment and 123 123 23 1 2 13 123 123 negotiatessharescooperates work solutionswith appropriately group to membersproblems among group members Materials 034 340 340 403 340 340 0 displays effective communication skills TechniquesProduction 0 12 o2 1 02 1 0 12 02 1 02 1 Equipment0 and Materials selects and uses appropriate equipment and materials MODULESSTANDARD AND IS 1 3FOR FOR INTRODUCTORY ADVANCED LEVEL LEVEL MODULES MODULES, 2 FORTOTAL INTERMEDIATE LEVEL advisessanitizesmaintainsdemonstrateshandles ofequipment tools facilitiesimmediate concern and containersandin hazardsafor materialssanitary safe andprocedures/techniques condition safely necessary repairs 4Rating Scale beyondconsistentprocessesexceeds expectations. defined are and selected exceed outcomes. andstandards. used efficiently, effectively and with confidence. Quality, particularly details and finishes, and productivity are Plans and solves problems effectively and creatively inLeads a self-directed others to manner.contribute to team goals. Analyzes and provides effective client/customer services Tools, materials and/or Production0 Techniques 23 appropriately.meetsenhanceefficiently defined team and effort. Qualityoutcomes.effectively. Analyzes and Plans productivity and and provides solves are problems effectivereasonably client/customerwithin consistent.a self-directed limited assistance. Works services. manner. cooperatively Tools, materials to achieve and/or team processes goals. are selected and used Quality and productivity are consistent. Works cooperatively and contributes ideas and suggestions that Tools, materials and/or' processes are selected and used Identifies and provides utilizesweighsminimizesperforms andappropriate tasks waste measures in of a logicalmaterialsenvironmental accurately sequence control and conservation 0 1 hasQualitymeetscustomer/client not defined completedand productivity outcomes. services. defined are Follows outcomes. reasonable a guided Tools, consistent. planmaterials of Works action. and/or cooperatively. A processes limited range are Provides used of tools, inappropriately. a limited materials range and/or of customer/client processes are usedservices. appropriately. 00 practices G.50/N/A Not Agriculture, Applicable CTS 291 292 ©Alberta Education, Alb e Assessment Tools Canada F.171 B ASSESSMENT: Landscape and Turf Care A GRLABLDS Module:StudentMAINTENANCE Name: AGR107 Planting/ Cultivation/ AGR206 Mowing/Pruning/ Watering/AGR306 Pest/Disease Spring/Winter TheTASK student: CHECKLIST DATE:TASK: Transplanting 4 Mulching 4 Trimming_ 4 Fertilizing 4 Control 4 Preparation 4 Management interpretsorganizesprepares self and for carriesworks task inout an instructions orderly manner accurately Management 23 1 23 1 3 12 23 1 23 1 23 1 maintainsplans and usesa clean time work in a area logical sequence 340 340 403 340 340 340 0 maintainsattempts to records solve problems regarding prior services to requesting rendered help Teamwork 402 1 402 1 40 12 402 1 402 1 402 1 Teamwork0 cooperates with group members Equipment and 23 1 23 23 23 23 1 23 negotiatesshares work solutions appropriately to problems among group members Materials 403 0341 3401 340 1 340 3401 0 displays effective communication skills Techniques Service 02 1 02 1 02 1 02 1 02 1 02 1 Equipment0 and Materials selects and uses appropriate equipment and materials 2STANDARD FOR INTERMEDIATE IS 1 FOR INTRODUCTORY LEVEL MODULES, LEVEL AND MODULES, 3 FOR ADVANCEDTOTAL LEVEL MODULES sanitizesutilizesmaintainsdemonstrateshandles appropriateequipment tools facilities concern and containers andinconservation afor materialssanitary safe procedures/techniques condition practicessafely 4Rating Scale beyondconsistentprocessesexceeds expectations. defined areand selected exceed outcomes. andstandards. used efficiently, effectively and with confidence. Quality, particularly details and finishes, and productivity are Plans and solves problems effectively and creatively inLeads a self-directed others to manner.contribute to team goals. Analyzes and provides effective client/customer services Tools, materials and/or 0 advises of immediate hazards and necessary repairs 23 appropriately.meetsenhanceefficiently defined team and effort. outcomes.Qualityoutcomes.effectively. Analyzes and Plans productivity and and provides solves are problemseffective reasonably client/customer in consistent.a self-directed Works services. manner. cooperatively Tools, materials to achieve and/or team processes goals. are selected and used Plans and solves problemsQuality with and limited productivity assistance. are consistent. Works cooperatively and contributes ideas and suggestions that Tools, materials and/or processes are selected and used Identifies and provides Service Techniques weighsminimizesperforms and tasks waste measures in of a logicalmaterials accurately sequence 01 hasQualitymeetscustomer/client not defined completedand productivity outcomes.services. defined are Follows outcomes. reasonable a guided Tools, consistent. planmaterials of Works action. and/or cooperatively. A processes limited range are Provides used of tools, inappropriately. a limited materials range and/or of customer/client processes are usedservices. appropriately. 0 responds to client needs in a professional manner ©AlbertaAssessmentN/A Not Applicable Education, Tools Alberta, Ca@a3 234 CTS, Agriculture /G.51 (1997) LAB ASSESSMENT: Animal Care AGRLABANM Module:Student Name: AGR103 AGR202 Housing and AGR204 Handling and AGR207 Health andAGR210 AGR304Care for AGR307 Training TASK CHECKLIST DATE:TASK: Feeding 4 Bedding 4 Restraint 4 Welfare 4 Young 4 Practices 4 ManagementThe student: prepares self for task Management 23 1 123 23 1 23 1 23 1 23 1 plansinterpretsorganizes and anduses carriesworks time in inout a an logical instructions orderly sequence manner accurately Teamwork 2340 2340 2340 2340 4023 2340 maintainsattempts to recordsa solvetidy work problems regarding environment prior animal to requestingcare provided help 3401 4031 340 1 340 1 4031 340 1 Teamwork0 cooperates with group members Equipment and Supplies 402 1 4012 402 1 402 1 40 12 402 1 displaysnegotiatesshares effective work solutions appropriately communication to problems among skills group members Animal Handling and Care 23 1 123 23 1 23 1 123 123 Equipment0 and Supplies selects and uses appropriate equipment and supplies MODULESSTANDARD AND IS 3 1 FOR FOR ADVANCED INTRODUCTORY LEVEL LEVEL MODULES MODULES, 2 FORTOTAL INTERMEDIATE LEVEL 0 0 0 0 0 0 advisessanitizesmaintainsdemonstrateshandles ofequipment tools facilitiesimmediate concern and containersandin hazardsafor suppliessanitary safe andprocedures/techniques conditionsafely necessary repairs 4Rating Scale: beyondareprocessesexceeds consistent expectations. defined are selectedand outcomes. exceed and standards. used efficiently, Leads otherseffectively to contribute and with to confidence. team goals. Quality, Analyzes particularly and provides details effective and finishes, client/customer and productivity services Plans and solves problems effectively and creatively in a self-directed manner. Tools, materials and/or Animal0 Handling and Care performs tasks in a logical sequence 23 appropriately.meetsenhanceefficiently defined team and effort. Qualityoutcomes.effectively. Analyzes and Plans productivity and andand provides solvessolves are problems reasonablyproblemseffective client/customerin with consistent. a self-directed limited Works assistance. services. manner. cooperatively Tools, Tools, materials materials to achieve and/or and/or team processes processesgoals. areare selectedselected andand used Quality and productivity are consistent. Works cooperatively and contributes ideas and suggestions that Identifies and provides utilizesweighsminimizesdemonstrates andappropriate waste measures concern of environmentalsupplies accuratelyfor animal health control and and welfare 0 1 hasQualitymeetscustomer/client not defined completedand productivity outcomes. services. defined are Follows outcomes. reasonable a guided Tools, consistent. planmaterials of Works action. and/or cooperatively. A processes limited range are Provides used of tools, inappropriately. a limited materials range and/or of customer/client processes are usedservices. appropriately. 0 conservation practices (19974G.52/N/A Not ApplicableAgriculture, CTS 9Q 2E6 II©Alberta Education, Alb Assessment Tools Canada LAB ASSESSMENT: Agriculture Processing AGRLABPRO Module:Student Name: AGR106 AGR205 AGR305 TheTASK student: CHECKLIST PROJECT: DATE: 4 4 4 4 4 4 4 Management organizesprepares self and for works task in an orderly manner Management 23 23 123 23 1 23 1 23 1 23 1 plansinterprets and anduses carries time in out a logical instructions sequence accurately 3401 3401 403 340 340 340 340 0 attemptsmaintains to a solvetidy work problems environment prior to requesting help Teamwork 402 1 402 1 402 1 402 1 402 1 402 1 40 12 Teamwork0 cooperates with group members and MaterialsEquipment 23 1 23 1 23 1 23 1 23 1 23 1 23 1 displaysnegotiatesshares work effective solutions appropriately communication to problems among groupskills members Processing 2340 2340 2340 2340 2340 2340 2340 0 Techniques TOTAL 0 1 0 1 0 1 0 1 0 1 0 1 0 1 Equipment and Materials demonstrateshandlesselects and equipment uses concern appropriate and for input safe tools materials procedures/techniques and material safely inputs Rating2STANDARD FOR ScaleINTERMEDIATE IS 1 FOR INTRODUCTORY LEVEL MODULES LEVEL AND MODULES,3 FOR ADVANCED LEVEL MODULES 0 advisessanitizesmaintains of tools facilitiesimmediate and containers in hazardsa sanitary and condition necessary repairs 4 beyondconsistentprocessesexceeds expectations. defined andare exceedselected outcomes. standards. and used efficiently, effectively and with confidence. Quality, particularly details and finishes, and productivity are Plans and solves problems effectively and creatively in Leadsa self-directed others to manner. contribute to team goals. Analyzes and provides effective client/customer services Tools, materials and/or Processing0 Techniques minimizesperforms tasks waste in ofa logicalmaterials sequence 23 enhanceefficientlymeetsappropriately.meets defined team definedand effort.outcomes.effectively. outcomes.Quality Analyzes andPlans productivityand and provides solves are problemseffective reasonably client/customerin a self-directedconsistent. services. Works manner. cooperatively Tools, materials to achieve and/or team processes goals. are selected and used Plans and solves Qualityproblems and with productivity limited assistance. are consistent. Works cooperatively and contributes ideas and suggestions that Tools, materials and/or processes are selected and used Identifies and provides conservationutilizesweighs andappropriate measures practices environmental accurately control and 1 Qualitymeetscustomer/client defined and productivity outcomes.services. are Follows reasonable a guided consistent. plan of Worksaction. cooperatively. A limited range Provides of tools, a materialslimited range and/or of customer/clientprocesses are usedservices. appropriately. 0 0©AlbertaAssessmentN/A Not Applicable Education, Tools Alberta, Canadahas not completed defined outcomes. Tools; materials and/or processes are used inappropriately. 238 CTS, Agriculture /G.53 (1997) StudentIPG/RECORD Name: OF PRODUCTION TASKS: Plants Module: Supervisor: AGRLOGPLT Activity/TaskTimeProduction Required Task: Details to Complete Task: Date: Activity/TaskTimeProduction Required Task: Details to Complete Task: Date: humidity,EnvironmentalPlants/Crops air Affected:circulation): Conditions (e.g., indoor/outdoor temperature, light conditions, humidity,EnvironmentalPlants/Crops air Affected:circulation): Conditions (e.g., indoor/outdoor temperature, light conditions, Comments:Equipment and Materials Used: Comments:Equipment and Materials Used: Activity/TaskTimeProduction Required Task: Details to Complete Task: Date: Activity/TaskTimeProduction Required Task: Details to Complete Task: Date: humidity,EnvironmentalPlants/Crops air Affected:circulation): Conditions (e.g., indoor/outdoor temperature, light conditions, humidity,EnvironmentalPlants/Crops air Affected:circulation): Conditions (e.g., indoor/outdoor temperature, light conditions, Comments:Equipment and Materials Used: Comments:Equipment and Materials Used: STANDARD: The student completes all sections of the log/record for each production task performed. (Verification by Supervisor) (Date) (1997G.54/ Agriculture, CTS 299 BEST COPY AVAILABLE. 3'10 t, ©Alberta Education, Alb Assessment Tools anada StudentLOG/RECORD Name: OF LANDSCAPE/TURFGRASS SERVICES Module: Supervisor: AGRLOGLDS Maintenance/InstallationApproximateTimeService Required Provided: Area to Perform of Work-site: Details: Service: Date: Maintenance/InstallationApproximateTimeService Required Provided: Area to Perform of Work-site: Details: Service: Date: circulation):EnvironmentalEquipment and Conditions Materials (e.g., Used: temperature, light conditions, humidity, air Equipmentcirculation):Environmental and ConditionsMaterials Used: (e.g., temperature, light conditions, humidity, air (ClientComments: Signature) (Client Phone Number) Comments:(Client Signature) (Client Phone Number) TimeApproximateService Required Provided: to Area Perform of Work-site: Service: Date: TimeApproximateService Required Provided: to Area Perform of Work-site: Service: Date: circulation):EnvironmentalMaintenance/Installation Conditions Details: (e.g., temperature, light conditions, humidity, air circulation):EnvironmentalMaintenance/Installation Conditions (e.g., Details: temperature, light conditions, humidity, air Comments:Equipment and Materials Used: Comments:Equipment and Materials Used: (Client Signature) STANDARD: The student completes all sections of the log/record for each service performed. (Client Phone (VerificationNumber) by Supervisor) (Client Signature) (Date) (Client Phone Number) ©AlbertaAssessment Education, Tools Alberta, tl. 302 CTS, Agriculture /G.55 (1997) StudentLOG/RECORD Name: OF ANIMAL CARE Module: Supervisor: AGRLOG-ANM TimeActivity/TaskAnimal Required Care toTask: Details Complete Task: Date: TimeActivity/TaskAnimal Required Care toTask: Details Complete Task: Date: Statushumidity,Environmental of Animal air circulation): Health/Welfare Conditions (e.g., (e.g., indoor/outdoor normaUabnormal temperature, signs) light conditions, Statushumidity,Environmental of Animal air circulation): Conditions Health/Welfare (e.g., indoor/outdoor (e.g., normal/abnormal temperature, signs) light conditions, Comments:Equipment and Supplies Used: Comments:Equipment and Supplies Used: Activity/TaskTimeAnimal Required Care Task: Details to Complete Task: Date: Activity/TaskTimeAnimal Required Care Task: Details to Complete Task: Date: Statushumidity,Environmental of Animal air circulation): Conditions Health/Welfare (e.g., indoor/outdoor(e.g., normal/abnormal temperature, signs) light conditions, Statushumidity,Environmental of Animal air circulation): Conditions Health/Welfare (e.g., indoor/outdoor(e.g., normal/abnormal temperature, signs) light conditions, Comments:Equipment and Supplies Used: Comments:Equipment and Supplies Used: STANDARD: The student completes all sections of the log/record for each animal care task performed. (Verification by Supervisor) (Date) G.56/ Agriculture, CTS 303 304 do©Alberta Education, Alb e Assessment Tools Canada PROJECT PLANNING: Floral Design (Note: Use simple line drawings. Show colour if it is an element of design.) DESIGN SKETCH COMPOSITION (i.e., theme, purpose): DESIGN PRINCIPLES AGRPLNFLO BALANCECOLOUR AND HARMONY: SYMMETRY: PROPORTIONRYTHM AND AND HARMONY: SCALE: LEGEND: TEXTUREDEPTH AND AND LINE: FOCAL EMPHASIS: FLORAL MATERIAL REQUIRED: 1.SEQUENCE OF TASKS (i.e., step by step details): 6. OTHER MATERIAL/SUPPLIES REQUIRED: 2.3. 8.7. SPECIAL NOTES/CONSIDERATIONS: 5.4. 10.9. ©AlbertaAssessment Education, Tools Alberta, Canada. 5 306 CTS, Agriculture /G.57 (1997) PRICING WORKSHEET: Floral Services PRICING SCENARIO FLORAL PRODUCT: SAMPLE WORKSHEET AGRPRIFLO FLORALCONSTRUCTION PRODUCT: MATERIALSWire Miniature and Tape (cost Carnation x 2): Coursage Price Range: $12.00 $16.00 $WIlc OLTES PRICE .40 $RETAIL/ScEELLING .80 CONSTRUCTION MATERIALS: Price Range: WHOLESALE/COST PRICE RETAIL/SELLING PRICE FLOWERS (cost x 3):43 YellowPink Miniature Miniature Carnations Carnations $ 1.00 .75 $ 3.002.25 FLOWERS:: $ FOLIAGES (cost x 3):SprrngeriGypsophilaWhite (Baby's Statice Breath) $ .25.50 $ 1.50.75 FOLIAGES: ACCESSORIES (cost xCorsageRibbon 2):1/3 yard Bag, 7/8"#9 Box Ivory Bluebell and Lice Pins SingleRibbon -race Satin $ 1.00.32.40 $ 2.00.64.80 ;ACCESSORIES: LABOUR CHARGESupplies...... 20% (based of Retail on complexity /Selling Price of of design, Materials& time factor and overhead): TOTAL MATERIAL COST 4 87 $ 12 2.5049 LABOUR CHARGE (based on complexity of design, time factor and overhead): TOTAL MATERIAL COST LABOUR TIME: Approximately 20 minutes to complete. TOTAL SELLING PRICE $ 14 99 LABOUR TIME: TOTAL SELLING PRICE ADDITIONALIWORMAT1ON:Laceto ribbonaccent ais corsage split in lookhalf tosuitable create fora 'scalloped" a baby shower look. or This many is combinedother occasions. with satin ribbon STANDARD: Accurate completion of all sections of a pricing worksheet for each of three floral arrangements constructed. ADDITIONAL:INFORMATION: G.58/ Agriculture, CTS 307 BEST COPY AVAILABLE 308 @Alberta Education, Assessment Tools KNOWLEDGE/APPLICATION ASSESSMENT: Comprehensive Agriculture AGR1010-1 Assessment Criteria and Conditions:agricultureprovides thata definition/explanation encompasses three or of more comprehensive examples Background Information Criteria for a Definition of Agriculture of each of the following: processingproductionmarketing systemsoperations and distribution and value-added systems products Alberta,Guide).AlbertaObtain a Growing CD(seeThis ROM Section resource More available I: providesThanLearning from Food, an ResourceGrowing Growingoverview agricultureA definition/explanation should: of comprehensiveprocessingdistinguish andbetween marketing agriculture systems production, Suggested Reference(s): agriculture.communitybusiness and and labour government providing agencies inputs/services serving Topicsenvironmentalindustry,of the diversity covered including significance ofinclude: Alberta's its economic, toagriculture all Albertans.social and serviceinclude and/orpublic supportand private the industry;agencies/organizationssupportingbusiness e.g.: and community labour that inputs/services and government agencies STANDARD: Address five of theAgriscience criteriaSpaceGrowing for Age a Moreand Agriculture: Technology. Than Food, Land Growing and Life Alberta distributionprimarysustainabilityfoodagrifoods retailingproduction and inspection industry)valueproduction),regardedmake toreference primary as agriculture as wellto commodities primary as to(e.g., industry operations crop (e.g., activitiesand the traditionally livestock agrifoods that add Rating4minimumdefinition/explanation Scale standard of Iof on comprehensive the ratingmeets scale agriculture project/task to a objectives in a self-directed manner. lifestyle contributions. andofmake horticulture greenhouse reference in tocrop Alberta the production, economic communities and landscape aesthetic (e.g., services) nursery values 3 meetsunderstandingonProvides a superior project/task explanations ofknowledge relevant objectives and concepts criticalbase. in a self-directed and judgements related manner.issues. based Demonstrates an 0 ruralpartdemonstrate of and Alberta's urban awareness communities economy, that and agriculture is present is anin bothintegral 2 planningProvidesmeetslittleconcepts or project/task andexplanationsno using prompting. selecting more objectives andandprecise usingcomparisons withterminology. resources. limited of assistance relevant in RequiresApplies REFLECTIONS/COMMENTS 1 completesknowledgecorrect terminology. of concepts Requires in different occasional situations prompting. using task as directed, demonstrating basic 0 suitabledoesknowledgeaction.skills/completeness not response complete of concepts. bytask, Requiresfollowing or is unable prompting. a guided to provide course of a Uses simple recall to demonstrate basic AssessmentN/A©Alberta Not applicable Education, Tools Alberta, Ca R4 9 3 1 0 CTS, Agriculture /G.59 (1997) SAMPLE FLOW CHART: Production Basics AGR1030-1 Agriculture Commodity: Sugar Beets MARKETING Allotted Sugar Beet BOARD N for AllottedSugar Acres Beet Seed Acres Seed Farm Soil Analysis Sugar Beet Planter IFertilizer Irrigation I I \ (machine)\ FARMER I 1 Crop Spraying 1 GROWTH CROP Topping OutHARVESTING of Ground (PILE \ BEETS I SUGAR BEETS IFrost 1 PROCESSING FOR G.601 Agriculture, CTS 311 0 312 dio©Alberta Education, Albe \ Assessment Tools Canada AgricultureSAMPLE Commodity:CONCEPT MAP/WEB: Beef Careers in Agriculture Production AGR1030-2 Salesperson Accountant Rancher Feed Farm Building Contractor 4illfor Producer ©AltAss 3 4 CTS, Agriculture /G.61 (1997) SAMPLE TEST ITEMS: Safety Guidelines for Power Landscape Equipment AGR1070-1 1 operatingIdentify personal power landscapesafety equipment maintenanceSteel-toed that you machines. boots,must always long pants, wear gloves,when ear protection 6. Explain howa) you your would engine respond runs outin each of fuel of the half-way following through situations: a job 2. identifyName two the additional power machine(s) pieces safety you mustequipment use it with.that may be required and b) you are mowing grass and the grasscool-downTurn is off no machine, longer period, being removerefuel. pulled spark into plug the attachment, give 10-15 minute 3. thisDescribe procedure the correct is necessary. procedure for stopping anyEye power protection machine and tell why goggles, gloves, helmet, respiratory protection underTurnbag because off mower. machine, the bag remove is full spark plug, remove bag, clean grass from 4. What must you know about a power machinerestartStop before machine accidentally. you start it? remove spark plug attachment. Machine will not c) a friend approaches you during theTurntrimmer. course off the of machine operating immediately. a power 5. machinesSome machines and explain require why a large this distanceoperating is distance.necessary.How to Name stop/shut two suchoff Machines that throw plant material STANDARD: Correct response to all items prior to operation of power maintenance equipment. power edges, trimmers, mowers G.62/ Agriculture, CTS 315 316 ©Alberta Education, Alb Assessment Tools Canada TASK CHECKLIST: Basic Landscape/Turf Care Watering of Plants Cultivation and Corrective Pruning Mowing, Trimming Control of Removal of Plant Installation/AGR1070-2 A.The student: performs routine checks on plants/growth MAINTENANCE TASK and/or Turf Mulching of Plants of Plants and Edging of Turfgrass Pests/Disease Material B. performequipmentselects,medium assembles theto and/ordetermine maintenance materialsand the calibrates serviceneed as necessaryfor appropriate service to D.C. followsfollowingperforms established the established maintenance guidelines procedures service for by the safely safe E. equipmentdisassembles,relevantuse of hand to and/orthe and/or cleans service* materials power and/or equipmentusedstores in the F. courseprovidingpracticesdemonstrates of performing and the effectiveregardservice the for serviceconservation the environment in STANDARDC, E, AND IS F1 FORIN EACH TASKS OF A, THREE B, 4Rating Scale exceedsselected defined and used outcomes. efficiently, Plans effectively and solves and problems with confidence. effectively Quality, and creatively particularly in a detailsself-directed and finishes, manner. and Tools, productivity materials are and/or consistent processes and exceed are LANDSCAPE/TURFGRASS AREASSERVICE OF 23 meetsAnalyzesandstandards. effectively. defined and Leads providesoutcomes. others effective to Plans contribute and client/customer solvessolves to team problemsproblems goals. services. Analyzeswith in a self-directedlimited and assistance. provides manner. effective Tools, Tools, materials client/customer materials and/or and/or processesservices processes beyond are areselected expectations.selected and andused used appropriately. efficiently Quality and productivity are consistent. Works cooperatively and contributes ideas and suggestions that enhance team effort. * STANDARD(SAFE USE IS OF 3 FOR HAND TASK AND/OR D POWER EQUIPMENT) 01 hasproductivitymeetsQuality not defined completedand productivityare outcomes. reasonable defined areFollows outcomes. consistent. reasonably a guided Tools, Works consistent. plan materials cooperatively. of action. Works and/or Acooperatively limited Providesprocesses range a arelimited to of usedachieve tools, rangeinappropriately. materialsteam of customer/clientgoals. and/or Identifies processes services. and providesare used appropriately.customer/client Quality services. and ©AlbertaAssessment Education, Tools Alberta, Canada 31? 3 CTS, Agriculture /G.63 (1997) FASK CHECKLIST: Basic Floral Design AGR1080-1 (PERFORMANCE STANDARDCONDITIONINGFLOWERS IS 1 IN AND FRESH GREENERY CUT EACH TASK AREA) (PERFORMANCEHANDLING DRIED STANDARD ANDFLOWERS FABRIC IS 1 IN AND GREENERY EACH TASK AREA) INTERIOR PLANTS ANDPACKAGING ARRANGEMENTSFLORAL CUT FLOWERS, (continued) The student: disorders/irregularitiesunpacks incoming stock and inspects for The student: hangs/boxesbundles materials materials correctly in a manner that keepsincludes packaging care tags, neat preservatives, and clean in etc., inpackaging mixesprepares preservatives containers for incoming stock mannerorganizesprevents breaking, materials soiling in an effective and fading performsappearance tasks in order of priority cutsconditionuses stemscorrect materials under water water temperature to storescuts stems materials to correct at correct length temperature PACKAGING CUT FLOWERS, (PERFORMANCE STANDARD IS 1 IN USING CONSTRUCTION MATERIALS regularreplacementincorporates work recuttingofroutine solutions of stemsas part and of INTERIOR(PERFORMANCE PLANTS STANDARDAND FLORAL IS 1 IN ARRANGEMENTSEACH TASK AREA) The student: ties floral bows using ribbonsEACH ofTASK different AREA) conditionmaintainshandles and facilities cleans emergencyin a sanitary spills, and The student: andpackages preserve materials during to transport protect, stabilize floralwrapswidth tape wires of different gauge using weatherpackagesdamage toconditions materials floral stock towithout withstand causing adverse G.64/ Agriculture, CTS 319 320 ©Alberta Education, Alb Assessment Tools Canada TAS CKLIST: Basic Floral Design (continued) A 080-1 CONSTRUCTING FLORAL ARRANGEMENTS RatingAREASTANDARD Scale IS 1 IN EACH APPLICABLE TASK REFLECTIONS/COMMENTS: The student: (PERFORMANCE STANDARD IS 1 IN EACH TASK AREA) 4 exceedsmanner.problems defined effectively outcomes. and creatively in a self-directed Tools, materials and/or processes are Plans and solves constructingfollows and implementsa triplesingle bud bud avase vase plan for Analyzesstandards.finishes,confidence.selected and andLeads productivityused provides others efficiently, to effective arecontribute consistent effectively client/customer to teamand and exceed goals. with Quality, particularly details and constructingfollows and a singleimplements boutonniere a plan for 3 effectively.processesinmeetsservices a self-directed defined beyond areQuality outcomes. selected expectations. manner. and productivity andPlans used and efficientlysolves are consistent. problems and Tools, materials and/or constructingfollows and implementsa triple corsage a plan for meetsprovidessuggestionsWorks defined cooperatively effective that outcomes. enhance client/customer and Plansteam contributes effort.and services. solves Analyzes ideas problems and followsconstructing and implements a rose bowl a plan for 2 IdentifiesWorksQualityprocesseswith limited and and productivity assistance. provides customer/client are reasonably services. consistent. cooperatively are selected and used to Tools, materialsachieve and/or appropriately.team goals. followsarrangementconstructing and implements a simple mound a plan for 1 productivityprocessesaction.meets defined A limitedare are usedoutcomes. reasonable range appropriately. of Follows tools, consistent. materialsa guided planand/or of Quality and Works 0 dozenconstructing roses a triangle arrangement of a 0 materialshascustomer/clientcooperatively. not completed and/or services. processes defined areoutcomes. used inappropriately. Tools, Provides a limited range of ©AlbertaAssessment Education, Tools Alberta, Canada 3 so 2' 'S, Agriculture /G.65 (1997) PRODUCT ASSESSMENT: Basic Floral Design PROJECT STANDARDS BudSinglePROJECT: Vase BudTriplePROJECT: Vase BoutonniereSinglePROJECT: TriplePROJECT:Corsage RosePROJECT: Bowl ArrangementMoundPROJECT: ArrangementTrianglePROJECT: AGR1080-2 Application of Designbalancecompositioncolour Principles harmony and symmetryand isarrangement appropriate are achieved are correct Quality of Workmanshipproportion and scale are evident sidessecureconsistentmaterials in constructionused with were design appropriate andconcept finished and on all performswrappingdepthallconstruction floral and/or materials checkis smooth, isangle concealed on placedfinal snug product atand proper tight for height, 0 0 STANDARD IS 1 INquality, EACH quantityAPPLICABLE and/or appeal TASK AREA PROJECT RATING REFLECTIONS/COMMENTS 4 othersQuality,Tools,exceeds tomaterials defined particularlycontribute and/oroutcomes. to details team processes Plansandgoals. finishes, areand Analyzes selectedsolves and andproblems productivityand provides used effectivelyefficiently, effectiveare consistent andeffectively client/customer creatively and exceed and in with aservices standards.self-directed confidence. beyond manner. Leads 3 effectivecooperativelyprocessesmeetsexpectations. defined client/customer are selected andoutcomes. contributes and services.Plans used ideas andefficiently andsolves suggestions andproblems effectively. that in a enhance self-directed Quality team manner.effort. Analyzes Tools, materials and provides and/or and productivity are consistent. Works 2 processesmeetscooperatively defined are usedselected tooutcomes. achieve appropriately. and team FollowsPlans used goals. andappropriately. Qualitya solvesguided Identifies and problems plan productivityandQuality of providesaction. with limited Aare customer/client limited assistance. range of services. Tools, tools, materials and/or and productivity are reasonably consistent. Works reasonable consistent. Works (1997G.66/ Agriculture,0 CTS hascooperatively. not completed Provides defined a limited outcomes. range Tools, of customer/client materials and/or services. processes are used inappropriately. 323 a 4el c 2 0,Alberta.i Education, Alb Assessment Tools 0 Canada IASSESSMENT CRITERIA: Components of a Marketing Strategy STANDARD IS 1 IN EACH APPLICABLE TASK AGR1090-1 RATING 34 SchedulingThe student: Tasks defines the task ASSESSMENT CRITERIA 4Rating Scale problemsexceeds defined effectively outcomes. and creatively in a self-directed Plans and solves 021 usesidentifies time effectivelytask components and organizes them into a logical sequence 3 inmeetsconfidence.selectedmanner. a self-directed defined and used outcomes. manner. efficiently, Plans effectivelyand solves problemsand with Tools, materials and/or processes are Tools, materials and/or 234 Identifying Marketing Componentsdescribesinterpretsandaccesses potential basic theand product/service,customers/markets organizesin-school/community information customer informationinto and a logical target sources marketsequence regarding the product/service 2 witheffectively.meetsprocesses limited defined assistance. are outcomes. selected andPlans used and solvesefficiently problems and Tools, materials and/or 01 describesidentifiesassesses commodity marketingexisting sources alternativesupply of and/or competitionextensive for suitabilitythe product/service; (open) within of product/servicethe market e.g.: place suppliers 1 processesaction.meets defined areA limitedusedselected outcomes. appropriately. range and used of Follows tools,appropriately. materialsa guided planand/or of identifiesdescribessummarizes theintended packaging/labelling,pricing opportunities marketing strategy and basedoutcomesselective challenges advertising, on market (niche)and/or relevant analysispromotionproduct/service to andthe and marketingcost distribution sales factors plan strategy N/A0 Not applicable hasmaterials not completed and/or processes defined are outcomes. used inappropriately. Tools, 4 Assessing0 and Communicating the Marketingpresents the Strategy marketing strategy in a logical sequence using one or more communication REFLECTIONS/COMMENTS 0123 0 marketingmakeassessesusesmedia correct summative the plan grammarcurrent statements and and potential technical regarding achievement terms strengths/weaknesses of marketing goalsand general success of the ©AlbertaAssessment Education, Tools Alberta, Canada 325 CTS, Agriculture /G.67 C.% (1997) ASSESSMENT CRITERIA: Product/MarketRating Development ASSESSMENT CRITERIA STANDARD IS 1 IN EACH APPLICABLE TASK AGR1090-2 34 SchedulingThe student: Tasks sets goals and follows instructions accurately 4Rating Scale manner.problemsexceeds defined effectively outcomes. and creatively in a self-directed Plans and solves 012 0 usesrevisesidentifies time work effectivelymajor plan tasks to accommodate and organizes changing them into requirements a logical sequence 3 inmeetsconfidence.selected a self-directed defined and used outcomes. manner. efficiently, Plans effectivelyand solves problemsand with Tools, materials and/or processes are Tools, materials and/or 34 Gathering Information school/communitygathersposes important background questions information information regarding sources regarding an existing the product/market product or market using basic in- 2 processeswithmeetseffectively. limited defined are are assistance.selected outcomes. selected and andPlans used used appropriately.and solvesefficiently problems and Tools, materials and/or 01 0 distinguishesuses one or more between information-gathering fact and fiction/opinion/theory techniques 01 processesaction.meets defined A arelimited used outcomes. rangeappropriately. of Follows tools, materialsa guided planand/or of Tools, 34 Developing the Plan identifiesproduct/marketexplains an the existing current serve? product status ofor the market product or market; e.g., Who does the existing N/A Not applicable hasmaterials not completed and/or processes defined are outcomes. used inappropriately. 012 0 economicdevelopsprovidestheoutlines market and plans aa rationalestrategy personal for altering forfor considerations testingproduct the product,the development product developing or surveyingor market a new/related theexpansion market product, based on or social/ethical, expanding REFLECTIONS/COMMENTS: 34 Presenting the Plan explainspresents product/marketbasic principles plansof product/market in a logical sequence development 012 reflectscitesuses three correcton orthe more strengths/limitationsgrammatical relevant informationconvention of the andsources plan technical for product/market terms development (1997G.68/ Agriculture, CTS 327 031!rt3 Education, Alb Assessment Tools Canada SAMPLE CHART: Product Development in the Agriculture/Horticulture Industry NEED/PROBLEM RESULTING CONTRIBUTING AGR1100-1 HigherFoods With Yield Longer Grains Shelf Life PRODUCT/PROCESS/SERVICE RESEARCH/TECHNOLOGY ManagementLeanerDisease-resistant Meat of Animal Plant Varieties Wastes Water/SoilLonger-lastingNew Vegetable Pollution Cut Varieties Flowers SoilLowHigh Conservation CholesterolFibre Foods Snacks STANDARD: Identify products and technologies developed in response to each of ten problems/needs. ©AlbertaAssessment Education, Tools Alberta, Canada 329 33 0 CTS, Agriculture /G.69 (1997) rl:SEARCH PROCESS: Applications of Science and Technology AGR1100-2 Preparation and PlanningTASK 4OBSERVATION/RATING 3 2 1 N/A TheTASK student: CHECKLIST Content (continued) technologiesdescribes the currentlydevelopment used of in one or more Gathering andInformationProcessing 4 3 2 1 N/A Preparation and Planning adheressets goals to andestablished follows timelinesinstructions accurately agriculture/horticulture processing;toexplainsdefines address e.g.: a processes/machines/speciesneed/problem the need developed Collaboration and Content 4 3 2 1 N/A respondsusesnecessary time to directed effectivelysteps to questionsfind answers and follows ofexplains the processing benefits andtechnology; costs relevant e.g.:social to applications Information Sharing Teamwork 4 3 2 1 N/A Information Gathering and Processingsourcesaccesses basic school/community information technologiesdescribes the currentlydevelopment used of economicin one environmentalagriculture/ or more 4RatingSTANDARD Scale IS 1 IN EACH APPLICABLEexceeds TASKdefined outcomes. Plans and solves problems interpretstechniquesusessequence one or and more organizes information-gathering information in a logical explainshorticulture benefits marketing; and costs e.g.: relevantexplainsdefinesneed ato processes/toolsneed/problem applications developed to address the 3 effectivelymaterialsmeets definedand/or andand with creatively processes outcomes. confidence. inare a selectedself-directed and used manner. efficiently, Tools, Plans and solves problems in a theorydistinguishestechnicalrecords information terms between accurately fact and fiction/opinion/using correct of the marketing technology;environmentaleconomicsocial e.g.: 2 limitedmeetsselectedself-directed defined assistance. and usedmanner. outcomes. efficiently Tools, and materials effectively. and/or processes are Tools, materials and/or processes are Plans and solves problems with Content describesrespondsnot working tothe feedback development when ofcurrent one or approach more is InformationCollaboration Sharing and Teamwork sharescooperates work with appropriately group members among group members 1 Ameetsselected limited defined and range used outcomes. of appropriately. tools, materials Follows and/or a guided processes plan of are action. used horticulturetechnologies production; currently used e.g.: in definesagriculture/ a need/problem e.g.,communicationdemonstrates written, oral,effective media: audio-visual use of one or more N/A0 Not applicable hasand/orappropriately. not completed processes are defined used inappropriately. outcomes. Tools, materials ofexplains the production benefits andtechnology; costs relevant e.g.:socialtoexplains address to applications processes/machines/species the need developed 00 citestermsusescommunicates correctthree or grammatical more information basic informationconvention in a logical andsources sequence technical REFLECTION/COMMENTS: environmentaleconomic G.70/ Agriculture, CTS 33i 332 ©Alberta Education, Alb Assessment Tools Canada KNOWLEDGE/APPLICATION ASSESSMENT: Water Management Practices AGR1110-1 I Assessment Criteria and Conditions:manageexplain limited three orand/or more excess practices water used supplies in Alberta for to See Agriscience and Technology: Chapter 7: Plant Management Technologies Background Information 1. resourcesDescribe thein different nature and regions extent of of Alberta, water and Sample Questions/Activities Suggested Reference(s): Agriscienceagriculture. and Technology copiesContact of: Alberta Environmental ProtectionChapter for 17: Protection of Natural Resources. 2. replenishingExplaintheir potential the water water to support cycle supplies. and agriculture. its role in STANDARD: Respond to a minimumWater standardManagementand Agriculture of 1 in Alberta Contact local industry organizations for Water inManagementand Alberta: Agriculture The in LivingAlberta Flow. 3. suppliesAlbertaDescribe to for manage threeagriculture; or limited more e.g.: practicesand/or excess useddiversion,irrigation, inwater drainage,storage, conservation flood control. practices 4Ratingon the ratingScale scale meets project/task objectives in a self-directed manner. listingthethatinformation Learning are of specific industry and Resource toresources contacts. an agriculture Guide on water(Section enterprise. management I) for aSee 4. agriculture;in AlbertaCite two to ore.g.: manage more examples water resources of legislation forwater used rights 3 onProvidesmeetsunderstanding a superior project/task explanations knowledge of relevant objectives and criticalbase.concepts in a self-directedjudgements and related basedmanner.issues. Demonstrates an 5. agriculturewithinPropose a strategiesspecific environment. rural, for managing urban and/or water pollutionindoor control. 2 planningmeetsnoconceptsProvides prompting. project/task usingandexplanations selecting precise objectives terminology.andand using comparisonswith resources.limited Requires assistance of relevant little orin Applies 6. managementPrepare a glossary in Alberta. of terms relevant to water 1 completescorrectskills/completenessknowledge terminology. of concepts Requires by following in differentoccasional a guidedsituations prompting. course using of task as directed, demonstrating basic N/A0 Not applicable doesknowledgeaction.suitable not completeresponse. of concepts. task, Requires or is unable prompting. to provide a Uses simple recall to demonstrate basic ©AlbertaAssessment Education, Tools Alberta, Canada 333 334 CTS, Agriculture /G.71 (1997) FR:SEARCH PROCESS: Rural and Urban Land Use AGR111O -2 Preparation and TASK 4 Observation/Rating3 2 1 0 N/A TASK CHECKLIST Content (continued) defines and gives examples of multiple land use in Information Planning 4 3 2 1 0 N/A The student: givenAlberta a specific rural or urbanalternatives land site, regardingidentifies: its use Gathering andProcessing 4 3 2 1 0 N/A Preparation and Planning adheressets goals to andestablished follows timelinesinstructions accurately develops goals, a plan and abenefits/costs rationale for relevantthe use of to each alternative Collaboration and TeamworkContent 4 3 2 1 0 N/A respondsusesnecessary time to directed effectivelysteps to questionsfind answers and follows planningconstructsa specific principles rural a diagram/model or urban relevant land thatto site the illustrates site land use RatingSTANDARD Scale IS 1 IN EACH InformationAPPLICABLE Sharing TASK 4 3 2 1 0 N/A Information Gathering and Processingusestechniquessourcesaccesses one or basicmore school/communityinformation-gathering information Collaboration0 and Teamwork 4 materialseffectivelyexceedseffectively defined and/or and and creatively processes outcomes.with confidence. inare a selectedself-directed and used manner. efficiently, Tools, Plans and solves problems recordsinterpretsdistinguishestechnicalsequence information and terms organizes between accurately information fact and using fiction/opinion/ incorrect a logical Information Sharing cooperatesdemonstratesshares work with appropriately groupeffective members use among of one groupor more members 23 limitedmeetsselectedself-directed defined assistance. and used manner. outcomes. efficiently Tools, and materials effectively. and/or processes are Tools, materials and/or processes are PlansPlans and and solves solves problems problems with in a Content workingrespondstheory to feedback when current approach is not termsusescommunicatese.g.,communication correctwritten, grammatical oral, information media: audio-visual convention in a logical and sequence technical 1 Ameetsselected limited defined and range used outcomes. of appropriately. tools, materials Follows and/or a guided processes plan of are action. used providesfactorsprovides examples involved examples ofin fiveofmaking five urban rural each land land land uses uses use and decisionand cites three or more basic information sources N/A0 Not applicable and/orhasappropriately. not processes completed are definedused inappropriately. outcomes. Tools, materials REFLECTIONS/COMMENTS factors involved in making each land use decision G.72/ Agriculture, CTS 335 3:36 ©Alberta Education, Alb Assessment Tools Canada IWISITION PAPER: Resource Management AGR1110-3 Preparation and PlanningTASK 4OBSERVATION/RATING 3 2 1 0 N/A TheTASK student: CHECKLIST Content (continued) atdevelops local and/or a plan global of action levels for dealing with the issue Presenting/Reporting Content 4 3 2 1 0 N/A Preparation and Planning respondssets goals to directed and follows questions instructions and follows accurately necessary Presenting/Reporting0 provides a glossary of terms relevant to the issue 4RatingSTANDARD Scale IS 1 IN EACH APPLICABLEeffectivelyexceeds defined TASKand creatively outcomes. in a self-directed manner. Tools, Plans and solves problems interpretsaccessessequencesourcessteps to basic and find organizesin-school/community answers information informationinto a logical e.g., Written: spelling,communicationdemonstrates punctuation, effective media: grammar use of one or more basic format 3 effectivelymaterialsself-directedmeets definedand/or and with manner. processesoutcomes. confidence. Tools, are selected materials and and/or used efficiently,processes are Plans and solves problems in a usestechnicalrecords time information termseffectively accurately using correct providestermsuses correct through an introductiongrammatical proofreading/editingAudio-visual: Oral:thatconvention describes voice techniques,andprojection, the technical purpose bodytools language 2 limitedmeetsselectedselected defined assistance. and and used outcomes. used efficiently appropriately. and effectively. Tools, materials and/or processes are Plans and solves problems with Content regardingprovideseconomicexamines a water, clear social,and/or andsoil political, environmental conciseor land statementusescientific, perspectives of ethical, an issue related communicatesof theprovidesstates project a conclusion a reference information based list ofin on threea alogical summary or more sequence of basic facts 01 hasappropriately.Ameets limited not defined completed range outcomes. of tools, defined materials Follows outcomes. and/or a guided processes plan of are action. used Tools, materials developspreviousprovidesto the issue humandetaileda logical activities examples argument relevant of and the conclusion consequences to the issue of information sources N/A Not applicable and/or processes are used inappropriately. REFLECTIONS/COMMENTS: positionregarding taken the issue, and provides a rationale for the ©AlbertaAssessment Education, Tools Alberta, Canada 337 338 CTS, Agriculture /G.73 (1997) FR:SEARCH PROCESS: Animal Health and Well-Being AGR2020-1 Preparation and TASK 4 Observation/Rating3 2 1 0 N/A TASK CHECKLIST Content (continued) describes normal/abnormal animal physiology and InformationPlanning 4 3 2 1 0 N/A The student: impactdescribesanatomy of normal/abnormalnutrient deficiencies feed on sources, animal andhealth the Gathering andProcessing 1 Preparation and Planning createssets goals and and adheres establishes to useful steps timelines to achieve them andidentifies their implicationsagents and sources for health of stress for animals, Collaboration and Content 4 3 2 1 0 N/A plansfinduses answerspersonal and uses initiative time effectively to formulate questions and animal'senvironment,describes health characteristics and or conditionssafety ofat risk;a thathealthful e.g.: may placeanimal an Information Sharing Teamwork 4 3 2 1 0 N/A Information Gathering and Processingaccesses a range of relevant in-school/community methodshousingsanitation of restraint 4RatingSTANDARD Scale IS 2 IN EACH APPLICABLEexceeds TASKdefined outcomes. Plans and solves problems usesresourcesintointerprets, a range a logical of organizes information-gathering sequence and combines informationtechniques 0 3 effectivelymaterialsmeets definedand/or andand with creatively processes outcomes. confidence. inare a selectedself-directed and used manner. efficiently, Tools, Plans and solves problems in a determinesrecordsinformationsupporting information accuracy/currency/reliability detail sources andaccurately using correct with appropriate technical of terms Collaboration and Teamwork negotiatessharescooperates work solutionswith appropriately group to membersproblems among group members 2 limitedmeetsselectedself-directed defined assistance. and outcomes. used manner. efficiently Tools, and materials effectively. and/or processes are Tools, materials and/or processes are Plans and solves problems with Content identifiesgathersapproach and and respondsto describes the task to indicatorsfeedback regarding of health in a Information Sharing e.g.,communicationdemonstrates written, oral, media:effective audio-visual use of two or more 1 A limitedmeetsselected defined range and used of outcomes. tools, appropriately. materials Follows and/or a guided processes plan are of usedaction. selected animal species; e.g.:symptomsnormal/abnormalphysical signs of disease vital and signs parasites maintainscommunicatesstandardssufficient acceptable supporting ideas in grammatical a detail logical sequence and technical with N/A0 Not applicable and/orhasappropriately. not processes completed are definedused inappropriately. outcomes. Tools, materials REFLECTIONS/COMMENTS: behaviour cites five or more relevant information sources G.74/ Agriculture, CTS 339 340 ©Alberta Education, Alb Assessment Tools Canada 'ITASK CHECKLIST: Animal Husbandry and Health Care AGR2020-2 The student: waterdescribes in animal the role diet of protein, energy, vitamins, mineral and FEEDING The student: (e.g.,describes when normal eating, animal when behavioursconfined, during in different breeding) situations HANDLING AND RESTRAINT RatinganimalperformanceSTANDARD: Scalecare as ratingoutlined of on 2 thein each checklist. area of Achieve a minimum implementswateredsupply/consumptionmonitors animals and monitors and and pens ensures an for appropriate adequate animals water feeding are properly routine demonstratesbreed/gender/age(e.g.,identifies animal factors instincts, effective thatdifferences) influence environmentalanimal handling animal factors, handling technique tameness, techniques (e.g., 4 Tools,creativelysolvesexceeds materials defined in a self-directedoutcomes. and/or processes manner. are problems effectively Plans and and feedsgrowth/fattening,identifiesdailyexplains orat correctweekly rules feed ofrequirements times thumb pregnant/lactating for quantities/volumes for specific mothers) situations consumed (e.g., usesusesmannernoise)body animal animal stance/movement, (e.g., handling restraint prods, aids/facilities canes,equipment appropriate whistles, inin aa use properchutes,proper of force, andandpens, safesafe control gates) of teamstandards.productivityandselected with goals. and confidence.Leads usedare consistent othersefficiently, to contribute and effectively exceed to Analyzes and provides Quality and performsoperates required routine inspection/cleaning/maintenancehealthfeeding checks equipment during feeding of feed demonstrateslargemanner areas (e.g., ability(e.g., cattle herding, to squeeze, handle droving, animals hog crate, moving) in groupshead gate) and/or in beyondeffectivesolvesmeets expectations. defined outcomes. problems client/customer in a self-directed Plans and services foodidentifiesboxes additives and nutritional troughs and duringgrowth deficiencies, feeding stimulants and in explains animal thediet role of 0 demonstrateskeepingassociated alert) withtechniques animal that handling minimize (e.g., personal protective hazards gear, 3 productivityefficientlyprocessesmanner. and effectively. Quality and are Tools, are selectedconsistent. materials and Worksand/or used The student: HOUSING The student: HEALTH AND WELL-BEING meetsclient/customerAnalyzessuggestionscooperatively defined that and outcomes.services. enhance contributes team ideas effort. and and provides Plans and effective maintainstemperature,monitorsstructuresdemonstrates and physical (e.g., makes air appropriate buildings,circulation environment,basic repairs and fences, and safe spacetoensuring corrals)fencinguse variablesof confinementappropriate and/or light, appearance,(e.g.,identifiesalertness,describes respiration, signssymptomsbody animal appearance,of movement, animal sounds) of ill healthhealth, eating eating (e.g., parasites habits) habits, movement, and/orbody disease 2 QualityselectedTools,solves problemsmaterials and productivity with and/or limited areprocesses reasonablyassistance. are and used appropriately. ensuresconfinement/holdingcleansconfinement and animal disinfects structures comfort animalstructures tothrough ensure pens supply animal and other of safety appropriate healthidentifiesdiseases (e.g., and symptomscommon heat/cold, ailments situations and that estrus treatments affect cycle,that the may forstress) health becommon confused of animals pests, with ill guidedmeetsprovidesachieveconsistent. defined plan teamcustomer/client of goals. outcomes.action. A services. limited range Works cooperatively Identifies and Follows a to implementsbedding material and maintains a manure handling system animalidentifiesand/oradministers ailments and basic controls (e.g., treatments injections, agents/sources for commondusting, of stress medication)pests, for diseases the 1 Worksproductivityusedof tools, materials are reasonable and/or processes consistent. are appropriately. cooperatively. Quality Provides and a 0 0 0 Tools,hasservices.limited not materials completed and/or defined processes outcomes. are range of customer/client ©AlbertaAssessment Education, Tools Alberta, Canada 341 342 used inappropriately. CTS, Agriculture /G.75 (1997) li!SESSMENT CRITERIA: Animal Welfare AGR2020-3 RATING The student: ASSESSMENT CRITERIA 4RatingSTANDARD Scale IS 2 IN EACH APPLICABLEexceeds TASKdefined outcomes. Plans and solves problems 234 Gathers Background Informationaccessesidentifiesdefines the basic task task componentsin-school/community and organizes information them into sources a logical regarding sequence animal welfare 3 meetsefficiently,Tools,effectively definedmaterials effectively and outcomes. creativelyand/or and processes Plans with in aconfidence.and self-directed are solves selected problems andmanner. used in a 01 Develops0 a Strategy for Maintaining Animalcomparesprovides Welfare a animal review welfare of historical and animal concerns rights regarding animal welfare 2 withmeetsareself-directed selected defined and manner. outcomes. used efficiently Tools, materials and effectively. and/or processes limited assistance. Plans and solves problemsTools, materials and/or 34 describesidentifies welfareethical, economicneeds of an and animal;space,water social andair e.g.: perspectives quality,food temperature that influence and lightanimal welfare 1 action.meetsprocesses defined are selected outcomes. and used appropriately. A limited range of tools, materials and/or Follows a guided plan of 021 describes indicators of healthphysical innormalfreedomshelter the animal; signs andand from confinementabnormalof e.g.: stress,good and hunger, vital structurespoor signs disease, health pain and abuse 0N/A Not applicable and/orhasprocesses not processes completed are used are appropriately. defined used inappropriately. outcomes. Tools, materials animalconsidersdescribes currentalternatives codes and of consequencespracticenormalsymptoms regarding and regarding of abnormal disease animal different and behaviourcare, parasites handling approaches and restraintto caring for the REFLECTIONS /COMMENTS 34 Assesses0 and Communicates the Strategypresentsdevelops the a plan animal of action welfare to planaddress in a welfare logical needssequence of the using animal one or more communication 012 0 outlinesthemakeusesmedia animal correct summative a protocol welfare grammar statements planfor and responding technical regarding to terms an strengths issue regarding /weaknesses animal and welfare general feasibility of G.76/ Agriculture, CTS 343 BEST COPY AVAILABLE 344 ii©Alberta Education, Alb Assessment Tools Canada TASK CHECKLIST: Field Crops 1 PRODUCTION TASK Soil Preparation Propagation Seeding/ Crop Cultivation Irrigation Fertilizing Pest/Weed/Disease Control AGR2030-1Harvesting A.The student: plants/growthperforms routine medium checks to on determine condition crop of crop B. necessaryappropriateselects,production assembles to requirementsequipment perform and the calibrates/adjustsand/or production materials task as D.C. followsequipment/materialsestablishedperforms established the procedures production guidelinesin andan task efficient using by forfollowing mannerthe safe E. disassembles,performinguse of hand cropand/or cleans production powerand/or equipmentstores tasks* equipment in F. powerperformsperformingand/or equipment,materials routine the production usedsafety and in cleans/sharpens/ checks the task course on hand of and G. cropanddemonstrateslubricates/adjusts regard production for effective the cycle asenvironment required conservation throughout practices STANDARDC, E, F IS AND 2 FOR G IN TASKS EACH A, OF B, TWO 4Rating Scale standards.selectedexceeds anddefined Leads used outcomes.others efficiently, to contribute Plans effectively and to solves team and withgoals.problems confidence. Analyzes effectively andQuality, provides and particularlycreatively effective in details client/customera self-directed and finishes, manner.services and productivity Tools,beyond materials expectations. are consistent and/or processes and exceed are (SAFE* STANDARD USE OF IS HAND 3AREAS FOR AND/OR TASK OF CROP D PRODUCTION 23 meetsAnalyzesand effectively. defined and providesoutcomes. Quality effective andPlans productivity and client/customer solvessolves problemsareproblems consistent. services. with in a self-directedlimited Works assistance. cooperatively manner. Tools, Tools, and materials contributes materials and/or and/or ideas processes andprocesses suggestions are areselected selected that and enhance andused used appropriately. team efficiently effort. POWER EQUIPMENT) 01 hasproductivitymeetsQuality not defined completedand productivityare outcomes. reasonable defined areFollows outcomes. consistent. reasonably a guided Tools, Works consistent. plan materials cooperatively. of action. Works and/or Acooperatively limited Providesprocesses range a arelimited to of usedachieve tools, rangeinappropriately. materialsteam of customer/clientgoals. and/or Identifies processes services. and providesare used appropriately.customer/client Quality services. and ©AlbertaAssessment Education, Tools Alberta, Canada 345 NEST A DUE 346 CTS, Agriculture /G.77 (1997) IDENTIFICATION GUIDE: Basic Anatomy and Physiology AGR2040-1 HEAD AND NECK AREAS StructureName of Function Basic Basic Skeletal Structure: BODY StructureName of 0 Function Basic0 Digestive System: 0 00 Basic 00 0 LEG AND FOOT AREAS StructureName of Function Respiratory System: 0 00 Mammary/Reproductive System: 0 0 STANDARD: Identify by name and function 15 basic structural parts of particular importance in the production system. REFERENCE GUIDE: Skill Training Profiles,Structural Alberta parts toGreen include Certificate those located Training in theProgram head/neck, body and leg/foot areas. G.78/ Agriculture, CTS 347 343 ©Alberta Education, Alb Assessment Tools 0 Canada IITNOWLEDGE/APPLICATION ASSESSMENT: Vital Life Processes AGR2040-2 Assessment Criteria and Conditions:excretion,explain vitalgrowth life andprocesses reproduction of respiration, for a livestock digestion, Applications,See Agriscience: Section Fundamentals 8 and Background Information Animal Sciences. 1. relatedExplain to: vital life processes and terminologyrespiration Sample Questions/Activities Suggested Reference(s): systemspecies, and the significance of each in the production andSee AlbertaPerformance Green Standards Certificate for: Skill ProfilesDairyBeef reproduction.growthwastedigestion excretion STANDARD : Respond to a minimumPerformanceAlbertaAgriscience: standard Green of FundamentalsStandards2 Certificate on the Skill and Profiles Applications and Contact local industry organizations forSwine.SheepCow-Calf 2. the:explainFor a specific the functions animal species,of structures draw, within labelrespiratory and system 4Ratingrating scale Scale meets project/task objectives in a self-directed manner. contacts.Guidelivestockinformation (Section species. and I) resources forSee a the listing Learningspecific of industry to Resource a 3. Compare the digestive systems of ruminants,thatnonruminants are alike and and those poultry. that Note are different. the reproductivedigestiveparts system system. 3 meetsunderstandingonProvides a superior project/task explanations ofknowledge relevant objectives and concepts base.critical in a self-directed and judgements related manner.issues. based Demonstrates an 4. speciesandExplain related tothe the significancestructures production within of system; animal a particular e.g.: physiologycattle and sheep have rumens that enable 2 planningmeetsnoconceptsProvides prompting. project/task andusingexplanations in preciseselecting objectives terminology.and and comparisonswith using limited resources. Requires assistance of relevant Applieslittle orin inmusclingofmilkthem beef,a dairy productionto hogdigest forcow and meat grass ispoultry. productiondependent and crop wastesonis importantthe udder 1 completescorrectskillsknowledge terminology. /completeness of concepts Requires by followingin differentoccasional a guidedsituations prompting. course using of task as directed, demonstrating basic N/A0 Not applicable suitabledoesknowledgeaction. not response. complete of concepts. task, Requires or is unable prompting. to provide a Uses simple recall to demonstrate basic ©AlbertaAssessment Education, Tools Alberta, Canada 3 9 350 CTS, Agriculture /G.79 (1997) 11SEARCH PROCESS: Animal Breeds AGR2040-3 Preparation and PlanningTASK 4 Observation/Rating3 2 1 0 N/A TASK CHECKLIST Content (continued) Gathering andInformation 4 3 2 1 0 N/A The student: applicationsanimalsidentifies suited breeds to ofspecific livestock, production poultry and/oror specialty market Processing 3 2 1 Preparation and Planning sets goals and establishes steps to achieve them characteristicsexplains principles are passed of heredity from andgeneration how animal to Collaboration and Content 4 3 2 1 0 N/A findusescreates answerspersonal and adheres initiative to useful to formulate timelines questions and generation; e.g.: selectiondominant criteriaand recessive and procedures traits Information Sharing Teamwork 4 3 2 1 0 N/A Information Gathering and Processingplans and uses time effectively maintainancestryoutlines record andquality history, keeping of the and animal systems procedures breed; for animal usede.g.: to 4STANDARDRating Scale IS 2 IN EACH APPLICABLEexceeds TASK defined outcomes. Plans and solves problems interprets,usesresourcesaccesses a range a organizesrange of information-gathering of relevant and combines in-school/community information techniques into Collaboration and Teamwork breedpedigrees, standards, breeding showing records, and parturition judging systems records 3 effectivelymaterials and/or andand with creatively processes confidence. inare a selectedself-directed and used manner. efficiently, Tools, determinessupportingrecordsa logical information sequence detailaccuracy/currency/reliability and accurately using correct with technical appropriate of terms negotiatessharescooperates work solutionswith appropriately group to membersproblems among group members 2 meetsmeetsselectedself-directed defined defined and outcomes. usedmanner. outcomes. efficiently Tools, and materials effectively. and/or processes are Plans and solvessolves problemsproblems with in a approachgathersinformation and to respondssourcesthe task to feedback regarding Information Sharing communicatescommunicationdemonstratese.g., written, effective ideas media: oral, in usea audio-visual logical of two sequence or more with 1 meetsAselectedlimited limited defined assistance. and range outcomes.used of appropriately. tools, Follows materials a and/orguided processes plan of action. are used Tools, materials and/or processes are Content identifiesof a livestock, positiveand describespoultry and ornegative common speciality genetic classes animal traits and breedsof a standardsmaintainssufficient supportingacceptable detailgrammatical and technical N/A0 Not applicable and/orhasappropriately. not processes completed are definedused inappropriately. outcomes. Tools, materials REFLECTIONS/COMMENTS: livestock, poultry or speciality animal cites five or more relevant information sources. G.80/ Agriculture, CTS 351. 352 ©Alberta Education, Alb Assessment Tools 0 Canada TASK CHECKLIST:The student: Livestock/Poultry 1 monitors animals and pens for adequate water FEEDING The student: demonstrates effective animal handling technique (e.g., HANDLING AND RESTRAINT AREASCARESTANDARD TASKS OF ANIMAL IS LISTED 2 FOR PRODUCTION THE IN THREE ANIMAL AGR2040-4 explainsselectswateredsupply/consumption correct rules ofration thumb andand for ensuresquantity quantities/volumes animals of food arefor properlyanimal consumed (e.g.,usesnoise)body animal stance/movement,prods, handlingwhips, canes) aids appropriate in a proper use and of safe force, manner control of Rating Scale 4 inexceedssolves defined problems outcomes. effectively and creativelya self-directed manner. Plans and Tools, performsoperatesfeedsdaily orat weeklycorrect requiredroutine times health feeding checks equipment during feeding manneruses(e.g., animal chutes, (e.g., restrainthandling pens,cattle gates) squeeze, equipmentfacilities hog in in crate,a aproper proper head and and gate) safe safe manner confidence.andmaterials used efficiently, and/or Quality processes andeffectively productivity are andselected with are Leads boxesperforms and routine troughs inspection/cleaning/maintenance during feeding of feed HOUSING largedemonstrates areas (e.g., ability herding, to handle droving, animals moving) in groups and/or in CARE FOR YOUNG expectations.client/customerothersconsistentAnalyzes and exceed standards. to contributeand providesservices to team effective beyond goals. The student: providestemperature,monitors appropriatephysical air circulation environment, fencing and and spaceensuring shelter variables to appropriate ensure animal light, The student: cleansanimalsdemonstrates new born appropriate animals technique to catch/hold baby 3 effectively.Tools,problemsmeetsselected defined outcomes. Plans and solves materials andin Quality and productivity area used and/orself-directed processes efficiently manner. andare ensuresholdingcleanssafety and animalstructures disinfects comfort trailers, through pens supply and other of bedding animal material assists new born animals to nurse enhancecontributesconsistent.services.provides team ideas and suggestions that effective Works cooperatively andeffort. client/customerAnalyzes and The student: identifies basic symptoms of ill health/disordersrespiration in: HEALTH AND WELFARE The student: animal:explains reproductive processes characteristic of the BREEDING OPERATIONS 2 productivityandmaterialsproblemsmeets used defined withappropriately.and/or outcomes.limited processes assistance. Plans are and selected solves are reasonably consistent. Quality and Tools, physicaleatingsoundsmovement habits appearance (e.g., stomach, coat, eyes, ears) agenormalnaturalgestationestrus criteria cycle service/artificialbirth period for process breeding insemination meetscustomer/clientgoals.Works definedcooperatively services.outcomes. Identifies to and achieve team Follows provides a withindiseasesidentifies the and symptoms industry ailments and that treatments affect the forhealthmanure common of animals and pests, urine analysis explains/appliesduringdemonstratesidentifies the stages/signs breeding appropriate appropriate season of estrus care reproductive and handling technologies of animals 1 cooperatively.areappropriately.tools,guided materials plan Provides of action.and/or a processeslimitedA limited range arerange usedof of reasonable Quality and productivityconsistent. Works and/oradministers ailments basic (e.g., treatments injections, for commondusting) pests, diseases manipulation,(e.g., artificial genderinsemination, selection) embryo transfer, estrus 0 Tools,customer/clientinappropriately.has materialsnot completed services. and/or defined processes outcomes. are used Assessment©Alberta Education, Tools Alberta, Canada 353 a 4 CTS, Agriculture /G.81 (1997) FiRTFOLIO: Profile of an Agrifood Industry AGR2050-1 Allocating Timeand Materials TASK OBSERVATION/RATING4 3 2 1 0 N/A TASK CHECKLIST Profiling the Industry (continued) explains quality control techniques, including Profiling the Industry 4 3 2 1 0 N/A AllocatingThe student: Time and Materials demonstratesproductmethods quality used oneto and inspect or uniformity more raw methods materials of preservingand test a and Critiquing Presenting 4 3 2 1 0 N/A findusespreparingdevelops answerspersonal and an agrifoods followsinitiative a portfoliotoschedule formulate of activities questions for and perishable product; e.g.: refrigerationdehydrationfermentationblanching andand freeze-dryingfreezingcanning STANDARD4Rating Scale IS 2 IN EACH APPLICABLEexceeds TASKdefined outcomes. Plans and solves problems recordsintointerprets,communityaccesses a logical information a organizesrange resources sequence of relevant accuratelyand combines in-school using information appropriate and productsexplains within the industry atmosphere control (vacuumins systems seal, usedcarbon to dioxidepackage, grade and label 3 meetseffectivelymaterials defined and/or andand outcomes.with creatively processes confidence. inare a selectedself-directed and used manner. efficiently, Tools, Plans and solves problems in a plansselectstechnical and and termsuses uses time andappropriate effectivelysupporting equipment/materials detail developsagrifoodinfluenceidentifies a glossary industry industrysafety and of operations terms environmental characteristic standards of the that 2 limitedmeetsselectedself-directed defined assistance. and used manner. outcomes. efficiently Tools, and materials effectively. and/or processes are Tools, materials and/or processes are Plans and solves problems with Profiling the Industry constructsstatusassesses based and flowcharts/diagrams onrefines feedback approach and reflectionto that task explain and project the Presenting and Critiquing demonstratescommunication effective media use in of presenting two or more the portfolio: 1 meetsAselected limited defined and range outcomes.used of appropriately. tools, Follows materials a guidedand/or processesplan of action. are used constructsdevelopingstages and models/drawings the steps value-added in processing productof technological the orcommodity service and maintainssufficientcommunicatese.g., written, supportingacceptable oral, ideas audio-visual indetailgrammatical a logical sequence and technical with N/A0 Not applicable and/orhasappropriately. not processes completed are definedused inappropriately. outcomes. Tools, materials alternativesystemsassessesprocessingsystems usedthe technologiesused benefits/costs and in potential transportation, of advantages technological storage of and purpose,relatesandprovidesstandards scope final identifyingan of introductionoutcomes the portfolio strengths and that products describes and areas to original thefor purpose REFLECTIONS/COMMENTS requirementsassesses the impact on industry of transportation location and storage citesimprovement five or more relevant information sources G.82/ Agriculture, CTS 355 356 ©Alberta Education, Alb Assessment Tools 0 Canada TASK CHECKLIST: Landscape/Turf Management 1 Watering and Mowing, Trimming Pruning of Plants Spring/Winter InstallationAGR2060-1 of The student: MAINTENANCE TASK (measurement,Fertilizingapplication) Mulching of PlantsCultivation and and Edging of Turfgrass heading back, thinning,(corrective pruning, jump cutting) Pests/DiseaseControl of dethatching, aeration)(clean-up, repair,Preparation (planting, transplanting,turfPlant establishment, staking,Material guying)) A.B. mediumperformsselects, to routine assemblesdetermine checks andthe on needcalibrates plants/growth for service appropriate C. followingperformsperformequipment the the established maintenance maintenance and/or materials procedures service service as necessaryby safely to E.D. relevantusefollowsdisassembles, of hand establishedto the and/or service* cleans powerguidelines and/or equipment stores for the equipment safe F. powerperformsperformingand/or equipment,materials routine the service usedsafety and in cleans/ checks the course on hand of and G. theanddemonstratessharpens/lubricates serviceregard for effective the environment as required conservation in providing practices AREASC,STANDARD E, F OF AND LANDSCAPE/ GIS IN2 FOR EACH TASKS OF FOUR A, B, 4Rating Scale standards.selectedexceeds definedand Leads used outcomes.others efficiently, to contribute Plans effectively and to solves team and withproblemsgoals. confidence. Analyzes effectively andQuality, providesand creativelyparticularly effective in details aclient/customer self-directed and finishes, manner. services and productivityTools, beyond materials expectations. are consistentand/or processes and exceed are TURFGRASS(SAFE* STANDARD USE OFSERVICE IS HAND 3 FOR AND/OR TASK D 23 meetsAnalyzesand effectively. defined and providesoutcomes. effective Plans and client/customer solvessolves problemsproblems services. with in a self-directedlimited assistance. manner. Tools, Tools, materials materials and/or and/or processes processes are areselected selected and andused used appropriately. efficiently Quality and productivity are consistent. Works cooperatively and contributes ideas and suggestions that enhance team effort. POWER EQUIPMENT) 0 1 has not completedproductivitymeetsQuality defined and productivityare outcomes. reasonable areFollowsTools, consistent. reasonably materials a guided Works consistent. and/or plan cooperatively. of processes action. Works A cooperativelyare limitedProvides used inappropriately.range a limited to of achieve tools, range materialsteam of customer/clientgoals. and/or Identifies processes services. and providesare used appropriately.customer/client Quality services. and ©AlbertaAssessment Education, Tools Alberta, Canada 357 358 CTS, Agriculture /G.83 (1997) [!:SEARCH PROCESS: Origin, History and Conformation of the Horse AGR2070-1 Preparation and TASK 4 Observation/Rating3 2 1 0 N/A TASK CHECKLIST Content (continued) describes the origin and history of horses, and InformationPlanning 4 3 2 1 0 N/A The student: describesfactors that the led characteristics to their domestication and functions of basic Gathering andProcessing 3 1 Preparation and Planning createssets goals and and adheres establishes to useful steps timelines to achieve them majoranalyzesexternal body partsand parts; explains of the e.g.: horse conformational features of Collaboration and Content 44 3 2 1 0 N/AN/A plansfinduses and answerspersonal uses time initiative effectively to formulate questions and identifies factors determininghead afore horse's and limb neck balance and hind limb Information Sharing Teamwork 4 3 2 1 0 N/A Information Gathering and Processingaccesses a range of relevant in-school/community 4RatingSTANDARD Scale IS 2 IN EACH APPLICABLEexceeds TASKdefined outcomes. Plans and solves problems intointerprets,usesresources aa logicalrange organizes of sequence information-gathering and combines information techniques Collaboration0 and Teamwork cooperates with group members 3 meetseffectivelymaterials defined and/or andand outcomes.with creatively processes confidence. inare a selectedself-directed and used manner. efficiently, Tools, Plans and solves problems in a informationdeterminessupportingrecords information detailaccuracy/currency/reliability sources and accurately using correct with technical appropriate of terms Information Sharing negotiatesshares work solutions appropriately to problems among group members 2 limitedmeetsselectedself-directed defined assistance. and usedmanner. outcomes. efficiently Tools, and materials effectively. and/or processes are Tools, materials and/or processes are Plans and solves problems with Content approachgathers and to respondsthe task to feedback regarding sufficientcommunicatese.g.,communicationdemonstrates written, supporting oral,effective ideas media: audio-visual indetail usea logical of two sequence or more with 1 Ameetsselected limited defined and range used outcomes. of appropriately. tools, materials Follows and/or a guided processes plan of are action. used associatedidentifies and with describes horses; e.g.: differentcompanionshippleasure types of benefits citesstandardsmaintains five or acceptable more relevant grammatical information and technicalsources N/A0 Not applicable and/orhasappropriately. not processes completed are definedused inappropriately. outcomes. Tools, materials REFLECTIONS/COMMENTS: breedingperformance G.84/ Agriculture, CTS 359 Q f2 rtAlberta Education, AlbU U Assessment Tools Canada FITt1SK CHECKLIST: Equine 1 AGR2070-2 The student: roughagemonitors forand adequate concentrate supply and consumption of water, FEEDING PRACTICES The student: healthidentifies and and ill horsecompares characteristics/symptoms of a HEALTH CARE PRACTICES 4 exceedsinsolves a self-directed defined problems outcomes. effectivelymanner. Tools, and creativelymaterials Rating Scale Plans and dailyexplainsselects or correct weekly rules ofration thumb and for quantity quantities/volumes of food consumed movement,identifiesabnormalitiesmonitors andbasic eating assesses symptoms habits, vital physical of signs ill health of appearance) a horse, (e.g., respiration,recognizing exceedQualityefficiently,and/or processesand effectively productivity are and selected are with consistent confidence. and used and standards. Leads others to operatesscheduleestablishes,explainscalculates therequired and implementsimportance recognizes feeding andof weights/volumesequipment a maintainsregular feeding a regular of schedule feeds feeding describesdemonstrates appropriate appropriate care care of a forhorse leg with: woundsrespiratorycolic on a disease horse meetsbeyondprovidescontribute defined expectations. effective to team outcomes. client/customer goals. Plans and services solves Analyzes and 0 boxesperforms and routine troughs inspection/cleaning/maintenancehealth during checks feeding during feeding of feed 0 veterinarianidentifies health services factors that indicate the need for 3 cooperativelyandusedmaterialsproblems productivity efficiently and/orin anda self-directed andprocessescontributes are effectively. consistent. are manner. ideas selected andTools, and QualityWorks The student: demonstrates effective handling technique (e.g., body stance/movement, appropriate use of force, control of noise) HANDLING AND RESTRAINT client/customermeetsAnalyzessuggestions defined services. outcomes. Plans and solves andthat enhance provides team effective effort. usesdemonstrates animalhandling handling appropriateaids in afacilities proper techniques andin a safe proper for manner leadingapproaching and safe (e.g., a horse manner prods,a horse (e.g.,canes, chutes, whistles) pens, gates) 2 Worksproductivityusedmaterialsproblems cooperatively and/orwith limited processes to assistance.achieve are selected team goals. and appropriately. are reasonably Quality consistent. Tools, and demonstratesusesdemonstrates animal appropriate restraint appropriate equipment techniques techniques in for:a cleaning properfor tying and a a horse's safehorse manner feet 1 planmeetsservices.Identifies of defined action. and outcomes. providesA limited Followsclient/ range customer ofa guided tools, grooming a horse customer/clientcooperatively.reasonablyappropriately.materials Quality Providesservices. and a limitedproductivity range are of and/or consistent. processes are Works used REFLECTIONS/COMMENTS ACHIEVE A MINIMUM PERFORMANCE RATING OF 2 IN EACH AREA OF TASK ASSESSMENT STANDARD: 0 Tools,inappropriately.has materials and/or processes are used not completed defined outcomes. ©AlbertaAssessment Education, Tools Alberta, Canada 361 362 CTS, Agriculture /G.85 (1997) FITESEARCH PROCESS: Design Principles and Colour Theory A GR2080-1 Preparation and PlanningTASK 4 Observation/Rating3 2 1 0 N/A TASK CHECKLIST Content (continued) explains applications of colour to create mood and Gathering andInformation 4 3 2 1 0 N/A PreparationThe student: and Planning 0 amongusesdevelop the colours themecolour inwheel floralthe spectrumto arrangements explain relationships Processing 3 2 1 themsets clear goals and establishes steps to achieve provides examples of: monochromatic colour schemes Collaboration and Content 4 3 2 1 0 N/A findusescreates answerspersonal and adheres initiative to detailed to formulate timelines questions and triadicanalogouscomplementary colour colour schemes colour schemes schemes Information Sharing Teamwork 4 3 2 1 0 N/A onplans a consistent and uses timebasis effectively, prioritizing tasks Collaboration0 and Teamwork 4RatingSTANDARD Scale IS 2 IN EACH APPLICABLEexceeds TASK defined outcomes. Plans and solves problems Information Gathering and Processingrequiredandaccesses recognizes a range when of relevant additional information information sources is displaysnegotiatessharescooperates work effective solutionswith appropriately group communication to membersproblems among group and leadership members 3 effectivelymaterials and/or andand with creatively processes confidence. inare a selectedself-directed and used manner. efficiently, Tools, recordscreativeinterprets,demonstrates informationand organizes thoughtful resourcefulness accuratelyand ways combines in with collecting information appropriate data in Information Sharing skills 2 meetsselectedself-directed defined and used manner. outcomes. efficiently Tools, and materials effectively. and/or processes are Plans and solvessolves problemsproblems with in a assessesinformationrecognizessupporting and underlyingdetail sources refines and approach using bias/assumptions/values correct to the technical task and terms in justifycommunicatese.g.,communicationdemonstrates or written, challenge oral,effective thoughts/feelings/ideas media: a audio-visualposition use of a variety clearlyof to 1 limitedmeetsselected assistance. defined and used outcomes. appropriately. Follows a guided plan of action. Tools, materials and/or processes are Content project status based on feedback and reflection maintainsstandards acceptable grammatical and technical 0 hasand/orappropriately.A not limited completed processes range of are defined tools, used materials inappropriately. outcomes. and/or processes are used Tools, materials explains and illustrates basic principlesrhythmproportionbalancearrangement and of: and symmetry and scale composition citinggives evidencerelevant informationof adequate sourcesinformation gathering by N/A Not applicable REFLECTIONS/COMMENTS texturedepthharmony and and line focal emphasis G.86/ Agriculture, CTS 363 364 lb©Alberta Education, Alb Assessment Tools Canada rfASK CHECKLIST: Floral Design 1 CONDITIONING FRESH CUT HANDLING DRIED AND FABRIC AGR2080-2 The student: (PERFORMANCE STANDARDFLOWERS IS 2 IN AND GREENERY EACH TASK AREA) The student: (PERFORMANCE STANDARDFLOWERS IS 2 IN AND GREENERY EACH TASK AREA) INTERIOR PLANTSPACKAGING ANDARRANGEMENTS FLORAL CUT FLOWERS, (continued) disorders/irregularitiesunpacks incoming stock and inspects for hangs/boxesbundles materials materials correctly in a manner that Elkeeps packagingincludes neat care and tags, clean preservatives, in etc., inpackaging mixesprepares preservatives containers for incoming stock preventsmannerorganizes breaking, materials soiling in an and effective fading performsappearance tasks in order of priority cutsconditionuses stemscorrect materials under water water temperature to cutsstores stems materials to correct at lengthcorrect temperature USING CONSTRUCTION MATERIALS regularreplacementincorporates work ofrecuttingroutine solutions of stemsas part and of INTERIOR(PERFORMANCE PLANTS STANDARDANDPACKAGING FLORAL IS 2 CUTIN FLOWERS, ARRANGEMENTSEACH TASK AREA) The student: (PERFORMANCE STANDARD IS 2 IN EACH TASK AREA) conditionmaintainshandles and facilities cleans emergencyin a sanitary spills, and The student: andpackages preserve materials during to transport protect, stabilize floralwrapswidthties floral tapewires bows of different using ribbons gauge ofusing different weatherpackagesdamage toconditions materials floral stock towithout withstand causing adverse ©AlbertaAssessment Education, Tools Alberta, Canada 3 0 P 366 CTS, Agriculture /G.87 (1997) TASK CHECKLIST: Floral Design 1 (continued) AGR2080-2 (PERFORMANCE STANDARD IS 2 INCONSTRUCTING FLORAL ARRANGEMENTSEACH TASK AREA) CONSTRUCTING FLORAL ARRANGEMENTS (continued) REFLECTIONS/COMMENTS: The student: identifiessymmetrical and distinguishes and asymmetrical between triangular O arrangementconstructingfollows and implementsa(e.g., second vegetative, European a plan parallel) for style horizontalidentifiesarrangements and and distinguishes pyramidal centrepieces between 0 STANDARD IS 2 AS INDICATED IN EACH APPLICABLE TASK AREA arrangements:identifies different types of European clusterpresentation-style arrangement bouquet 4 manner.problemsexceeds definedeffectively outcomes. and creatively in a self-directed Tools, materials and/or processes are Plans and solves follows and implements a plan for horgarthparallelvegetative arrangement curve arrangement Analyzesstandards.finishes,confidence.selected and andLeads productivityused provides others efficiently, to effective arecontribute consistent effectively client/customer to teamand and exceed goals. with Quality, particularly details and O followsarrangementconstructing and implements a symmetrical a plan triangular for 3 effectively.processesinmeetsservices a self-directed defined beyond areQuality outcomes. selected expectations. manner. and productivity andPlans used and solvesefficiently are consistent. problems and Tools, materials and/or O followsarrangementconstructing and implements an asymmetrical a plan triangular for meetsprovidessuggestionsWorks defined cooperatively effective that outcomes. enhance client/customer and Plansteam contributes effort.and services. solves Analyzes ideas problems and Tools, materials and/or 0 constructingfollows and implementsa pyramidalhorizontal acentrepiece plan for 2 IdentifiesWorksQualityprocesseswith limited and and productivity assistance. provides customer/client are reasonably services. consistent. cooperatively are selected and used appropriately. to achieve team goals. 0 constructingfollows and implementsa European-style a plan for 1 productivityprocessesaction.meets defined A limitedare are usedoutcomes. reasonable range appropriately. of Follows tools, consistent. materialsa guided planand/or of Quality and Works O arrangement (e.g., presentation, cluster) 0 materialshascustomer/clientcooperatively. not completed and/or services. processes defined areoutcomes. used inappropriately. Tools, Provides a limited range of G.88/ Agriculture, CTS Q '7 BEST COPY MAILABLE 388 ©Alberta Education, Alb Assessment Tools Canada PRODUCT ASSESSMENT: Floral Design 1 AGR2080-3 PROJECT STANDARDS ArrangementTriangular(symmetrical)PROJECT: (asymmetrical)ArrangementTriangularPROJECT: CentrepieceHorizontalPROJECT: CentrepiecePyramidalPROJECT: ArrangementEuropeanPROJECT:(e.g., presentation, (e.g.,ArrangementEuropeanPROJECT: vegetative, PROJECT: Application of Designcompositioncolour Principles harmony and is arrangement appropriate are correct cluster) parallel) texturedepthrhythmproportionbalance and/or and/or andand and harmonysymmetry line focal scale are emphasis are areevident are evidentachieved achieved are evident Quality of Workmanshipconstructionwithmaterialssecure design inused constructionconcept is wereconcealed appropriate and finished and consistent on all sides quantityperformswrappingdepthall floral and/or and/or materials checkis smooth, angle appealon placedfinal snug product atand proper tight for height,quality, RatingSTANDARD Scale IS 2 IN EACH APPLICABLE TASK. PROJECT RATING 4 expectations.andareexceeds selected exceed defined standards.and outcomes.used efficiently, Plans andeffectively solves problemsand with effectivelyconfidence. and Quality, creatively particularly in a self-directed details and manner. finishes, Tools, and productivity materials and/or are consistent processes Leads others to contribute to team goals. Analyzes and provides effective client/customer services beyond REFLECTIONS/COMMENTS 23 meetsteamefficiently effort. defined and Analyzes outcomes.effectively. and provides Quality andeffective productivity client/customer are consistent. services. Works cooperatively and contributes ideas and suggestions that enhance Plans Plansand solves and solves problems problems in a self-directed with limited manner. assistance. Tools,Tools, materials materials and/or and/or processes processes are selected are selected and used and used 1 meetscustomer/clientappropriately. defined outcomes. services. Quality and productivity are reasonably consistent. Follows a guided plan of action. A limited range of tools, materials and/or processes are used appropriately. Works cooperatively to achieve team goals. Identifies and provides ©AlbertaAssessment0 Education, Tools Alberta, Canadahas not completedQuality defined and productivity outcomes. areTools, reasonable mate consistent. Works cooperatively. Provides a limited range of customer/client services. sAn or processes are used inappropriately. 3 7 0 CTS, Agriculture /G.89 (1997) TASK CHECKLIST:MONITORING Care of Indoor GROWTHPlants MEDIA CONTROLLING PESTS PLANT ROTATION (continued) AGFt2080-4 The student: mediamaintains appropriate depth of growth The student: strategiesidentifies andfor pestpractices prevention effective identifiesreplaces plants appropriate as required plant locations for astop required dresses and conditions growth media identifies common plant pests; e.g.: aphidscalemealyspider bugmite sales promotion; e.g.: salesstockdisplay promotionstorage purposes treatmentssuggests appropriate eradication fungus gnats RatingSTANDARD Scale IS 2 IN EACH APPLICABLE TASK WATERING AND FERTILIZING 4 usedTools,effectivelyexceeds efficiently, materials defined and creativelyoutcomes. and/or processes inPlans a self-directed and are solves selected problemsmanner. and effectively and with confidence. The student: performsmoisture checks for plant to determine growth appropriate The student:PRUNING AND WASTE REMOVAL maintains clean plants and display areas expectations.andLeadsproductivityQuality, provides others effective toare contribute consistent client/customer to and team exceed goals. services standards. beyond particularly details and finishes, Analyzes and drainsapplies excess required water waterfrom plantwhen necessary performse.g.: corrective pruning as required;removal of dead and/or broken 3 Workseffectively.processesinmeets a self-directed defined cooperatively outcomes. manner. are selected andQuality used and efficiently productivity and are consistent. and Plans and solves problemscontributesTools, materials and/or ideas and identifiesfunction fertilizer components and their removalbranches of dead flowersor damaged leaves 2 processeswithmeetsprovidessuggestions limited defined effective are that assistance.selected outcomes. enhance client/customer and team Plansused effort. appropriately.and services. solves problems Quality Tools, materials and/or Analyzes and selectedsuggests speciesappropriate and/or fertilizers situations for PLANT ROTATION 1 and/oraction.meetsprovidescooperativelyand productivity defined processes customer/client to outcomes. achieveare are reasonably used services. team Follows appropriately. goals. consistent. a guided Quality plan of A limited range of tools, Identifies and materials Works The student: identifiesmaintenance appropriate and health plant reasons;locations e.g.: forconsider temperature requirements 0 and/orhasofWorksand customer/ not processes completedcooperatively. client are defined usedservices. inappropriately. outcomes. Tools, materials productivity are Provides a limited reasonablerange consistent. G.90/ Agriculture, CTS 371 consider light requirements 372©Alberta Education, Alb e Assessment Tools Canada .ftSESSMENT CRITERIA:RATING A Marketing Plan ASSESSMENT CRITERIA STANDARD IS 2 IN EACH APPLICABLE TASK AGR2090-1 43 SchedulingThe student: Tasks defines the task 4Rating Scale Tools,effectivelyexceeds materials defined and creativelyoutcomes. and/or processes inPlans a self-directed and are solves selected problems manner. and 012 planssets goals and usesand establishestime effectively steps to achieve them 3 processesinmeetsused a self-directedefficiently, defined outcomes. effectively manner. Plans and with and confidence. solves problems are selected and used Tools, materials and/or efficiently and 2341 Gathering Information determinesinterprets,accessesposes important a organizesrange accuracy/currency/reliability questionsof relevant and combines regarding in-school/community information a new of (orinformation altered) into resources a logical product/service sources sequence 2 processeseffectively.withmeets limited definedare selected outcomes. and used Plans appropriately. and solves problems assistance. Tools, materials and/or 2340 Developing0 the Plan product/servicedesigns and conducts a survey of consumer preferences for a new (or altered) 01 meetshasprocessesaction. definednot completed are outcomes. used appropriately.defined outcomes. Tools, materials A limited range of tools, materials and/or Follows a guided plan of 01 develops/packages/labelsestablishesidentifies local, a viable national marketing the and/or product/serviceextensive selectivealtemative(s) international (open) (niche) to for marketsaddress the product/service; consumerfor the product/service preferences e.g.: N/A Not applicable and/or processes are used inappropriately. summarizesestablishes one opportunities or more strategies and tradein-storeadvertisingchallenges for shows promotingsamples/displays relevantthrough the tothe theproduct/service; media product and markets e.g.: REFLECTIONS/COMMENTS 34 Presenting0 and Assessing the Plan presents the plan in a logicalmarket sequence conditions using two that or led more to product communication development media: 012 0 ofmakesuses the correct plan summative for grammatical product statements and convention marketrecommended regardingsteps development involved and strengths/weaknesses technical marketing in product terms alternatives development and and general promotional feasibility strategies ©AlbertaAssessment Education, Tools Alberta, Canada 373 CTS, Agriculture /G.91 (1997) [ASK CHECKLIST: Controlled Growing Environments AGR2100-1 The student: PRODUCTION TASK Humidity Control Temperature/ Ventilation Lighting/Shade Control Use of Watering Systems Use of Feeding Systems Pest/Disease Control Waste Disposal B.A. determineperforms routine production checks requirements on crop/livestock to C. performsperformequipmentselects, production production assemblesand/or materials tasks tasks and adjustsby as following necessary appropriate to D. usefollowsequipment/materialsestablished of hand established procedures and/or powerguidelinesin andan efficient using equipment for mannerthe safein E. materialsdisassembles/cleans/storessanitizesperforming theused productiongrowing/living in the course tasks* equipment ofenvironment performing and and F. theanddemonstratesproduction crop/livestockregard fortasks effective the environmentproduction conservation cycle throughout practices STANDARD ISAND 2 FOR F INTASKS ALL A,OF B, THE C, E, IDENTIFIEDAREAS OF ENVIRONMENTAL 4Rating Scale exceedsstandards.selected defined and Leads used outcomes. others efficiently, to Plans contribute effectively and solves to team and problems withgoals. confidence. Analyzes effectively andQuality, and provides creatively particularly effective in a detailsself-directed client/customer and finishes, manner. services and Tools, productivity beyond materials expectations. are and/or consistent processes and exceed are * STANDARD IS 3 FOR TASK DUSE (SAFE OF HAND AND/ORCONTROL/MANAGEMENT POWER 23 meetsAnalyzesandmeets effectively. defined definedand providesoutcomes. outcomes. effective Plans Plans and client/customer and solves solves problems problems services. with in limited a self-directed assistance. manner. Tools, Tools, materials materials and/or and/orprocesses processes are selected are selected and used and appropriately. used efficiently Quality and productivity are consistent. Works cooperatively and contributes ideas and suggestions that enhance team effort. EQUIPMENT) 0 1 hasproductivitymeetsQuality not defined completedand productivityare outcomes. reasonable defined areFollows outcomes. consistent. reasonably a guided Tools, Works consistent. plan materials cooperatively. of action.Works and/or cooperativelyA Provideslimitedprocesses range a arelimited to usedofachieve tools, rangeinappropriately. teammaterials of customer/clientgoals. and/or Identifies processes services. and provides are used customer/client appropriately. Qualityservices. and G.92/ Agriculture, CTS Assessment Tools '3r/ a 5 376 ©Alberta Education, Alb Canada LAB INVESTIGATIONS: Soil Profile Analysis AGR2120-1 Management TASK 4 Observation/Rating3 2 1 0 N/A TASK CHECKLIST Teamwork 4 3 2 1 0 N/A The student: Investigative Techniques (continued)factorsdescribes on thesoil influence formation of within the five each soil-forming horizon; e.g.: Equipment and Materials 4 3 2 1 0 N/A Management organizesprepares self and for works task in an orderly manner parentclimateliving materials organisms InvestigativeTechniques 4 3 2 1 0 N/A plansadheresinterprets and uses to and routines time carries effectively procedures out instructions accurately vegetationrelates the thicknessand climatic of eachfactorstopography horizontime to drainage, 4RatingSTANDARD Scale IS 2 IN EACH APPLICABLEexceeds TASKdefined outcomes. Plans and solves problems Teamwork negotiatessharescooperates work solutionswith appropriately group to membersproblems among group members i.e.:explainsidentifies the the relationship fundamental of components eachminerals to soil ofproductivity; soil and 3 effectivelymaterials and/or andand with creatively processes confidence. inare a selectedself-directed and used manner. efficiently, Tools, Equipment and Materials selects and uses appropriate equipment/materials characteristicsidentifies and locates of soils soil within zonesorganic eachwaterair of Alberta,zone; matter i.e.: and the 2 meetsmeetsselectedself-directed defined defined and outcomes. used manner. outcomes. efficiently Tools, and materials effectively. and/or processes are Plans and solves problemsproblems within a advisesminimizespractisesweighsmodels andsafeof proper potentialwaste measures procedures/techniques sanitation of materialshazards accurately procedures and necessary repairs observes relationships betweengreybrowndarkblack vegetation brown type and 1 meetsselectedlimited defined assistance. and used outcomes. appropriately. Follows a guided plan of action. Tools, materials and/or processes are Investigative Techniques ofsoil the characteristics prairies; i.e.: on vegetation and soil zone maps 0 and/orhasappropriately.A limited not processes completed range of are tools, definedused materials inappropriately. outcomes. and/or processes are used Tools, materials describesasourcesgathers soil profile and the applies parentgeneral information materials characteristics for from soil of ain eachvariety each horizon horizon, of in MixedBorealAspenGrassland ParklandForest and Tundra N/A Not applicable REFLECTIONS/COMMENTS: timehow it was formed, and how the soil changed over ; ©AlbertaAssessment Education, Tools Alberta, Canada 37,3 CTS, Agriculture /G.93 (1997) IFAB INVESTIGATIONS: Soil Texturing AGR2120-2 Management TASK 4 Observation/Rating3 2 1 0 N/A TheTASK student: CHECKLIST Investigative Techniques (continued)manually estimates the relative percentages of sand, Equipment and Teamwork 4 3 2 1 0 N/A Management prepares self for task silt and clay in a soil sample;moistdry e.g.: consistence cast test test Investigative Materials 3 2 1 plansinterpretsorganizes and anduses carriesworks time effectively inout an instructions orderly manner accurately sample,given the uses relative the soil percentages textureribbon triangle of separates test to determine in a soil RatingSTANDARD Scale IS 2 IN EACH APPLICABLE TASK Techniques 4 0 N/A Teamwork cooperatesadheres to routinewith group procedures members demonstratessoil texture classification relationships betweenusenutrient-holdingwater-holding capability soil texture capacity capacity and: 4 effectivelymaterialsexceeds defined and/or andand with creatively processesoutcomes. confidence. inare a selectedself-directed and used manner. efficiently, Tools, Plans and solves problems Equipment and Materials selectsnegotiatesshares workand solutions uses appropriately appropriate to problems among equipment/materials group members on:describes types of soil structurerootseedsoil tilthand growthgermination their and influence penetration and seedling development 32 meetsmeetsselectedself-directed defined defined and outcomes.used manner. outcomes. efficiently Tools, and materials effectively. and/or processes are Plans and solvessolves problemsproblems with in a minimizespractisesweighsmodels andsafe proper waste measures procedures/techniques sanitation of materials accurately procedures favourabledemonstrates soils procedures structure forsusceptibilitywater protectingsoil infiltration compaction and to buildingerosion and soil aeration 1 meetsselectedlimited defined assistance. and used outcomes. appropriately. Follows a guided plan of action. Tools, materials and/or processes are Investigative Techniques advises of potential hazards and necessary repairs explainsrelatesmatter effects onsoil soil colour of colour parent parameters material to: and organic 0 and/orhasappropriately.A limited not processes completed range of are tools, definedused materials inappropriately. outcomes. and/or processes are used Tools, materials theyclay)identifiessourcesgathers relate and and describesthe to applies threethe soil's: soiltheinformation characteristicsseparates from (i.e., a ofsand, variety each silt, as of nameuses the and Munsell notation colour for a soilcharttextural sample tosoil identify productivity and structural the colour properties N/A Not applicable REFLECTIONS/COMMENTS: easepotentialsuitability of handling for for erosion plant growth G.94/ Agriculture, CTS 379 330 do©Alberta Education, Alb e Assessment Tools Canada LAB INVESTIGATIONS: Soil Acidity and Conductivity AGR2120-3 TASK Observation/Rating 1 Management 4 3 2 1 0 N/A TheTASK student: CHECKLIST Investigative Techniques gathers and applies information from a variety of Equipment and TeamworkMaterials 4 3 2 1 0 N/A Management prepares self for task explainsimportancesources the acid of soiland pHalkaline to plant concept, growth and the InvestigativeTechniques 4 3 2 1 0 N/A plansorganizesinterprets and usesand and works time carries effectively in anout orderly instructions manner accurately containerstatesdraws theand standardmedia labels the pH pH ranges scale for field soils and 4RatingSTANDARD Scale IS 2 IN EACH APPLICABLEexceeds TASKdefined outcomes. Plans and solves problems Teamwork cooperatessharesadheres work towith routine appropriately group procedures members among group members measuresinidentifiesdisturbeddescribes modifying soilchemicalthesoils characteristicssoilpH as usingtheypH and in relate physicalafield pH of totestand carbonatedsoil amendments kit,container pH and makes and media used 3 meetseffectivelymaterials defined and/or andand outcomes.with creatively processes confidence. inare a selectedself-directed and used manner. efficiently, Tools, Plans and solves problems in a Equipment and Materials negotiatesselects and solutions uses appropriate to problems equipment/materials describesmeasurementrecommendations the processresults for mediaof cation improvement exchange in based soil on 2 limitedmeetsselectedself-directed defined assistance. and used manner. outcomes. efficiently Tools, and materials effectively. and/or processes are Tools, materials and/or processes are Plans and solves problems with practisesminimizesweighsmodels proper andsafe waste measures procedures/techniques sanitation of materials accurately procedures soil(correctmeasuresonidentifies plant salinity togrowth thecommon 0.1 and electrical unit) productivity soil and conductivitysalts interprets and explains results of a soil relativetheir sample effect to 1 Ameets limitedselected defined range and outcomes.used of tools, appropriately. materials Follows and/or a guided processes plan of are action. used advises of potential hazards and necessary repairs reclamationprovides recommendations of soil with salinity for the problems management and N/A0 Not applicable and/orhasappropriately. not processes completed are definedused inappropriately. outcomes. Tools, materials REFLECTIONS/COMMENTS: ©AlbertaAssessment Education, Tools Alberta, Canada 382 CTS, Agriculture /G.95 (1997) TASK CHECKLIST: Integrated Pest Management AGR2130-1 TheA. CHEMICAL student: AND BIOLOGICALidentifiesAGENTS CONTROL examples of major types of chemical control TheB. IMPLEMENTING student: AN INTEGRATEDidentifiesMANAGEMENT PEST two or more PROGRAM pest problems within an (Implementingrating(ChemicalSTANDARD:rating of of2 forand 3 for tasks Achieve Biologicalan the Integrated identified tasks a minimum Controlidentified Pestin Section Agents)Management performancein Section B and aA agents; e.g.: dustswetableliquidsemulsifiable powders concentrates orderperformsagriculture, to determine: pest horticulture sampling andor forest monitoring industry proceduresthe presence in of each pest RatingProgram). Scale exceeds defined outcomes. Plans and solves identifies legislation and policy regardingfumigationgranules the safe materials establishes threshold levels that determinethetheir when nature/extent stage pest- of development of damage caused 4 particularlyeffectivelyprocessesdirectedproblems effectively details and andfinishes, creatively and productivity in a self- manner. are and selected with Tools, confidence.and materialsused efficiently, Quality, and/or identifieshandling,agents; examplesstoragee.g.: and of usemajor of chemicaltypes of biological controlpredatory agents control insects eachidentifiescontrol pest measures thatand appliesare shouldbased pest upon: be management implemented procedures forpest/host each pest biologyfor meetsbeyondprovidestoare contribute consistent defined expectations. and tooutcomes. teamexceed goals. standards. Leads others effective client/customer Plans and solves Analyzes and services identifies legislation and policy regardingresistantinfectious the plants safe organisms chemicalexplains safe and/or techniques biological for control the application agents:consideration of of the ecosystem 3 andproductivityefficientlymaterialsproblems and/or in are a self-directed consistent.processes areWorks manner. selected cooperatively and used contributes and ideaseffectively. and suggestions Quality Tools, thatand biologicalreadshandling, and storageinterpretscontrol andagents label use regarding: informationof biological for control chemical agents and assesses the impact of pest-control practicesclean-upmixinguse on: of equipment and and application disposal and supplies techniques problemsmeetseffectiveenhance defined client/customerteam effort.outcomes. services. with limited Analyzes and provides assistance. Plans and solves Tools, intendedsafe handling application and storage and use thehuman health and of environmental crops and/or livestockhealth 2 customer/clientachievereasonablyappropriately.materials team and/or consistent. goals. services. processes are selected and used Quality and productivity IdentifiesWorks cooperativelyand provides to are REFLECTIONS/COMMENTS: 1 Worksandand/orofmeets action. definedprocessescooperatively. outcomes. are used Provides appropriately.Follows a limited a guided range plan of productivity A limited range of tools, materials are reasonable consistent. Quality 0 inappropriately.materialshascustomer/client not completed services. defined outcomes. and/or processes are Tools, used G.96/ Agriculture, CTS 383 334 ©Alberta Education, Alb Assessment Tools 40 Canada TASK CHECKLIST: Nursery/Greenhouse Crops 1 AGR2140-1 The student: SOIL PREPARATION The student: PROPAGATION TRANSPLANTING (continued) selectsidentifies an majorappropriate soil components growing medium germinatesidentifies seeds basic using germination row, broadcast requirements or identifiesrepotsappropriate pot-bound and safely size plants uses to appropriate containers of evenlymoistens mixes growing growing medium medium as necessary given a (e.g.,performsplug patternshardwood, stem cuttings softwood) of different plants tools and equipment toolsidentifiesrecipe and materials equipmentand safely uses appropriate performs simple divisionleaf cuttings toolsidentifies and equipmentand safely uses appropriate The student: WATERING AND FERTILIZING The student: removes weeds and other debris CULTIVATION appliescontentchecks growingmoisture medium to plants for as moisturerequired digssmoothesadds/mixes for winter soil foramendments preparation planting and/or as required rough The student: TRANSPLANTING mixesfunctionidentifies and applies fertilizer fertilizer components as required and toolsidentifies and equipmentand safely uses appropriate transplantstransplantingidentifies plant rooted material seedlings in need and ofcuttings toolsidentifies and equipmentand safely uses appropriate ©AlbertaAssessment Education, Tools Alberta, Canada 335 386 CTS, Agriculture /G.97 (1997) TASK CHECKLIST: Nursery/Greenhouse Crops 1 (continued) AGR2140-1 CONTROL OF PESTS AND DISEASE 3 IN THE SAFESTANDARD USE OF ISAREAEQUIPMENT 2 IN OFEACH PLANT APPLICABLEAND PRODUCTION AND SUPPLIES REFLECTIONS/COMMENTS andrecognizes their symptoms: common plant pests/diseases mealyfungusaphid bug gnat Rating Scale exceedsproblems defined effectively outcomes. and creatively in a self-directed Plans and solves botrytisdamping-offscalesspider mite 4 confidence.teamandselectedmanner. exceed goals. andQuality standards. used and efficiently, productivity Leads others effectively are to consistentcontribute and with to Tools, materials and/or processes are Analyzes and provides effective commonperforms plantpreventive pests andmeasures diseasesprocedures for for 3 effectively.processesinmeetsclient/customer a self-directed defined areQuality outcomes. selectedservices manner. and beyondproductivity andPlans used and expectations. solvesefficiently are consistent, problems and Tools, materials and/or usescommonperforms nontoxic planteradication and pests safe materials and diseases meetsprovidessuggestionsWorks defined cooperatively effective that outcomes. enhance client/customer and Plansteam contributes effort.and services. solves Analyzes problems and ideas and toolsidentifies and equipmentand safely uses appropriate 2 IdentifiesWorksQualityprocesseswith limited and and productivity assistance. provides customer/client are reasonably services. consistent. cooperatively are selected and used appropriately. to Tools, materialsachieve and/or team goals. 1 productivityprocessesaction.meets defined A limitedare usedoutcomes. range appropriately. of Follows tools, materialsa guided planand/or of are reasonable consistent. Quality and Works 0 materialshascustomer/clientcooperatively. not completed and/or services. processes defined areoutcomes. used inappropriately. Tools, Provides a limited range of G.98/ Agriculture, CTS 387 388 ©Alberta Education, Alb Assessment Tools Canada ISSUE ANALYSIS: Alternatives and Consequences AGR3010-1 Preparation and PlanningTASK 4 Observation/Rating3 2 1 0 N/A TASK CHECKLIST Collaboration and Teamwork shares work appropriately among group members PerspectivesAnalyzing 4 3 2 1 0 N/A PreparationThe student: and Planning managementnegotiatesrespects and with considersissues sensitivity the viewssolutions of othersto agriculture Collaboration and Teamwork 4 3 2 1 0 N/A ofonaccurately disagreementwhich people describes disagree, five current explaining issues specific in agriculture causes Evaluating Choices/Making Decisionsdescribes in detail important and appropriate Choices/Making EvaluatingDecisions 4 3 2 1 0 N/A recognizesaccessesissuesposes thoughtful a rangewhen ofquestionsadditional relevant regarding informationinformation each issources requiredof the and e.g.,assessingestablishesalternatives social, each knowledge-regardingeconomic, alternative: each environmentaland of value-based five agriculture criteria issues for 4RatingSTANDARD Scale IS 3 IN EACH APPLICABLEexceeds TASK defined outcomes. Plans and solves problems Analyzing Perspectives categorizesdemonstrates different resourcefulness points of inview collecting regarding data each consideringassessesissueselects by an showingstrengths/weaknesses appropriate consequences differences and usefuland among ofimplications decisionsalternative choices by for each 3 effectivelymaterialsmeets definedand/or andand with creatively processesoutcomes. confidence. inare a selectedself-directed and used manner. efficiently, Tools, Plans and solves problems in a health-related,e.g.,statesof cultural,five a issues position ethical, scientific, in agriculture:on economic,each political issue andenvironmental, insightful reasons 0 justifycommunicates choices/decisions thoughts/feelings/ideas made clearly to 2 limitedmeetsselectedself-directed defined assistance. and used manner. outcomes. efficiently Tools, and materials effectively. and/or processes are Tools, materials and/or processes are Plans and solves problems with analyzespositionsissuestatesfor adopting andthree interrelationships thoughtful or that more position opposing reasons among for positions adopting different on those each 1 Ameetsselected limited defined and range used outcomes. of appropriately. tools, materials Follows and/or a guided processes plan of are action. used informationrecognizesperspectives/points underlying and ideas of viewbias/assumptions/values in N/A0 Not applicable and/orhasappropriately. not processes completed are definedused inappropriately. outcomes. Tools, materials REFLECTIONS/COMMENTS ©AlbertaAssessment Education, Tools Alberta, Canada 339 CTS, Agriculture /G.99 390 (1997) *SEARCH PROCESS: Local and Global Issues in Agriculture A GR3010-2 Preparation and PlanningTASK 4 Observation/Rating3 2 1 0 N/A TASK CHECKLIST Content (continued) cites statements made by scientists, key stakeholder Information 4 3 2 1 0 N/A PreparationThe student: and Planning issuesuggestsgroups at andlocal, different the national media approaches regarding and global for the dealinglevels issue with the Gathering andProcessing 3 2 1 themsets clear goals and establishes steps to achieve withprovides different an analysis approaches of costs for anddealing benefits with associated the issue Collaboration and Content 4 3 2 1 0 N/A findusescreates answerspersonal and adheres initiative to detailed to formulate timelines questions and 0 Information Sharing Teamwork 4 3 2 1 0 N/A onplans a consistent and uses timebasis effectively, prioritizing tasks Collaboration0 and Teamwork 4RatingSTANDARD Scale IS 3 IN EACH APPLICABLEeffectivelyexceeds TASKdefined and creatively outcomes. in a self-directed manner. Tools, Plans and solves problems Information Gathering and Processingdemonstratesrequiredandaccesses recognizes a range resourcefulness when of relevant additional information in informationcollecting sources data is skills.displaysnegotiatessharescooperates work effective withwith appropriately sensitivitygroup communication members amongsolutions group and to leadershipproblems members 3 self-directedmeetseffectivelymaterials defined and/or and manner. outcomes.with processes confidence. Tools, are materials selected and/orand used processes efficiently, are Plans and solves problems in a supportingrecordscreativeinterprets, informationand organizes detail thoughtful and accuratelyand using ways combines correct with informationtechnical appropriate terms in Information Sharing communicationdemonstrates effective media: use of a variety of 2 selectedlimitedmeets defined assistance. and used outcomes. appropriately.efficiently and effectively. Tools, materials and/or processes are Plans and solves problems with projectassessesinformationrecognizes status and underlying sources refines based onapproach bias/assumptions/valuesfeedback to theand task reflection and in justifystandardsmaintainscommunicatese.g., or written, challenge acceptable oral, thoughts/feelings/ideas a audio-visualposition grammatical and clearlytechnical to 01 hasappropriately.Ameets limited not defined completed range outcomes. of tools, defined materials Follows outcomes. and/or a guided processes plan of are action. used Tools, materials Content environmentalprovidescomparesthe Alberta a clear and and/orissue statement contrasts in Canada agriculture ofthe acontext Alberta/Canada social, relevant economic within issue or citinggives evidenceseven or moreof adequate relevant information information gathering sources by N/A Not applicable and/or processes are used inappropriately. REFLECTIONS/COMMENTS: to a similar issue at the global level G.100/ Agriculture, CTS 1m 391 392 ©Alberta Education, Alberta, Canada Assessment Tools IF3SITION PAPER: Issues in Agriculture AGR3010-3 Preparation and TASK 4 Observation/Rating3 2 1 N/A TASK CHECKLIST Content (continued) PlanningContent 4 3 2 1 0 N/A The student: provides a glossary of terms relevant to the issue STANDARD IS 3 IN EACHPresenting/Reporting APPLICABLE TASK 4 3 2 1 0 N/A Preparation and Planning accessesfindusessets goalsanswerspersonal a andrange initiativedescribes of relevant to steps formulate information to achieve questions sourcesthem and Presenting/Reporting demonstrates effective use of a variety of 4Rating Scale effectivelyexceedsmaterials defined and and/or creatively outcomes. processes in aare self-directed selected and manner. used efficiently, Tools, Plans and solves problems creativeinterprets,requiredand recognizes and organizes thoughtful when and additional ways combines information information is in communicatione.g., Written: media: spelling, punctuation, grammar, formatliterary) (formal/informal, technical/ 3 self-directedmeetseffectively defined and manner. outcomes.with confidence. Tools, materials and/or processes are Plans and solves problems in a 1:1 recordsonplanstechnical a consistentinformation and termsuses time basisand accurately effectively,supporting using detailprioritizing appropriate tasks Oral: voice projection, body language, priorappearance, practice enthusiasm, evidence of 2 meetsselectedselectedlimited defined and assistance. and used usedoutcomes. efficiently appropriately. Plans and effectively.and solves problems with Tools, materials and/or processes are Content1:1 statusassesses based and onrefines feedback approach and reflectionto task and project standardsmaintains throughacceptable proofreading grammaticalAudio-visual: and and editing techniques, technical tools, clarity, speed and pacing 1 appropriately.Ameets limited defined range outcomes. of tools, materials Follows and/or a guided processes plan of are action. used relatedeconomicexaminesprovides to a thesocial,and/or clear issue and political,environmental concise scientific, statement perspectives ethical, of the issue statesjustifycommunicatesandprovides scope a or conclusion anchallenge of introduction the thoughts/feelings/ideas project bya position analyzing that describes and synthesizing clearlythe purpose to 0N/A Not applicable and/orhas not processes completed are definedused inappropriately. outcomes. Tools, materials positionregardingestablishespreviousprovides takenhumandetailed the a logical issue, activities examples andargument provides relevant of theand a consequences conclusiontorationale the issue for theof informationreferencegivesthe information evidence list sources including ofgathered adequate seven research or more through relevant a REFLECTIONS/COMMENTS: atdevelops local and a plan global of actionlevels for dealing with the issue ©AlbertaAssessment Education, Tools Alberta, Canada 39r-' CTS, Agriculture /G.101394 (1997) RESEARCH PROCESS: Opportunities in Field Crop Production A GR3030-1 Preparation and PlanningTASK 4 Observation/Rating3 2 1 0 N/A TheTASK student: CHECKLIST Content (continued) enterpriseidentifies selection; market factorse.g.: that influence Information 4 3 2 1 0 N/A Preparation and Planning sets clear goals and establishes steps to achieve them identifies financial opportunitiesmarket related trendssize, locationto and a competition and access Gathering andProcessing 4 3 2 1 0 N/A answersusescreates personal and adheres initiative to detailed to formulate timelines questions and find specific production enterprise;fixed e.g.: and variable costs Collaboration and TeamworkContent 4 3 2 1 0 N/A consistentplans and usesbasis time effectively, prioritizing tasks on a establishesof soil, water land requirements,and climatic conditions riskandforecast thefactors/income suitability to of returns stabilization RatingSTANDARD Scale IS 3 IN EACHInformation APPLICABLE Sharing TASK 4 3 2 1 0 N/A Information Gathering and Processinginterprets,demonstratesrecognizesaccesses a organizesrangewhen resourcefulness ofadditional relevant and combines informationinformation in collecting information issources requireddata in and productionactivities;identifies activities othere.g.: needs relativelabour tostructures production and transportation and equipment 4 effectivelymaterialsexceeds defined and/or andand with creatively processesoutcomes. confidence. inare a selectedself-directed and used manner. efficiently, Tools, Plans and solves problems informationrecognizessupportingrecordscreative informationand underlyingdetail sourcesthoughtful and accurately uses bias/assumptions/values ways correct with technical appropriate terms in Collaboration and Teamwork memberssharescooperates work with appropriately group members among group 23 meetsselectedself-directed defined and used manner. outcomes. efficiently Tools, and materials effectively. and/or processes are PlansPlans and and solves solves problems problems with in a Content statusassesses based and onrefines feedback approach and reflectionto the task and project Information Sharing displaysskillssuggests effective solutions communication to problems and leadership 1 meetsselectedlimited defined assistance. and used outcomes. appropriately. Follows a guided plan of action. Tools, materials and/or processes are patternscommunityprovides within a summary Alberta, ofCanada production and the and global consumption communicationdemonstratese.g., written, effective media:oral, audio-visual use of a variety of 0 and/orhasappropriately.A limited not processes completed range of are tools, definedused materials inappropriately. outcomes. and/or processes are used Tools, materials industry;socialexplains factors thee.g.: impact on practices of economic, withinruralinternational andaenvironmental specific urban productiontrade/globalpopulations and competition providesjustifycommunicatesstandardsmaintains or evidencechallenge acceptable thoughts/feelings/ideas of a adequateposition grammatical information and clearly technical to N/A Not applicable REFLECTIONS/COMMENTS environmentalconsumer preferences stewardship/sustainable production gatheringinformation by citing sources relevant and current G.102/ Agriculture, CTS 395 BEST COPY AVAILABLE 396©Alberta Education, Albe Assessment Tools Canada i;SESSMENT CRITERIA: Components of a Plant Breeding Strategy AGR3030-2 RATING The student: ASSESSMENT CRITERIA RatingSTANDARD Scale IS 3 IN EACH APPLICABLE TASK 234 Scheduling Tasks: posesaccessessets goals important a andrange establishes questionsof relevant steps regarding in-school/community to achieve strategies them used resources to maintain/improve quality and 4 efficiently,Tools,effectivelyexceeds materials defined effectively and creativelyand/oroutcomes. and processes with inPlans aconfidence. self-directed areand selected solves problemsmanner.and used 01 0 plansproductivity and uses of timea field effectively crop species 23 meetsareself-directed selected defined and manner. outcomes.outcomes. used efficiently Tools, Plans materials andand solveseffectively. and/or problems processes in a Plans and solves problems 34 Identifying Major Components of the Breedingexplainsinterprets, Strategyprinciples organizes of and heredity combines as they information relate to plantsinto a thatlogical are sequencegrown; e.g.: 1 processeswith are selected and used appropriately. limited assistance. Tools, materials and/or 012 theexplains industry applications of hybridization and/orselectiondominant/recessive other criteria systems and and of procedures breeding desirable/undesirable used within traits 0 hasprocessesaction.meets not defined completed are used outcomes. appropriately. defined outcomes. Tools, materials A limited range of tools, materials and/or Follows a guided plan of industry;explainsdescribes current e.g.:procedures and emergingused to maintain applications plantrecordstandards of quality; keepingreproductive for gradinge.g.: systems technology within the REFLECTIONS/COMMENTSN/A Not applicable and/or processes are used inappropriately. 4 Presenting0 and Assessing the Strategy geneticpropagation engineering techniques 0231 0 maintaining/improvingmakesassessesvarietypresents summativeof themajor communication general components statements success crop media ofofquality regarding thethe breedingbreeding and opportunitiesproductivity strategystrategy in withinand a logical challenges the sequenceindustry relevant using to a ©AlbertaAssessment Education, Tools Alberta, Canada 397 398 CTS, Agriculture /G.103 (1997) TASK CHECKLIST: Field Crops 2 PRODUCTION TASK Soil Preparation Seeding/ Crop Cultivation Irrigation Fertilizing Pest/Weed/Disease AGR3030-3 Harvesting A.The student: performsplants/growth routine checksmedium on to condition determine of crop crop Propagation Control B. necessaryappropriateselects,production toassembles equipment perform requirements andthe and/or productioncalibrates/adjusts materials task as D.C. equipment/materialsestablishedperforms the procedures production in andan task efficient using by following manner E. disassembles,performingusefollows of hand established cropand cleans powerproduction guidelinesand/or equipment stores tasks* for equipment the in safe F. powerperformsperformingand/or equipment,materials routine the production usedsafety and in cleans/sharpens/ checks the task course on hand of and G. cropanddemonstrateslubricates/adjusts regard production for effective the cycle asenvironment required conservation throughout practices STANDARD IS 2 FORF AND TASKS G IN A, PRODUCTIONTWO B, C, AREASE, OF ADDITIONAL CROP TO 4Rating Scale standards.selectedexceeds anddefined Leads used outcomes.others efficiently, to contribute Plans effectively and to solves team and withgoals.problems confidence. Analyzes effectively andQuality, provides and particularlycreatively effective in details client/customera self-directed and finishes, manner.services and productivity Tools,beyond materials expectations. are consistent and/or processes and exceed are * STANDARD IS 3 FOR TASK D (SAFE THOSEUSE STUDIED OF HAND IN AND AGR203 POWER 23 meetsAnalyzesand effectively. defined and providesoutcomes. effective Plans and client/customer solvessolves problemsproblems services. with in a self-directedlimited assistance. manner. Tools, Tools, materials materials and/or and/or processes processes are areselected selected and andused used appropriately. efficiently Quality and productivity are consistent. Works cooperatively and contributes ideas and suggestions that enhance team effort. EQUIPMENT) 0 1 hasproductivitymeetsQuality not defined completedand productivityare outcomes. reasonable defined areFollows outcomes. consistent. reasonably a guided Tools, Works consistent. plan materials cooperatively. of action.Works and/or cooperativelyA Provideslimitedprocesses range a arelimited to usedofachieve tools, rangeinappropriately. teammaterials of customer/clientgoals. and/or Identifies processes services. and provides are used customer/client appropriately. Qualityservices. and G.104/ Agriculture, CTS 399 400 ©Alberta Education, Albe Assessment Tools Canada RRISEARCH PROCESS: Trends in Animal Production AGR3040-1 I Preparation and TASK 4 Observation/Rating3 2 1 0 N/A TheTASK student: CHECKLIST Content (continued) identifies market factors that influence InformationPlanning 4 3 2 1 0 N/A Preparation and Planning sets clear goals and establishes steps to achieve them enterprise selection; e.g.:marketmarket size, trends location and andcompetition access Gathering andProcessing 3 1 usescreates personal and adheres initiative to detailed to formulate timelines questions and find specificidentifies production financial opportunitiesenterprise; fixede.g.: related and variableto a costs Collaboration and Content 4 3 2 1 0 N/A consistentplansanswers and usesbasis time effectively, prioritizing tasks on a establishes land requirements,risk forecastand factors/income the suitabilityof returns stabilization Information Sharing Teamwork 4 3 2 1 0 N/A Information Gathering and Processingaccesses a range of relevant information sources and identifiesproductionof soil, water other activities and needs climatic relative conditions to production to STANDARD4Rating Scale IS 3 IN EACH APPLICABLEeffectivelyexceeds TASK defined and creatively outcomes. in a self-directed manner. Tools, Plans and solves problems recordscreativeinterprets,demonstratesrecognizes informationand organizeswhen thoughtful resourcefulness additional accuratelyand ways combines information in with collecting information appropriate is requireddata in Collaboration and Teamwork activities; e.g.: labourstructures and and transportation equipment 3 effectivelymaterialsself-directedmeets definedand/or and with manner. processesoutcomes. confidence. Tools, are selected materials and and/or used efficiently,processes are Plans and solves problems in a recognizesassessesinformationsupporting underlyingand detail sources refines and bias/assumptions/valuesapproach uses correct to the technical task and terms inproject displayssuggestsmemberssharescooperates work effectivesolutions with appropriately group communicationto problems members among groupand leadership 2 selectedlimitedmeets defined assistance. and used outcomes. appropriately.efficiently and effectively. Tools, materials and/or processes are Plans and solves problems with Content consumptionprovidesstatus based a summary on patterns feedback of within animal and Alberta,reflection production Canada and and the Information Sharing demonstratesskills effective use of a variety of 1 appropriately.Ameets limited defined range outcomes. of tools, materials Follows and/or a guided processes plan of are action. used productionsocialexplainsglobal factorscommunity the industry; impact on practices of e.g.: economic, within aenvironmental specific animal and justifycommunicatescommunicatione.g., or written, challenge thoughts/feelings/ideas media:oral, a audio-visualposition clearly to N/A0 Not applicable and/orhas not processes completed are definedused inappropriately. outcomes. Tools, materials environmentalconsumerruralinternational and urban preferences trade/global stewardship/sustainable populations competition production providesmaintainsinformationgatheringstandards evidence acceptable by sources citing of grammaticaladequate relevant informationand and current technical ©AlbertaAssessment Education, Tools Alberta, Canada 401 402 CTS, Agriculture /G.105 (1997) I;SESSMENT CRITERIA: Components of an Animal Breeding Strategy AGR3040-2 RATING The student: ASSESSMENT CRITERIA RatingTASKSTANDARD Scale IS 3 IN EACH APPLICABLE 1234 Scheduling Tasks posesaccessessets important goals a andrange questions establishes of relevant regarding steps in-school/community to strategiesachieve them used to resources maintain/improve quality of a 4 processesdirectedproblemsexceeds defined effectively outcomes. and creatively in a self- manner. are selected Tools, Plansmaterials and solves and/or 0 Identifying0 Major Components of the Breedingplanslivestock, and Strategy uses poultry time effectively or specialty animal 3 materialsproblemsmeetseffectively defined and/or inand a withself-directedoutcomes. processes confidence. are manner. selected and used and used efficiently, Plans and solves Tools, 2341 explainsinterprets, principles organizes of and heredity combines selectiondominant/recessiveas they information relate criteria to theintoand andanimals proceduresa logical desirable/undesirable being sequence raised; e.g.: traits 2 materialsproblemsmeetsefficiently defined and/or and effectively. outcomes. processes are selected and used with limited assistance. Plans and solves Tools, 0 explainsindustry theapplications reproductive of inbreeding, process and linebreeding related terminology; and crossbreeding e.g.: within the 1 ofmeetsappropriately. action. defined A limited outcomes. range Follows of tools, a guided materials plan describes systems used to maintainbirthinggestationnaturalestrus animal cycle service/artificial process period quality within insemination the industry; e.g.: 0 inappropriately.materialshasand/or not processes completed are definedused appropriately. outcomes. and/or processes are Tools, used industry;explains currente.g.: and emergingregistry showing/judgingpedigreesapplications and recordand of performance reproductive systems systems and information technology standards within the REFLECTIONS/COMMENTSN/A Not applicable 4 Presenting0 and Assessing the Strategy genderembryo selection transfer 0123 0 maintaining/improvingmakesassessespresentsvariety summative themajor of generalcommunication components statements success animal ofof mediaregarding thequalitythe breedingbreeding within opportunities strategystrategy the industry in and a logical challenges sequence relevant using to a G.106/ Agriculture, CTS 403 404©Alberta Education, Alb Assessment Tools Canada AGR3040-3 FASK CHECKLIST: Livestock/PoultryThe student: 2 monitors animals and pens for adequate water FEEDING The student: demonstrates effective animal handling technique (e.g., HANDLING AND RESTRAINT EACHANIMALSTANDARD AREA CARE IS OF 2 TASKS ANIMALFOR THE LISTED IN DI explainsselectswateredsupply/consumption correct rules ofration thumb andand for ensuresquantity quantities/volumes animals of food arefor properlyanimal consumed (e.g.,usesnoise)body animal stance/movement,prods, handlingwhips, canes) aids appropriate in a proper use and of safe force, manner control of RatingPRODUCTION Scale exceeds defined outcomes. Plans and solves performsoperatesfeedsdaily orat correctweekly required routine times healthfeeding checks equipment during feeding manneruses(e.g., animal chutes, (e.g., restrainthandling pens,cattle gates) squeeze, equipmentfacilities hog in in crate,a aproper proper head and and gate) safe safe manner 4 effectivelyprocessesdirectedproblems manner. effectively are and selected with andconfidence. and creatively used efficiently, in a self- Tools, materials and/or Quality boxesperforms and routine troughs inspection/cleaning/maintenance during feeding of feed HOUSING largedemonstrates areas (e.g., ability herding, to handle droving, animals moving) in groups and/or in CARE FOR YOUNG expectations.client/customerteamstandards.and productivity goals. Analyzes are consistentand provides and effective exceed Leads others to contribute to services beyond The student: providestemperature,monitorssafety appropriatephysical air circulation environment, fencing and and spaceensuring shelter variables to appropriate ensure animal light, The student: assistscleansanimalsdemonstrates newborn appropriate animalsanimals to technique nurse to catch/hold baby 3 usedmaterialsproblemsmeets efficiently defined and/orin a outcomes.self-directed and processes effectively. are manner. selected Quality Tools, andand Plans and solves ensuresholdingcleans and animalstructures disinfects comfort trailers, through pens supply and other of bedding animal material client/customerproductivityAnalyzessuggestionscooperatively services. and contributes andthat are enhanceconsistent.provides team ideas and effective Workseffort. The student: identifies basic symptoms of ill health/disordersrespiration in: HEALTH AND WELFARE The student: explainsanimal: reproductive processes characteristic of the BREEDING OPERATIONS 2 usedmaterialsproblemsmeets defined and/orwith outcomes. limited processes assistance. are selected and appropriately. Plans and solves Quality Tools, and soundsphysicaleatingmovement habits appearance (e.g., stomach, coat, eyes, ears) estrusagenormalnaturalgestation cyclecriteria service/artificialbirth period for process breeding insemination services.IdentifiesWorksproductivity cooperatively to achieve team goals. and are provides reasonably customer/client consistent. withindiseasesidentifies the and symptoms industry ailments and that treatments affect the forhealthmanure common of animals and pests, urine analysis explains/appliesduringdemonstratesidentifies the stages/signs breeding appropriate appropriate season of estrus care reproductive and handling technologies of animals 1 appropriately.materialsplanmeets of defined action. Qualityoutcomes. and Follows productivity a guided are and/or A limited range of tools, processes are used and/oradministers ailments basic (e.g., treatments injections, for commondusting) pests, diseases manipulation,(e.g., artificial genderinsemination, selection) embryo transfer, estrus hasservices.Providesreasonable not completed a consistent.limited defined range Works outcomes. of customer/client cooperatively. Tools, ©AlbertaAssessment Education, Tools Alberta, Canada 405 006nappropriately. materials CTS, Agricultureand/or /G.107 processes are (1997) used AssessmentIRNOWLEDGE/APPLICATION Criteria and Conditions: ASSESSMENT: Government Policy and Legislation Background Information Sample Questions/Activities AGR3050-1 describe:given a specific agrifood industry, identifygovernment andthe roles of agencies federal, responsible provincial andfor productlocal ProcessingSee Agriscience Agricultural and Technology, Products: ChapterQualityControl 9: ControlSystems 1. anmaintainingExplain agrifood the industry;roleproduct of government qualitye.g.: and legislation safetyinspection within in of raw materials thatexamplesquality,within regulate worker the of governmentindustrypractices safety andwithin policy environmental the and/or industry legislation impact Storage.PackagingPreservingProcessing environmentalworkersanitationproduct safety grading, standards impact. labelling and packaging Suggested Reference(s): Agriscience and Technology aSeeagenciesContact listing the Learninglocal offor industry current agrifood Resource andinformation industries government Guide andand (Section contacts.resources.government I) for 2. qualitygovernmentResearch and the worker agencies mandates safety; in of maintaining specific e.g.: productAlbertaAgriculture Agriculture, Canada Food and Rural 4RatingofSTANDARD: 3 on Scale the rating Respond scale to a minimummeets project/task standard objectives in a self-directed manner. 3. Research potential applications of theHealthConsumerDevelopment and andWelfare Corporate Canada. Affairs 3 Providedmeetsunderstandingon a superior project/task explanations ofknowledge relevant objectives and criticalconcepts base. in a self-directedjudgements and related basedmanner.issues. Demonstrates an 4. governmentResearchinInternational regulating the agencies mandatesindustryStandards regardingpractices. of Organization specific (ISO) 2 planningmeetsnoconceptsProvides prompting. project/task andusingexplanations in preciseselecting objectives terminology.and and comparisonswith using limited resources. Requires assistance of relevant Applieslittle orin land,environmental water and safety air; e.g.: and industry use ofEnvironmentAlberta Environmental Canada. Protection 1 skillscompletescorrectknowledge /completeness terminology. of concepts Requiresby followingin different occasional a guidedsituations prompting. course using of task as directed, demonstrating basic N/A0 Not applicable suitabledoesknowledgeaction. not response. complete of concepts. task, Requires or is unable prompting. to provide a Uses simple recall to demonstrate basic G.108/ Agriculture, CTS 407 408 e©Alberta Education, Alb Assessment Tools Canada ilitESENTATIONS/REPORTS: Management Practices in Agrifoods TASK Observation/Rating TASK CHECKLIST Content (continued) AGR3050-2 Preparation and Planning 4 3 2 1 0 N/A The student: theexplains agrifood specific industry management to comply practices with government adopted by Presenting/Reporting Content 4 3 2 1 0 N/A Preparation and Planning usessets goalspersonal and initiativedescribes to steps formulate to achieve questions them and environment;policy/legislation e.g.: concerning responsiblesoileffluent conservation disposal use of practicesthe 4RatingSTANDARD Scale IS 3 IN EACH APPLICABLEexceeds TASKdefined outcomes. Plans and solves problems requiredandaccessesfind recognizesanswers a range when of relevant additional information information sources is 0 usewater of treatmentbiodegradable after usematerials 3 meetseffectivelymaterials defined and/or andand outcomes. with creatively processes confidence. inare a selectedself-directed and used manner. efficiently, Tools, technicalrecordscreativeinterprets, informationand terms organizes thoughtful and supporting accuratelyand ways combines usingdetail information appropriate in Presenting/Reporting practicesprovides awithin glossary the ofagrifood terms relevant industry to management 2 limitedmeetsselectedself-directed defined assistance. and used manner. outcomes. efficiently Tools, and materials effectively. and/or processes are Tools, materials and/or processes are Plans and solves problemsproblems within a statusassessesonplans a consistent andbased and uses onrefines time basisfeedback effectively,approach and reflectionto prioritizing task and project tasks e.g., Written: spelling,communicationdemonstrates punctuation, effective media: grammar, use of a variety of format (formal/informal, technical/ 1 Ameetsselected limited defined and range used outcomes. of appropriately. tools, materials Follows and/or a guided processes plan of are action. used Content provides a brief introduction that explains the Oral: voice projection, body language, appearance, enthusiasm, evidenceliterary) of 0 and/orhasappropriately. not processes completed are definedused inappropriately. outcomes. Tools, materials agrifoodapplication industry; of basic e.g.: economic principlescomparativediminishingsupply and within demand returnadvantage an standardsmaintains throughacceptable proofreading grammaticalAudio-visual: and and editing techniques, technical tools, clarity, speed prior practice and pacing N/A Not applicable policy/legislationagrifoodexplainsandidentifies their managementindustry impactrelevant on toconcerningsupply industrycomply practices management withpractices product adopted government quality systems by the and thestatesandprovides informationscope a conclusion an of introduction the gathered project by analyzing that describes and synthesizing the purpose safety; e.g.: sanitationpackagingproductinspection grading andofand raw safety labelling materials standards informationreferencegives evidence list sources including of adequate seven research or more through relevant a ©AlbertaAssessment Education, Tools Alberta, Canada 409 CTS, Agriculture /G.109 410 (1997) *SEARCH PROCESS: Industry Trends in Agrifoods AGR3050-3 Preparation and PlanningTASK 4 Observation/Rating3 2 1 0 N/A TASK CHECKLIST Content (continued) outlines opportunities for product research and Information 4 3 2 1 0 N/A PreparationThe student: and Planning development within the industry;developingaltering e.g.: existing new productsproducts Gathering andProcessing 4 3 2 1 0 N/A themsets clear goals and establishes steps to achieve 0 developing new markets Collaboration and Content 4 3 2 1 0 N/A findusescreates answerspersonal and adheres initiative to detailed to formulate timelines questions and 0 Information Sharing Teamwork 4 3 2 1 0 N/A onplans a consistent and uses timebasis effectively, prioritizing tasks challenges,andtrendsmakes the andsummative global needs opportunities community,and statements issues within based regarding Alberta, on current industry Canada 4RatingSTANDARD Scale IS 3 IN EACH APPLICABLEeffectivelyexceeds TASK anddefined creatively outcomes. in a self-directed manner. Tools, Plans and solves problems Information Gathering and Processingrequiredandaccesses recognizes a range when of relevant additional information information sources is Collaboration and Teamwork cooperates with group members 3 self-directedmeetseffectivelymaterials defined and/or and manner. outcomes.with processes confidence. Tools, are materials selected andand/or used processes efficiently, are Plans and solves problems in a supportingrecordscreativeinterprets,demonstrates informationand organizes detail thoughtful resourcefulness and accuratelyand using ways combines correct in with collecting informationtechnical appropriate data terms in displaysnegotiatesskillsshares effective work with appropriatelysensitivity communication solutions among and togroup leadershipproblems members 2 selectedlimitedmeets defined assistance. and used outcomes. appropriately.efficiently and effectively. Tools, materials and/or processes are Plans and solves problems with projectassessesinformationrecognizes status and underlying sources refines based onapproach bias/assumptions/valuesfeedback to theand task reflection and in Information Sharing communicatescommunicationdemonstratese.g., written, effective thoughts/feelings/ideas media: oral, use audio-visual of a variety clearlyof to 0 1 hasappropriately.Ameets limited not defined completed range outcomes. of tools, defined materials Follows outcomes. and/or a guided processes plan of are action. used Tools, materials Content practices;environmentaldescribes currente.g.: and impacts societal of trends economic, on industry justifygivesstandardsmaintains or evidence challenge acceptable of a adequate position grammatical information and technical gathering N/A Not applicable and/or processes are used inappropriately. consumerfoodrural/urbansustainabletradeinternational safety/consumer liberalization preferences demographics development trade/global confidence competition sourcesby citing seven or more relevant information G.110/ Agriculture; CTS 411 4 1 2 ©Alberta Education, Albe Assessment Tools Canada 'IT'ASK CHECKLIST: Landscape/Turf Management 2 AGR3060-1 Watering andFertilizing Cultivation and Mowing, Trimming and Edging of Pruning of Plants(fruit trees,specialty hedges, plants)) (analysis of problems, Management Turfgrass Spring/Winter(clean-up,Preparation repair, (planting, transplanting,PlantInstallation Material of A.The student: performs routine checks on plants/ growthMAINTENANCE TASK (measurement,application) Mulching of Plants Turfgrass corrective measures) dethatching, aeration) turf establishment,staking, guying) B. performequipmentselects,medium assembles theto and/ordetermine maintenance materialsand the calibrates needservice as fornecessary appropriate service to D.C. followsfollowingperforms established the established maintenance guidelines procedures service for by the safely safe E. and/ordisassembles,relevantuse of materialshand to the and/or cleans service* used powerand/or in the equipmentstorescourse equipment of F. sharpens/lubricatespowerperformsperforming equipment, routine the service safety and as required cleans/ checks on hand and G. theanddemonstrates serviceregard for effective the environment conservation in providing practices Rating Scale STANDARD IS 2 FOR TASKS A, B, C, E, F 4 beyondareprocessesexceeds consistent expectations. defined are selectedand outcomes. exceed and standards. used efficiently, Leads others effectively to contribute and with to confidence. team goals. Quality, Analyzes particularly and provides details effective and finishes, client/customer and productivity services Plans and solves problems effectively and creatively in a self-directed manner. Tools, materials and/or * STANDARD IS 3 FOR TASK D (SAFEAND G USE IN EACH APPLICABLELANDSCAPE/TURFGRASS AREA OF SERVICE 23 appropriately.meetsenhanceefficiently defined team and effort.Qualityoutcomes.effectively. Analyzes and Plans productivity and and provides solvessolves are problems problemseffectivereasonably inclient/customerwith consistent.a self-directed limited assistance.Works services. manner. cooperatively Tools, materials to achieve and/or team processes goals. are selected and used Quality and productivity are consistent. Works cooperatively and contributes ideas and suggestions that Tools, materials and/or processes are selected and used Identifies and provides OF HAND AND/OR POWER EQUIPMENT) 01 hasQualitymeetscustomer/client not defined completedand productivity outcomes. services. defined are Follows outcomes. reasonable a guided Tools, consistent planmaterials of Works action. and/or cooperatively. A processes limited range are Provides used of tools, inappropriately. a limited materials range and/or of customer/client processes are services.used appropriately. ©AlbertaAssessment Education, Tools Alberta, Canada 413 CTS, Agriculture /G.111 414 (1997) PROPOSAL: Installation of Specialty Items/Systems AGR3060-2 RATING The student: ASSESSMENT CRITERIA 4RatingSTANDARD Scale IS 3 IN EACHeffectively APPLICABLEexceeds definedand creatively TASK outcomes. in aPlans self-directed and solves manner. problems 2341 Scheduling Tasks providesdefinessets goals the an task explanation and establishes of need steps for to the achieve landscape them item/system 3 efficiently,Tools,self-directedmeets materials defined effectively manner. and/oroutcomes. and processes Tools, with Plans confidence.materials andare selectedsolves and/or problems and processes used in a 430 Gathering Information posesplans andimportant uses time questions effectively regarding the landscape item/system 2 processeswithmeetsare selecteddefined are selected andoutcomes. used and efficiently used appropriately. and effectively. limited assistance. Plans and solves problemsTools, materials and/or 012 establishesprovidesinterprets,accesses a organizesrange clearan estimate descriptionof relevant and of combines total industry/communityof materialcomponent information costs parts into and resources a their logical function sequence 01 hasprocessesaction.meets not defined completed are used outcomes. appropriately. defined outcomes. Tools, materials A limited range of tools, materials and/or Follows a guided plan of 234 Planning0 for Installation developsaddressesconsiders a client/customerlocal flowchart regulations depicting preferences in planning installation and installation needssteps andin proceduresplanning procedures installation N/A Not applicable and/or processes are used inappropriately. 401 Presenting0 the Proposal summarizesestablishes an opportunities estimate of totaland challengeslabour costs relevant to installation REFLECTIONS/COMMENTS 0231 presents the proposal in a logical sequencedescriptionexplanation using two ofof componentorneed/goals more communication parts media: 0 feasibilitymakesuses correct summative of grammatical the landscape statements convention proposal regarding andestimatedplan opportunities/challenges, technical for installation total terms cost and general G.112/ Agriculture, CTS 415 416 ©Alberta Education, Alb Assessment Tools 46 Canada IITESEARCH PROCESS: Selection Criteria for Stables and Physical Facilities AGR3070-1 I Preparation and TASK 4 Observation/Rating3 2 1 0 N/A TheTASK student: CHECKLIST Content (continued) identifies specific factors to considera stall in selecting: InformationPlanning 4 3 2 1 0 N/A Preparation and Planning sets clear goals and establishes steps to achieve them interiortype of flooringancillary facilities Gathering andProcessing 1 usescreates personal and adheres initiative to detailed to formulate timelines questions and describesand feeding approvedselection systems criteriawaste management relevant to watering systems Collaboration and Content 4 3 2 1 0 N/A aplansfind consistent answers and uses basis time effectively, prioritizing tasks on appropriatedescribes factors type ofto fencingconsider in selecting an Information Sharing Teamwork 4 3 2 1 0 N/A Information Gathering and Processingaccesses a range of relevant information sources and equipmentrelevantidentifies to policy, the use legislation of physical and structures safe practices and 4RatingSTANDARD Scale IS 3 IN EACH APPLICABLEeffectivelyexceeds TASK defined and creatively outcomes. in a self-directed manner. Tools, Plans and solves problems recordscreativeinterprets,demonstratesrecognizes informationand organizeswhen thoughtful resourcefulness additional accuratelyand ways combines information in with collecting information appropriate is requireddata in 0 3 effectivelymaterialsself-directedmeets definedand/or and with manner. processesoutcomes. confidence. Tools, are selected materials and and/or used efficiently,processes are Plans and solves problems in a assessesinformationrecognizessupporting and underlyingdetail sources refines and approach uses bias/assumptions/values correct to the technical task and terms project in Collaboration and Teamwork suggestssharescooperates work solutions with appropriately group to problems members among group members 2 selectedlimitedmeets defined assistance. and used outcomes. appropriately.efficiently and effectively. Tools, materials and/or processes are Plans and solves problems with Content structures;describesstatus based the e.g.: use on of feedback stables andand otherreflection confinement Information Sharing demonstratesskillsdisplays effective effective communication use of a variety and leadershipof 1 appropriately.Ameets limited defined range outcomes. of tools, materials Follows and/or a guided processes plan of are action. used designidentifies of structurescriteria relevant and equipment; to thefunction,totallyfences selection e.g.: andconfined operation sheltersand/or rearing and maintenancestructures justifycommunicatescommunication ore.g., challenge written, thoughts/feelings/ideas media: a positionoral, audio-visual clearly to N/A0 Not applicable and/orhas not processes completed are definedused inappropriately. outcomes. Tools, materials economicsethical,safety and legal efficiency and and cost environmental factors informationgatheringprovidesstandardsmaintains evidence byacceptable sources citing of relevant grammaticaladequate and information current and technical ©AlbertaAssessment Education, Tools Alberta, Canada 417 418 CTS, Agriculture /G.113 (1997) FTASK CHECKLIST: Equine 2 STALL CLEANING, BEDDING,TURNOUT AND SHELTER HORSEMANSHIP TECHNIQUES Rating Scale AGR3070-2 The student: monitorshorsesdescribes (e.g., physicalthe sanitation, characteristics environment, housing, of a ensuringpesthealthful control, appropriate environment exercise) light, for The student: demonstrates(e.g., acting, yielding, active and holding, passive following) use of the seathands in inriding riding 4 efficientlyand/orinsolvesexceeds a self-directed problems processes and with effectivelymanner. are confidence. selected Tools, and creativelyand materials used defined outcomes. Plans Quality and effectsidentifiesequineprovidestemperature, on general appropriateagents air health circulationand sourcesfencing (e.g., andphysical ofand spacestress shelter signs, variablesfor toa vitalhorse,ensure signs, and safety their of reinforcingdemonstrates(e.g., acting,at the naturalwalk, yielding, appropriateactive at aids theand following (e.g., trot,passive use at ridingof the artificialuseleg) lope) crop,of the aidsspurs) legs in in riding expectations.effectiveteamstandards.and productivity client/customer are consistent services and beyondexceed goals. Leads others to contribute to Analyzes and provides demonstratesprotocoldescribesbehaviour) for veterinary accessing appropriate services these procedures services that are available,for cleaning and and the ridingexplainsandisplays independent goals stabilitythe (e.g.,use seat of and focusing, psychology balance imagery, while in achieving riding self-talk) by personal maintaining 3 andusedmaterialsproblemsmeets productivity efficiently defined and/orin a self-directedoutcomes. andprocesses are effectively. consistent. Plans are manner. selected and Tools,solves and QualityWorks shelterdemonstratesthroughdisinfecting supply stalls appropriate of suitable procedures bedding material for turnoutbedding and a horse runningtrainingexplainscommunicatingdemonstrates martingale,ofapplications horses appropriate with (e.g., standing aof horse drawvarious use (e.g., reins,martingale,of bittingselected snaffle German devices bitscavesson) bits, martingale, in curb in the bits) client/customerAnalyzessuggestionscooperatively andservices. contributes ideas and andthat enhance team provides effective effort. 0 plans and implements a daily equine exercise program 0 2 productivityusedmaterialsproblemsmeets defined and/orwith outcomes.limited processes assistance. Plans are selected and solves and appropriately. are reasonable Quality consistent. Tools, and 0 STANDARD meetsservices.IdentifiesWorks defined cooperatively and outcomes. provides to achieve Followsclient/ team customer a guided goals. REFLECTIONS/COMMENTS ACIEVE A MINIMUMOF 2 IN EACHPERFORMANCE AREA OF TASK RATING ASSESSMENT 1 cooperatively.reasonablyappropriately.materialsplan of action. QualityProvides A limited and a limited productivityrange ofrange tools, are of and/or consistent. processes are Works used 0 inappropriately.Tools,hascustomer/client materials services. and/or processes are used not completed defined outcomes. G.114/ Agriculture, CTS 419 BEST COPY AVAILABLE 420 do©Alberta Education, AlbCanada Assessment Tools SK CHECKLIST: Floral Design 2 AGR3080-1 (]PERFORMANCE STANDARDCONDITIONINGFLOWERS IS 3 IN AND FRESH GREENERY CUT EACH TASK AREA) (PERFORMANCEHANDLING DRIED STANDARD ANDFLOWERS FABRIC IS 3 IN AND GREENERY EACH TASK AREA) INTERIOR PLANTS ANDPACKAGING ARRANGEMENTSFLORAL CUT FLOWERS, (continued) The student: disorders/irregularitiesunpacks incoming stock and inspects for The student: bundles materials correctly keepspackagingincludes packaging care tags, neat preservatives, and clean in etc., in mixesprepares preservatives containers for incoming stock mannerorganizespreventshangs/boxes breaking, materials materials soiling in anin effectivea andmanner fading that performsappearance tasks in order of priority cutsconditionuses stemscorrect materials under water water temperature to storescuts stems materials to correct at correct length temperature INTERIOR PLANTS ANDPACKAGING FLORAL CUT FLOWERS, ARRANGEMENTS (PERFORMANCE STANDARD IS 3 IN USING CONSTRUCTION MATERIALS regularreplacementincorporates work ofroutine solutionsrecutting asof partstems of and The student: (PERFORMANCE STANDARD IS 3 IN EACH TASK AREA) The student: ties floral bows using ribbonsEACH of differentTASK AREA) conditionmaintainshandles and facilities cleans emergencyin a sanitary spills, and packagesand preserve materials during withoutto protect, transport causing stabilize floralwrapswidth tapewires of different gauge using weatherpackagesdamage toconditions materials floral stock to withstand adverse ©AlbertaAssessment Education, Tools Alberta, Canada 421 CTS, Agriculture /G.115 422 (1997) TASK CHECKLIST: Floral Design 2 (continued) AGR3080-1 (PERFORMANCE STANDARD IS 3 INCONSTRUCTING FLORAL ARRANGEMENTS CONSTRUCTING FLORAL ARRANGEMENTS (continued) REFLECTIONS/COMMENTS The student: identifies different types EACHof European TASK AREA) crescent,constructingfollows and garland) implementsa second bridal a plan design for (e.g., arrangements: parallelclusterpresentation-stylevegetative arrangement arrangement arrangement bouquet calendarconstructingfollows and event implementsan (e.g., arrangement Xmas, a plan Easter) for for a identifiesarrangements: different types of Oriental Ikebanahorgarth curve specialconstructingfollows occasionand implementsan arrangement (e.g., hospital, a plan for forbirthday) an other identifies different types of arrangements RitkaMoribana 4Rating Scale effectivelyexceeds anddefined creatively outcomes. in a self-directed manner. Tools, Plans and solves problems otherused forspecial weddings, occasions: calendar events and crescentcascadenosegay 3 self-directedmeetsefficiently,materials defined effectively manner. outcomes. and Planswith confidence. and solves problems in a and/or processes Tools, materials and/or processes are selected and used constructingfollows and implementsa European aarrangement plan for garlandwreath 2 selectedlimitedmeetsare selected defined assistance. and andused outcomes. used appropriately. efficiently Plans and effectively.solves problems with Tools, materials and/or processes are constructingfollowsthat incorporates and implements an Oriental a hogarth aarrangement plan curve for 0 1 hasusedAmeets not limited appropriately.completed defined range outcomes. definedof tools, outcomes.Follows materials a guided and/or plan processes of action. are Tools, materials nosegay,constructingfollows and cascade) implementsa bridal design a plan (e.g., for N/A Not applicable STANDARDand/or processes IS are 3 used AS inappropriately.INDICATED IN EACH APPLICABLE TASK AREA G.116/ Agriculture, CTS 423 424 ©Alberta Education, Assessment Tools Canada IFIODUCT ASSESSMENT: Floral Design 2 AGR3080-2 PROJECT STANDARDS ArrangementEuropeanPROJECT: ArrangementPROJECT:Oriental (e.g.,BridalPROJECT: nosegay, Design (e.g.,BridalPROJECT: crescent, Design ArrangementEventCalendarPROJECT: ArrangementPROJECT:OccasionOther Special PROJECT: Application of Designcolour Principles harmony is appropriate (hogarth curve) cascade) garland) Easter)(e.g., Xmas, birthday)(e.g., hospital, rhythmproportioncompositiondepthbalance and and/or andand harmony and symmetry scaleline arrangement are areare evident evidentachieved are achieved are correct Quality of Workmanshipmaterialstexture and/or used focalwere emphasisappropriate are and evident consistent constructionsecurewithdepthall design floral in and/orconstruction materialsconcept is concealed angle placed and finished at proper on height,all sides quantityperformswrapping and/or checkis smooth, appealon final snug product and tight for quality, PROJECT RATING 4RatingSTANDARD Scale IS 3 IN EACH APPLICABLE selectedexceedsTASK anddefined used outcomes. efficiently, Plans effectively and solves and withproblems confidence. effectively Quality, and particularly creatively in details a self-directed and finishes, manner. and productivity Tools, materials are consistent and/or processes and exceed are REFLECTIONS/COMMENTS 23 meetsandeffectively.standards. provides defined Leads Quality effective outcomes. others and client/customer toproductivity Plans contribute andand solvessolves toare services. team consistent. problemsproblems goals. Analyzes in Workswith a self-directed limited cooperatively and providesassistance. manner. and effective Tools, Tools,contributes materialsclient/customer materials ideas and/or and/or and servicessuggestions processes processes beyond are are that selected selected expectations.enhance andand team usedused effort. appropriately.efficiently Analyzes and 0 1 has not completedproductivitymeetsQuality defined and defined productivity are outcomes. reasonableoutcomes. are Follows Tools,consistent. reasonably materialsa guided Works consistent. and/orplan cooperatively. of Worksprocesses action. cooperatively A areProvides limited used inappropriately. rangea tolimited achieve of tools, range team materials of goals. customer/client Identifies and/or processes andservices. provides are used customer/client appropriately. services. Quality and ©AlbertaAssessment Education, Tools Alberta, Canada 425 CTS, Agriculture /G.117 426 (1997) THEME OF PROMOTIONAL DISPLAY:SK CHECKLIST: Promotional Displays AGR3080-3 Observation/ Rating ASSESSMENT CRITERIA FOR PROMOTIONAL DISPLAY Rating Scale IN EACH APPLICABLE TASK STANDARD IS 2 1234 Power to Attract Attention colour,themeappropriate is lighting apparent background/location and props enhance themeis used and product/service 4 efficiently,Tools,effectivelyexceedsparticularly materials defined effectivelyand details creativelyand/oroutcomes. andprocesses infinishes,withPlans a self-directed confidence. areand andselected solves productivity problemsmanner.and used are Quality, 0 idea is original, unique and interesting 3 meetseffectivecontributeconsistent defined client/customer andto teamoutcomes. exceed goals. standards. services Plans and beyond solves expectations. problems in Analyzes and provides Leads others to 234 Arrangement useallproper elements of lineamounts and are design ofin proportionproduct principles are used leads eye to focal point suggestionsWorkseffectively.processesa that enhance team effort.self-directed cooperatively are Quality and productivity are consistent.selectedmanner. and and Tools, contributes used materials efficiently Analyzes and ideas and/or and 01 0 displayspecific isarrangement in balance (formalof goods or is informal) evident 2 processeswithmeetsprovides limited defined effective are selected outcomes. client/customer and used appropriately. services. Quality assistance. Plans and solves problemsTools, materials and/or Works Promotional Power 1 providescooperativelyand productivity customer/client to achieve are services.reasonably team goals. consistent. Identifies and 1234 allrelatedcustomerdisplay parts products/servicescreates of can the find displayinterest and concentrate createand are desire presentedunity for on themost product/service important item(s) being sold productivityprocessesaction.meets defined outcomes. A limited range of tools,are materials and/or are used reasonable appropriately. Follows a guided plan of consistent. Quality Works and 0 Technical Excellence and Cleanliness0 N/A0 Not applicable and/orhascustomer/clientcooperatively. not processes completed services. are defined used inappropriately. outcomes. Tools, materials Provides a limited range of 2134 signagebase/backgroundallsupplies props is are(forms professional used and iseffectively clean fixtures) looking and to areneat display clean product/serviceand in good repair REFLECTIONS/COMMENTS G.118/ Agriculture, CTS 427 ©Alberta Education, Alb 428 Assessment Tools Canada [SEARCH PROCESS: Specialized Applications of Marketing AGR3090-1 Preparation and PlanningTASK 4 Observation/Rating3 2 1 0 N/A TheTASK student: CHECKLIST Content (continued) explains the influence of specific government Information 4 3 2 1 0 N/A 1:1Preparation and Planning sets clear goals and establishes steps to achieve them commoditycomparespolicies and approaches inlegislation Canada used with on marketing toother market nations; theactivities e.g.: Gathering andProcessing 3 1 usescreates personal and adheres initiative to detailed to formulate timelines questions and nationsUnited Statesof the Pacific Rim Collaboration and Content 4 3 2 1 0 N/A aplansfind consistent answers and uses basis time effectively, prioritizing tasks on marketingmakes forecasts of the regarding commodity futureEurope exchange and Information Sharing Teamwork 4 3 2 1 0 N/A Information Gathering and Processingaccesses a range of relevant information sources and 4RatingSTANDARD Scale IS 3 IN EACH APPLICABLEexceeds TASKdefined outcomes. Plans and solves problems creativeinterprets,demonstratesrecognizes and organizeswhen thoughtful resourcefulness additional and ways combines information in collecting information is requireddata in Collaboration and Teamwork sharescooperates work with appropriately group members among group members 3 effectivelymaterialsmeets definedand/or andand with creatively processesoutcomes. confidence. inare a selectedself-directed and used manner. efficiently, Tools, Plans and solves problems in a informationrecognizessupportingrecords information underlyingdetail sources and accurately uses bias/assumptions/values correct with technical appropriate terms in skillsdisplayssuggests effectivesolutions communicationto problems and leadership 2 limitedmeetsselectedself-directed defined assistance. and used manner. outcomes. efficiently Tools, and materials effectively. and/or processes are Tools, materials and/or processes are Plans and solves problems with Content identifiesstatusassesses based and social, onrefines feedback economic approach and and reflectionto environmental the task and project Information Sharing communicatescommunicationdemonstratese.g., written,effective thoughts/feelings/ideas media: oral, use audio-visualof a variety clearlyof to 1 appropriately.Ameetsselected limited defined and range used outcomes. of appropriately. tools, materials Follows and/or a guided processes plan of are action. used theprovidesagriculturefactors industry that a rationale commodityinfluence for market "supply trends management" for an within justifyprovidesstandardsmaintains or challenge evidence acceptable a ofposition grammaticaladequate information and technical N/A0 Not applicable and/orhas not processes completed are definedused inappropriately. outcomes. Tools, materials exchange;and/orexplains policies specific e.g.: that marketing regulate structures,commodityquotamarketing systems agencies supply boards and and and monopolies cooperatives informationgathering by sources citing relevant and current ©AlbertaAssessment Education, Tools Alberta, Canada 429 CTS, Agriculture /G.119 430 (1997) ASSESSMENT CRITERIA: Venture Plans AGR3090-2 RATING The student: ASSESSMENT CRITERIA 4RatingSTANDARD Scale IS 2 IN EACH APPLICABLEexceeds TASKdefined outcomes. Plans and solves problems 1234 Scheduling Tasks usesidentifiesdefines time the effectivelytask task components and organizes them into a logical sequence 3 meetsefficiently,Tools,effectively definedmaterials effectively and outcomes. creativelyand/or and processes Plans with in aconfidence.and self-directed are solves selected problems andmanner. used in a 0 _ Developing a Venture Plan . 2 withmeetsareself-directed selected defined and manner. outcomes. used efficiently Tools, materials and effectively. and/or processes limited assistance. Plans and solves problemsTools, materials and/or 234 describesandaccesses potential basic the product/service,customers/markets in- school/community customer information and target sources market regarding the product/service 1 action.meetsprocesses defined are selected outcomes. and used appropriately. A limited range of tools, materials and/or Follows a guided plan of 01 e.g.:analyzes six or more factors thattimeexistingcommodity affect constraints sourcesdecisions supply, onof to competitionperishablequality produce and/or and products marketpricing the commodity; 0 and/orhasprocesses not processes completed are used are appropriately. defined used inappropriately. outcomes. Tools, materials establishes a viable marketing extensiveincomeinternationalalternative support (open) for and/or the programs product/service; domestic and tradesubsidies e.g.: rules REFLECTIONS/COMMENTSN/A Not applicable establishessummarizesidentifiesstrategy consistenta intendedpricing, opportunities packaging/labelling,venturewith venture and outcomes selectivechallenges goals and/or and advertising,(niche) relevant consumer product/service to promotion preferencesthe venture sales and plan distribution 4 _ Assessing0 and Communicating the Venture Plan . 0123 0 themakepredictsusespresents venture correct summative thethe plan likelihoodgrammarventure statements plan and of insuggested technical aregarding logical termsoutcomes/sales sequence strengths using /weaknesses being one or realized more and general communication feasibility media of G.120/ Agriculture, CTS 431 ©Alberta Education, Albe 432 Assessment Tools Canada RESEARCH PROCESS: Developments in Biotechnology AGR3100-1 Preparation and TASK 4 Observation/Rating3 2 1 0 N/A TheTASK student: CHECKLIST Content (continued) Information Planning 4 3 2 1 0 N/A Preparation and Planning sets clear goals and establishes steps to achieve them withexplains the problem:applications of biotechnologyprinciples in of dealing genetic engineering Gathering andProcessing 3 2 1 usescreates personal and adheres initiative to detailed to formulate timelines questions and assesses the social, economic andexperimentalscientific environmental design outcomes Collaboration and Content 4 3 2 1 0 N/A plansfinda consistentanswers and uses basistime effectively, prioritizing tasks on andmakesconsequences future recommendations use ofof technologythe technology; regarding applications e.g.: the current Information Sharing Teamwork 4 3 2 1 0 N/A Information Gathering and Processingaccesses a range of relevant information sources and 0 furthermanagement research actions 4RatingSTANDARD Scale IS 3 IN EACH APPLICABLEeffectivelyexceeds TASKdefined and creatively outcomes. in a self-directed manner. Tools, Plans and solves problems recordscreativeinterprets,recognizesdemonstrates informationand organizeswhen thoughtful resourcefulness additional accuratelyand ways combines information with in informationcollecting appropriate is required data in 0 3 self-directedmeetseffectivelymaterials defined and/or and manner. outcomes.with processes confidence. Tools, are materials selected and/orand used processes efficiently, are Plans and solves problems in a informationrecognizesassessessupporting underlyingand sources detail refines and bias/assumptions/valuesapproach uses correct to the technical task and terms inproject Collaboration and Teamwork displayssuggestssharescooperates work effectivesolutions with appropriately group communicationto problems members among group and leadership members 2 selectedlimitedmeets defined assistance. and used outcomes. appropriately.efficiently and effectively. Tools, materials and/or processes are Plans and solves problems with Content identifiesstatus based a specific on feedback problem and in agriculture reflection and food Information Sharing demonstratesskills. effective use of a variety of 1 appropriately.Ameets limited defined range outcomes. of tools, materials Follows and/or a guided processes plan of are action. used biotechnology;production recently e.g.: addressed marketproductproductionthrough supply quality costs maintainsjustifycommunicatescommunication ore.g., challengeacceptable written, thoughts/feelings/ideas media: a grammaticalpositionoral, audio-visual and clearlytechnical to N/A0 Not applicable and/orhas not processes completed are definedused inappropriately. outcomes. Tools, materials problemidentifiesaddressdescribes key the funding stakeholderproblem and partnerships groupsenvironmental affected established by theimpact to informationgatheringprovidesstandards evidence by sources citing of relevant adequate and information current ©AlbertaAssessment Education, Tools Alberta, Canada 433 CTS, Agriculture /G.121 434 (1997) POSITION PAPER: Managing the Water Resource AGR311O-1 Preparation and TASK Observation/Rating3 2 1 TASK CHECKLIST Content (continued) Planning 4 3 2 1 0 N/A The student: 0 Presenting/Reporting Content 4 3 2 1 0 N/A Preparation and Planning findusessets goalsanswerspersonal and initiativedescribes to steps formulate to achieve questions them and Presenting/Reporting 4RatingSTANDARD Scale IS 3 IN EACH APPLICABLEeffectivelyexceeds defined TASKand creatively outcomes. in a self-directed manner. Tools, Plans and solves problems interprets,requiredandaccesses recognizes a organizesrange when of relevant and additional combines information information information sources is in e.g.,communicationdemonstrates Written: effectivespelling, media: use punctuation, of a variety of grammar, format (formal/informal, 3 self-directedmeetseffectivelymaterials defined and/or and manner. outcomes.with processes confidence. Tools, are materials selected andand/or used processes efficiently, are Plans and solves problems in a planstechnicalrecordscreative and informationand termsuses thoughtful time and supportingeffectively,accurately ways usingdetail prioritizing appropriate tasks Oral: priorappearance,voicetechnical/literary) practice projection, enthusiasm, body language, evidence of 2 meetsselectedselectedlimited defined and assistance. and used outcomes.used efficiently appropriately. and effectively. Tools, materials and/or processes are Plans and solves problems with Content statusassesseson a consistent based and onrefines basisfeedback approach and reflectionto task and project providesstandardsmaintains an throughacceptable introduction proofreading grammatical that describes and and editing technicalthe purposeAudio-visual: techniques, tools, clarity, speed and pacing 01 hasappropriately.Ameets limited not defined completed range outcomes. of tools, defined materials Follows outcomes. and/or a guided processes plan of are action. used Tools, materials economicdescribespracticesregardingprovides on social,theand athe clearimpact environmental water political, and of resource conciseone scientific, or perspectives morestatement agricultureethical, of related an issue justifythestatescommunicatesand informationscopeor a challenge conclusion of the thoughts/feelings/ideas gathered projecta positionby analyzing and synthesizing clearly to N/A Not applicable and/or processes are used inappropriately. developsprovidesregardingto the issue aa a rationaleresponsiblelogical position argument fortaken planthe on position ofand the action conclusionsissue, taken for and dealing informationreferencegives evidence list sources including of adequate seven research or more through relevant a REFLECTIONS/COMMENTS provideswith the issuea glossary at local of andterms global relevant levels to the issue G.122/ Agriculture, CTS 435 ©Alberta Education, Alb 436 Assessment Tools Canada LAB INVESTIGATIONS: Water Quality AGR3110-2 TASK Observation/Rating 1 Management 4 3 2 1 0 N/A TASKThe CHECKLISTstudent: Investigative Techniques waterconducts important investigations to plants of and/or physical animals; properties e.g.: of Equipment and Teamwork 4 3 2 1 0 N/A Management odour/tastetemperatureturbidity Materials 1 organizesprepares self and for works task in an orderly manner waterconducts important investigations to plants of and/or chemical animals; properties e.g.: of RatingSTANDARD Scale IS 3 IN EACH APPLICABLE TASK InvestigativeTechniques 4 3 2 0 N/A proceduresdisplayssequenceplansinterprets and leadership anduses carries time ineffectively out adhering instructions into aroutine logical accurately waterconducts important investigations to plants of and/or biologicalmineralpHdissolved animals; properties content oxygen e.g.: of 4 effectivelymaterialsexceeds defined and/or andand with creatively processesoutcomes. confidence. inare a selectedself-directed and used manner. efficiently, Tools, Plans and solves problems Teamwork sharescooperatesattempts work to withsolve appropriately group problems members among prior to group requesting members help recommendationsinterprets water test regarding results and thealgaevirusesbacteria makes suitability and plankton of the 23 meetsmeetsselectedself-directed defined defined and outcomes. used manner. outcomes. efficiently Tools, and materials effectively. and/or processes are Plans and solves problemsproblems within a Equipment and Materials displaysnegotiates effective with sensitivity communication solutions skills to problems enhanceperformsagriculturerecommendssample for water one abased specific wateror quality/suitability more on treatments theuse water results in agriculturetreatments prior of for water to use use designed testsin in to 1 selectedlimited assistance. and used appropriately. Tools, materials and/or processes are demonstratesmaterialsindependently concern selects andfor safe uses equipment/ agriculture 0 hasappropriately.Ameets limited not defined completed range outcomes. of tools, defined materials Follows outcomes. and/or a guided processes plan of are action. used Tools, materials minimizespractisesmeasuresprocedures/techniques properaccurately waste sanitation of materials and efficiently procedures N/A Not applicable and/or processes are used inappropriately. REFLECTIONS/COMMENTS responseanticipates potential hazards and emergency ©AlbertaAssessment Education, Tools Alberta, Canada 437 438 CTS, Agriculture /G.123 (1997) ITSSESSMENT CRITERIA: A WaterRATING Management Plan ASSESSMENT CRITERIA STANDARD IS 3 IN EACH APPLICABLE TASK AGR3110-3 234 SchedulingThe student: Tasks accessessets goals a andrange establishes of relevant steps in-school/community to achieve them resources 4Rating Scale manner.problemsexceeds defined effectively outcomes. and creatively in a self-directed Tools, materials and/or processes are Plans and solves 01 0 plansventureposes andimportant uses time questions effectively regarding water management strategies for an agriculture 3 processesinmeetsconfidence.selected a self-directed defined and are used outcomes. selected manner. efficiently, andPlans used effectivelyand solvesefficiently problemsand with and Tools, materials and/or 2341 Developing a Water Management Plandescribesdeterminesidentifiesinterprets, suitableavailable organizes water requirementstechniques surface and combines and for forground managing theinformation venture water limited supplies according into and/or a logical to excess estimates sequence water of supplies consumption in 2 processeswithmeetseffectively. limited defined are selected assistance. outcomes. and used Plans appropriately. and solves problems Tools, materials and/or 0 identifiesthe venture; treatments e.g.: for enhancingdiversion,irrigation, water storage,drainage, quality recycling flood both beforecontrol and after use in 01 hasprocessesmeetsaction. not defined completed areA limitedused outcomes. appropriately. definedrange Follows of outcomes.tools, a guidedmaterials plan and/or of Tools, system;identifiesagriculture e.g.: agriculture practices managementcroppingeffective rotationsin maintaining of animal wastes a sustainable production REFLECTIONS/COMMENTSN/A Not applicable materials and/or processes are used inappropriately. 4 Presenting0 and Assessing the Plan fertilizerconservation and tillagepesticide management 123 0 maintaining/improvingmakesassessesusingpresents a summative variety themajor general componentsof communicationstatements feasibility water of regardingsupply theof themediawater andwater opportunitiesmanagement quality management for the andplan venture plan challenges in a logical relevant sequence to G.124/ Agriculture, CTS 439 440 ©Alberta Education, Alb e Assessment Tools Canada FR:SEARCH PROCESS: Environmental Impacts of Agriculture AGR3130-1 Preparation and PlanningTASK 4 Observation/Rating3 2 1 0 N/A TASK CHECKLIST Content (continued) describes the impacts of specific water Gathering andInformation 4 3 2 1 0 N/A PreparationThe student: and Planning environment;management practicese.g.: within eachirrigationwater system diversion practices on the Processing Content 4 3 2 1 0 N/A usescreatesthemsets clearpersonal and goals adheres initiative and establishesto detailed to formulate timelinessteps questionsto achieve and characteristicsusedescribes within potential each system impacts on soil, of pesticide/fertilizer water and air Collaboration and Teamwork 4 3 2 1 0 N/A plansfind answers and uses time effectively, prioritizing tasks onbreeding/geneticdescribes the biodiversity potential engineering impactsof plant/animal of within selective populations each system RatingSTANDARD Scale IS 3 IN EACH InformationAPPLICABLE Sharing TASK 4 2 0 N/A Information Gatheringandaccesseson a recognizes consistentand a Processing range basiswhen of relevant additional information information sources is land,practicesfromidentifies large-scalewater, withinother air andenvironmental eachand/or wildlife system, specialized and pollutants their production impact resulting on 4 effectivelyexceedseffectivelymaterials defined and and/or and creatively outcomes.with processes confidence. in aare self-directed selected and manner. used efficiently, Tools, Plans and solves problems creativeinterprets,demonstratesrequired and organizes thoughtful resourcefulness and ways combines in collecting information data in Collaboration and Teamwork cooperatesnegotiatesshares work with with appropriately group sensitivity members amongsolutions group to problems members 23 meetsselectedself-directed defined and used manner. outcomes. efficiently Tools, and materials effectively. and/or processes are Plans and solves problemsproblems within a informationrecognizessupportingrecordsassesses information underlyingdetailand sources refines and accurately using bias/assumptions/valuesapproach correct with to technicalthe appropriate task and terms in Information Sharing skillsdisplays effective communication and leadership 1 meetsselectedlimited defined assistance. and used outcomes. appropriately. Follows a guided plan of action. Tools, materials and/or processes are Content project status based on feedback and reflection communicationdemonstratese.g., written, effective media: oral, use audio-visual of a variety of 0 and/orhasappropriately.A limited not processes completed range of are tools, definedused materials inappropriately. outcomes. and/or processes are used Tools, materials moreexplains agriculture major activities systems; conducted e.g.:feedlotgreenhousefield cropwithin production production productiontwo or justifygivesstandardsmaintainscommunicates or evidence challenge acceptable thoughts/feelings/ideasof a adequate position grammatical information and technicalclearly gathering to N/A Not applicable describeswithin eachthe impacts system ofon specific ecosystems;cultivationlandrange land clearing grazing e.g.:use practicespractices sourcesby citing seven or more relevant information Assessment©Alberta Education, Tools Alberta, Canada 441 REFLECTIONS/COMMENTS CTS, Agriculture /G.125 442 (1997) ASSESSMENT CRITERIA: Venture Plan for Sustainable Production AGR3130-2 Preparation and TASK Observation/Rating3 1 TASK CHECKLIST Content (continued) PlanningContent 4 3 2 1 0 N/A The student: practicesregulationsidentifies withinrelevant that supportthe government venture; sustainable e.g.: policies production and RatingSTANDARD Scale IS 3 IN EACHPresenting/Reporting APPLICABLE TASK 4 3 2 1 0 N/A Preparation and Planning accessesfindusessets goalsanswerspersonal a andrange initiativedescribes of relevant to steps formulate information to achieve questions sourcesthem and and 0 provides a glossary of terms relevantinspectionenvironmental to sustainable and constraintsregulation 4 effectivelymaterialsexceeds and/or andanddefined with creatively processes outcomes.confidence. inare a selectedself-directed and used manner. efficiently, Tools, Plans and solves problems technicalrecordscreativeinterprets,recognizes informationand terms organizeswhen thoughtful and additional supporting accuratelyand ways combines information usingdetail information appropriate is required in Presenting/Reporting communicationdemonstratesproduction practices effective media: use of a variety of 23 meetsselectedself-directed defined and used manner. outcomes. efficiently Tools, and materials effectively. and/or processes are Plans and solvessolves problemsproblems with in a statusassessesaplans consistent andbased and uses basis onrefines time feedback effectively,approach and reflectionto prioritizing task and project tasks on e.g., Written: spelling, punctuation, Oral: technical/literary)grammar,voice projection, format (formal/informal, body language, 1 meetsselectedlimited defined assistance. and used outcomes. appropriately. Follows a guided plan of action. Tools, materials and/or processes are Content andprovides environmental a brief introduction goals relevant that explainsto a production economic Audio-visual: techniques, tools, clarity, speed priorappearance, practice enthusiasm, evidence of and pacing 0 and/orhasappropriately.A limited not processes completed range of are tools, definedused materials inappropriately. outcomes. and/or processes are used Tools, materials environment;outlinesventure plans e.g.: for ensuringmultiple landsustainable use within use theof the statesandprovidesstandardsmaintains scope a conclusion an throughacceptableof introduction the project proofreading by grammatical analyzing that describes and and and editing synthesizing technical the purpose N/A Not applicable plantdependenciesdevelops and strategiesanimal among species; to domestic manage e.g.: interrelationshipswaterstrategiesand non-domestic management for soil fertilityand practices and conservation referenceinformationgivesthe information evidence list including sources ofgathered adequate seven or research more relevant through a REFLECTIONS/COMMENTS maintenanceretention of grasslands of wetlands G.126/ Agriculture, CTS 443 ©Alberta Education, Alb444 Assessment Tools Canada SELECTION CRITERIA:RATING Nursery and Greenhouse Crops SELECTION CRITERIA STANDARD IS 3 IN EACH APPLICABLE TASK AGR3140-1 234 EnvironmentalThe student: Factors identifies climatic factors essential for successfullength of growing crop production; season (growing e.g.: days, frost-free days) 4Rating Scale Tools,effectivelyexceeds materials defined and creativelyoutcomes. and/or processes inPlans a self-directed and are solves selected problems manner. and 01 identifies other environmental factors necessarywindrelativeair and soilhumidity for temperatures successful crop production; e.g.: 3 processesinmeetsused a self-directedefficiently, defined outcomes. effectively manner. Plans and with and confidence. solves problems are selected Tools, materials and/or efficiently and assesses general feasibility of crop productionlandsoil and and based space water on requirements environmentalcharacteristics factors 2 processeswithmeetseffectively. defined are selected outcomes. and used appropriately. limited assistance. and usedPlans and solves problemsTools, materials and/or 342 Technology0 and Labour Requirementsidentifies labourstructuresequipment and that needstransportation may at bedifferent required needs stages throughoutrelevant of production to the production cycleenterprise 1 processesaction.meets defined are used outcomes. appropriately. A limited range of tools, materials and/or Follows a guided plan of 401 Market0 and Financial Opportunitiesrequirementsassesses general feasibility of crop production based on technology and labour 0N/A Not applicable and/orhas not processes completed are defined used inappropriately. outcomes. Tools, materials 0231 makesidentifiespredicts forecasts market sourcesthe size demandsof ofand financial market location and competitionopportunities trends of potential for the and related markets nursery a potential to orcrop greenhouse marketing production; commoditystrategy e.g.: REFLECTIONS/COMMENTS 0 opportunitiesassesses general feasibility of crop productionriskanticipatedfixed factors based and variable onreturns market costs and financial ©AlbertaAssessment Education, Tools Alberta, Canada 445 CTS, Agriculture /G.127 446 (1997) RESEARCH PROCESS: Heredity Principles and Reproductive Technology AGR3140-2 Preparation and PlanningTASK 4 OBSERVATIONS/RATING 3 2 1 0 N/A TheTASK student: CHECKLIST Content (continued) propagationexplains applications of one nursery/greenhouse of hybridization in crop the variety Gathering andInformationProcessing 4 3 2 1 0 N/A Preparation and Planning usescreatessets clearpersonal and goals adheres initiative and establishesto detailed to formulate timelinessteps questionsto achieve and them nursery/greenhousetoprovides maintain/improve a summary crop ofthe procedures qualityvariety of aused specific by industry Content 4 3 2 1 0 N/A aplansfind consistent answers and uses basis time effectively, prioritizing tasks on 0 CollaborationTeamwork and 4 3 2 1 0 N/A Information Gathering and Processingdemonstratesrecognizesaccesses a rangewhen resourcefulness ofadditional relevant informationinformation in collecting issources requireddata and Collaboration and Teamwork cooperates with group members Information Sharing 4 3 2 1 0 N/A supportingrecordscreativeinterprets, informationand organizes detail thoughtful and accuratelyand uses ways combines correct with technical information appropriate terms in skillsdisplayssuggestsshares work effectivesolutions appropriately communicationto problems among group and leadership members 4RatingSTANDARD Scale IS 3 IN EACH APPLICABLEexceeds TASKdefined outcomes. Plans and solves problems statusassessesinformationrecognizes based and underlying sourcesonrefines feedback approach bias/assumptions/values and reflectionto the task and project in Information Sharing communicationdemonstrates effective media: use of a variety of 3 meetseffectivelymaterials defined andand and/or outcomes.with creatively processes confidence. in aare self-directed selected and manner. used efficiently, Tools, Plans and solves problems in a Content relevantidentifies to desirable one nursery/greenhouse and undesirable cropplant variety traits justifymaintainscommunicatese.g., or written, challenge acceptable oral, thoughts/feelings/ideas a audio-visualposition grammatical and clearlytechnical to 2 limitedmeetsselectedself-directed defined assistance. and used manner. outcomes. efficiently Tools, and materials effectively. and/or processes are Tools, materials and/or processes are Plans and solves problems with onedescribes nursery/greenhouse selection criteria crop and variety procedures relative to byprovidesstandards citing evidencerelevant andof adequate current information information sources gathering 1 Ameetsselected limited defined and range used outcomes. of appropriately. tools, materials Follows and/or a guided processes plan of are action. used REFLECTIONS/COMMENTS N/A0 Not applicable and/orhasappropriately. not processes completed are definedused inappropriately. outcomes. Tools, materials G.128/ Agriculture, CTS 447 44 Cglberta Education, Alb e Assessment Tools Canada TASK CHECKLIST: Nursery/Greenhouse Crops 2 SOIL PREPARATION PROPAGATION/TRANSPLANTING WATERING/FERTILIZING AGR3140-3 The student: identifies major soil components The student: identifies basic germination requirements The student: checks growing medium for moisture moistensselects an growing appropriate medium growing as necessary medium 0 performspluggerminates patterns stem seeds cuttings using ofrow, different broadcast plants or identifiesappliescontent moisture fertilizer to componentsplants as required and recipeevenlyidentifies materialsmixes and growing safely medium uses appropriate given a Eiperforms(e.g., leaf hardwood, section cuttings softwood) 1:1 millionconcentrationperformfunction of fertilizer 9-45-15) formula calculations (e.g., 200 given parts a per tools and equipment performs airsimple layering division El toolsidentifiesinstructionsmixes and and equipmentand applies provided safely fertilizer uses appropriate according to The student: 0 CULTIVATION Elperformstransplantingidentifiesappropriate pinching/pruning plant material where in need of OEl O adds/mixesremoves weeds amendments and other as debris required appropriaterepotstransplants pot-bound rootedsize plants seedlings to containers and cuttings of The student: CONTROL OF PESTS/DISEASE identifiesdigssmoothes for winter andsoil safelyfor preparation planting uses appropriate and/or rough toolsidentifies and equipmentand safely uses appropriate O andrecognizes their symptoms: common plant pests/diseases fungusaphid gnat tools and equipment botrytisdamping-offscalesspidermealy mitebug ©AlbertaAssessment Education, ToolsO Alberta, 0 CTS, Agriculture /G.129 450 (1997) !TASK CHECKLIST: Nursery/Greenhouse Crops 2 (continued) AGR3140-3 CONTROL OF PESTS/DISEASE The student: CONSERVATION PRACTICES STANDARD3 IN THE IS 2 SAFEEACH USE APPLICABLE OF EQUIPMENT AREA AND OF PLANT PRODUCTION AND SUPPLIES The student: commonperforms plantpreventive pests andmeasures diseases for recyclescomposts soil waste and/or plant soilless and/or mix soil material 4Rating Scale effectivelyexceeds defined and creativelyoutcomes. inPlans a self-directed and solves problems manner. O commonperforms planteradication pests and procedures diseases: for uses stickypesticide traps sprayers uses timers for lighting andLeadsefficiently,Tools, providesproductivity materialsothers effectively effective to and/or contributeare consistent client/customerandprocesses withto team and confidence.are exceed goals.selected services standards. and beyond used Analyzes Quality biologicalrecognizes pest and controlapplies measuresappropriate considersperforms mulchingweather conditions to conserve (e.g., water wind, 3 effectively.processesameetsexpectations. defined outcomes. Plansself-directed and solves manner. problems in are Quality and productivity are consistent.selected and used Tools, materials efficiently and/or and uses nontoxic and safe materials 0 establishingtemperature, schedules precipitation) for cultivation when 2 meetsprovidessuggestionsWorks defined cooperatively effective that outcomes. enhance client/customer team effort. services. and contributes Analyzes and ideas and 0 toolsidentifies and equipmentand safely uses appropriate O cooperativelyandprocesseswith productivity limited are assistance.selected to achieveare reasonably and team used goals. appropriately. consistent. Quality Plans and solves problemsTools, materials and/or Identifies and Works O USE OF GROWING SPACE The student: PACKAGING PLANT MATERIAL 1 productivityprocessesaction.meetsprovides defined customer/client outcomes. services. A limited range of tools,are materials and/or are used reasonable appropriately. Follows a guided plan of consistent. Quality Works and The student: quality,explains profitability relationships and among spacing plant O selects appropriate packaging based on:containersizeweather of plant conditions style N/A0 Not applicable cooperatively.and/orhascustomer/client not processes completed services. are defined used inappropriately. outcomes. Tools, materials Provides a limited range of O identifiesspacing; factors e.g.: that determine plant availablecontainerplant size spaceshape packagesmaterialsassembles plant and material prepares as packagingrequired REFLECTIONS/COMMENTS andfollows rotating appropriate plants practices for spacing humidity/lightair movement conditions O G.1301 Agriculture, CTS 451 BEST COPY AVAILABLE 4 5tillberta Education, Alb Assessment Tools Canada AGRICULTURE SECTION H: LINKAGES/TRANSITIONS

This section of the Guide has been designed to provide an overview of linkages and transitions of CTS modules with a number of organizations.The charts and information presented in this section will assist CTS students and teachers in understanding the potential application of CTS modules as students move into the workplace.

TABLE OF CONTENTS

LINKAGES With Other CTS Strands H.3 With Other Secondary Programs H.4 With Practical Arts Courses H.4

TRANSITIONS To the Workplace H.4 To Related Post-secondary Programs H.4

CREDENTIALLING H.5

Charts: Agriculture: Connections with Other CTS Strands H.6 Agriculture in Junior High H.7 Agriculture in Senior High H.8 Agriculture: Connections Across the Curriculum H.9 Agriculture: Correlation with Practical Arts Courses: Agriculture: Land and Life 7, 8 and 9 H.10 Horticulture 12, 22 and 32 H.13 Agriculture: Related Occupations H.15 Agriculture: Summary of Related Post-secondary Programs H.17 Credential ling Opportunities in Agriculture H.18

Linkages/Transitions CTS, Agriculture /11.1 ©Alberta Education, Alberta, Canada 453 (1997) LINKAGES/TRANSITIONS

LINKAGES Strand Themes and/or Modules Construction Modules within the "Building With Other CTS Strands Technologies Systems" theme have a range of applications in the design/construction The Agriculture strand provides opportunities for of structures used within the students to develop competencies in one or more agriculture and horticulture industry. sectors of the agriculture industry, including: Design Studies Design principles and processes have a range of applications in the design/ plant and/or animal production assembly of floral arrangements and agrifoods marketing displays. agribusiness Fabrication Modules within the "Fabrication landscape and turf management Studies Processes" theme can be contextualized within specific animal husbandry and health care agriculture production and service floristry operations (e.g., welding of structures marketing and equipment). environmental management. Mechanics Modules within the "Propulsion Systems" and "Guidance and Control Each industry sector (and area of course emphasis) Systems" themes can be links with competencies that are developed in other contextualized within specific CTS strands.To facilitate and strengthen these agriculture/horticulture production and service operations (e.g., maintenance linkages, courses may be designed by combining of power driven machines). Agriculture modules with modules from other CTS strands (e.g., Construction Technologies, Design It is important to note that the project,practicum Studies,FabricationStudies,Foods,Forestry, and safety modules in Career Transitions may be Mechanics, Wildlife). combined with Agriculture modules to provide Linkages of particular relevance to the design of opportunities for students to: CTS courses in Agriculture include: acquire safety competencies and credentials complete a plant/animal production venture or Strand Themes and/or Modules landscape service Career Project modules provide enhance specific production, processing or Transitions opportunities for learning beyond the marketing skills expectations of given Agriculture expand upon a topic in a module or theme. modules. Practicum modules enable students to work toward obtaining credentials recognized in the work- Additional information regarding connections with place /community. Safety modules other CTS strands is provided in this section (see provide opportunities to address safety "Connections with Other CTS Strands"). skills relevant to specific sectors of an agriculture or horticulture industry. Sample courses in Agriculture that include modules Community Modules within the "Injury from other CTS strands are also provided in this Health Prevention" theme link with a range of section (see "Agriculture in Junior High" and workplace competencies developed within the Agriculture strand. "Agriculture in Senior High").

Linkages/Transitions CTS, Agriculture /H.3 ©Alberta Education, Alberta, Canada 454 (1997) With Other Secondary Programs section (see "Agriculture: Connections Across the Curriculum"). The Agriculture strand has many links with other core and complementary subject areas across the With Practical Arts Courses curriculum. For example, many of the modules in Agriculture link with the junior and senior high Modules in the Agriculture strand replace existing science programs, and provide opportunities for content in the Junior High Agriculture: Land and students to extend and apply related knowledge Life, and Horticulture 12, 22 and 32 programs. A and skills in practical ways. detailed correlation of the Agriculture strand to these practical arts courses can be found in this Core and complementarycourselinkagesof section(see"Agriculture: Correlationswith particular relevance to CTS courses in Agriculture Practical Arts Courses:Agriculture: Land and include: Life 7, 8 and 9 and "Agriculture:Correlations with Practical Arts Courses:Horticulture 12, 22 and 32"). Course/ Linkage/Connection Program Area

Language Arts Application of the research process; TRANSITIONS development of reporting and oral/ multimedia presentation skills To the Workplace within a range of agriculture/ horticulture contexts. Intermediate and advanced modules are designed Mathematics Application of measurement (e.g., to develop knowledge, skills and attitudes that length, area volume), ratio, fractions provide transitions to occupations in Alberta's and percent within a range of agricultureindustries. Some careersectors industry contexts (e.g., ration welcome individuals who have basic skills and are formulation, application of fertilizer/ pesticides, costing of services). prepared to learn through further training from the employer. Science Use of observation and experimen- tation; knowledge and theory of Informationfrom theNationalOccupational relevant topics in biology, Classification (NOC) regarding occupations in chemistry, physics and earth science; analysis of relationships agriculture-related areas that can be accessed upon among science, technology, society completion of high school is provided in this and the environment. section (see "Agriculture: Related Occupations").

Social Studies Knowledge of the impact of social, To Related Post-secondary Programs economic and environmental perspectives on agriculture; issue analysis, negotiation, debate, and Advanced level modules will assist students to environmental citizenship within a make plans regarding further studies in agriculture range of industry contexts. atpost-secondarylevels. TheAgriculture modules provide desirable background and skills CALM Awareness of career opportunities and trends; career research and for entry into related programs at public and preparation. private colleges, technical institutes, universities and vocational collages in Alberta.

Additionalinformationregardingconnections A summary of agriculture- and horticulture-related between Agriculture modules and other core and programscurrentlyofferedatpost-secondary complementary subject areas is provided in this institutions in Alberta is provided in this section

H.4/ Agriculture, CTS Linkages/Transitions (1997) 455 ©Alberta Education, Alberta, Canada (see "Agriculture: Summary of Related Post- CREDENTIALLING Secondary Programs"). Students may earn partial or complete credentials A number of articulation agreements have been recognizedintheworkplaceand/orpost- established with post-secondary institutionsin secondary institutions by demonstrating specified Alberta. These agreements provide preferred competencies within the CTS curriculum.The entrance and/or advanced standing/credit for CTS Agriculture strand, in conjunction with modules studentswhohavesuccessfullycompleted from the Career Transitionsstrand,provides designated modules. A current summary of opportunities for students to develop articulation agreements in place that involve CTS competenciesthatlinkwithanumberof modules is available through Alberta Education's credentialling programs. web siteat. For further information regarding particular Of particular significance are credentials available articulation agreements,contactthe post- through: secondary institution and/or review its respective calendar. First Aid certificate courses the Alberta Green Certificate Farm Training CTS courses in Agriculture may also link with one Program or more of Alberta's Apprenticeship Training Flowers Canada Accreditation programs Programs (e.g., Landscape Gardener, Agriculture PesticideApplicator/Dispenser certificate Mechanic).Students who are employed as an courses. apprentice in one of these trade areas and have successfully completed designated CTS modules Teachers may wish to explore opportunities for may qualify, upon the recommendation of their linking courses in Agriculture with these and/or employer, for a portion of the in-school training other credentialling programs. A partial list of component. A summary of articulation agreements credentiallingopportunitiesrelevanttoCTS establishedforspecificapprenticeshiptrades courses in Agriculture is provided in this section (including a correlationto CTS modules)is (see "Credential ling Opportunities in available through Alberta Education's web site. Agriculture"). Furtherinformationregardingapprenticeship linkages can be obtained by contacting Alberta Further information regarding these and other Advanced Education and Career Development, credentiallingopportunitiesavailableto CTS Apprenticeship and Industry Training Division. students is provided in the Career & Technology Studies Manual for Administrators, Counsellors and Teachers(see Appendix 14: Credential ling Opportunitiesin CTS), and also on Alberta Education's web site at .

Linkages/Transitions 4 5 6 CTS, Agriculture /H.5 ©Alberta Education, Alberta, Canada (1997) LINKAGES Agriculture: Connections with Other CTS Strands

Other CTS Strands

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g O 1 g 1 .1.) 8 tC g''5 2. c 13 .9 4° .5.4 .g 5 ;-. Agriculture Modules uuuuu ,..1 irl 6=4 LL4 i.L. ,L.,tr. 6,.. Ei..) .2. .4.4 E-, Theme: Social and Cultural Perspectives AGR1010: Agriculture: The Big Picture

AGR2020: Animal Husbandry/Welfare == -- A G R3010: Issues in Agriculture H Theme: Technology and Applications = AGR1030: Production Basics .... AGR1060: Consumer Products & Services _- AGR1070: Basic Landscape/Turf Care '=-_--- im---- AGR1080: Basic Floral Design = = AGR1090: Market Fundamentals -= _ _.-..= = M .._-=--- ==.-1 AGR1100: Agriculture Technology -- AGR2030: Field Crops 1 =i e=.= lir AGR2040: Livestock/Poultry 1 = S----- AGR2050: Agrifoods 1 ---. IIII ... AGR2060: Landscape/Turf Management 1 ---.. .M----- AGR2070: Equine 1 =....- = =_I= AGR2080: Floral Design 1 -=-_-- -=_ AGR2090: Marketing 1 _-...= --= _ -:_ AGR2100: Protected Structures = -=- AGR2140: Nursery/Greenhouse Crops 1 = AGR3030: Field Crops 2 .- = Iwo- --- II AGR3040: Livestock/Poultry 2 -=-_ == -,-=----- _= AGR3050: Agrifoods 2 = _-- =_ _ NEM _ AGR3060: Landscape/Turf Management 2 =_- __=---- =-.-__ 1...1 = AGR3070: Equine 2 =. _ ==. Im_ = _ AGR3080: Floral Design 2 = _ _ ---/ =-.-._ AGR3090: Marketing 2 _=_- =-=_ = .=. AGR3100: Biotechnology == :_ ..1 = AGR3140: Nursery/Greenhouse Crops 2 _ =_- = IM --7-- Theme: Management and Conservation AGR1110: Resource Management =.--_=_-=-_ =-._ -- AGR2120: Soils Management I \--- 1=-= AGR213: Integrated Pest Management = AGR3110: Water Management _=_- === AGR3120: Soils Management 2 =_ =-__ AGR3130: Sustainable Agriculture Systems ___....=_-=

Provides many direct links with competencies in this strand. Students will reinforce, extend and apply a substantial number of knowledge and/or skill components in practical situations.

Provides some links with competencies developed in this strand, usually through the application of related technologies and/or processes.

457 H.6/ Agriculture, CTS Linkages/Transitions (1997) ©Alberta Education, Alberta, Canada LINKAGES Agriculture in Junior High

Agriculture Foods Mechanics Wildlife Course Emphasis Modules Modules Modules Modules

Environmental Agriculture: Taking Management The Big Picture Responsibility AGRI010 WLDI050 (3 modules) Resource Management AGRII 10

Landscape/Turf Care Agriculture: Engine (4 modules) The Big Picture Fundamentals AGRI010 MECI040

Basic Landscape/ Turf Care AGRI070

Agriculture Technology AGRI 100

Agrifoods (5 modules) Agriculture: Food The Big Picture Basics AGRI010 FOD1010

Consumer Products Canadian & Services Heritage Foods AGR/060 FODI060

Agriculture Technology AGRI100

Field Crop Agriculture: Engine Production The Big Picture Fundamentals AGRI010 MECI040 (6 modules) Production Mechanical Basics Systems AGR/o3o MEC1130

Market Fundamentals AGR1090

Agriculture Technology AGRI100

Linkages/Transitions CTS, Agriculture /H.7 ©Alberta Education, Alberta, Canada (1997) 458 LINKAGES Agriculture in Senior High

Agriculture Enterprise & Design Studies Career Transitions Course Emphasis Modules Innovation Modules Modules Modules Introductory Production Challenge & Project lA Horticulture Basics Opportunity (5 credits) AGRI 030 EIVT1010 CTRI I 10 Prerequisite: Basic Landscape/ Turf Care None AGRI 070

Nursery/Greenhouse Crops 1 AGR2 140

Intermediate Nursery/Greenhouse Planning a Project 2A Horticulture Crops 1 Venture (5 credits) AGR2I40 EIVTI 020 CTR2I10 Prerequisite: Landscape/Turf Management 1 Introductory AGR2060 Horticulture Soils Management 1 AGR2no

Advanced Protected Implementing the Project 3A Horticulture Structures Venture (5 credits) AGR2I00 ENT2040 CTR3 110 Prerequisites: Landscape/Turf Management 2 Intermediate AGR3060 Horticulture Soils Management 2 AGR3 120

Beginning Floral Basic Floral 3D Design Project 2A Design and Design Fundamentals Plantscape AGRI080 DESI040 CTR2110 (3 credits) Prerequisite: None

Advanced Floral Floral 3D Design Project 3A Design and Design 1 Studio 1 Plantscape AGR2080 DES3040 CTR3 I 10 (4 credits) Floral Prerequisite: Design 2 Beginning AGR3080 Floristry and Plantscape

H.8/ Agriculture, CTS Linkages/Transitions (1997) 459 ©Alberta Education, Alberta, Canada LINKAGES Agriculture: Connections Across the Curriculum

Across the Curriculum

Junior High Senior High

C C o 0 G.) 60 03 II 1.". g u ..). ill ,,, r, n = .. E bo 2 cti E .) **3 "a '''= cn E .1) , , . -a t cli = - 'I.' L' < r. -a 1, ° bl, I 2 2 < 74 c nb° *5* .4r.. g 5 0 >-. a 8 . ,,, c ,,,, 0, < .5 5 8 Agriculture Modules ...1 cn cil X §. tr. t.Ll ,2 c`,1 ii5 0 a.u a. ra. cr, cn Theme: Social and Cultural Perspectives _..-- AGR1010: Agriculture: The Big Picture AGR2020: Animal Husbandry/Welfare == AGR3010: Issues in Agriculture Theme: Technology and Applications AGR1030: Production Basics AGR1060: Consumer Products & Services AGR1070: Basic Landscape/Turf Care =___-- AGR1080: Basic Floral Design = ==-. .- = AGR1090: Market Fundamentals AGR1100: Agriculture Technology AGR2030: Field Crops 1 _ AGR2040: Livestock/Poultry 1 = AGR2050: Agrifoods 1 =---=1- / _= = AGR2060: Landscape/Turf Management 1 _= __. AGR2070: Equine 1 =_.-- AGR2080: Floral Design 1 =--=_ AGR2090: Marketing 1 = =_- AGR2100: Protected Structures AGR2140: Nursery/Greenhouse Crops 1 = _=_- = AGR3030: Field Crops 2 AGR3040: Livestock/Poultry 2 =____ AGR3050: Agrifoods 2 _ --= AGR3060: Landscape/Turf Management 2 las= _ AGR3070: Equine 2 AGR3080: Floral Design 2 _= _I =.-.. AGR3090: Marketing 2 ., AGR3100: Biotechnology AGR3140: Nursery/Greenhouse Crops 2 -=- =---- Theme: Management and Conservation __ =_-...... AGR1110: Resource Management __==__ AGR2120: Soils Management 1 = ====_-_ AGR2130: Integrated Pest Management = AGR3110: Water Management ___ AGR3120: Soils Management 2 _= _ ==.-__ AGR3130: Sustainable Agriculture Systems ___=-=

Provides many direct links with course content. Students will reinforce, extend and apply a substantial number of knowledge and/or skill components in practical contexts.

Provides some links with course content, usually through the application of related technologies and/or processes.

BEST COPY AVAILABLE Linkages/Transitions CTS, Agriculture /H.9 ©Alberta Education, Alberta, Canada 460 (1997) LINKAGES Agriculture: Correlations with Practical Arts Courses: * Agriculture: Land and Life, 7, 8 and 9

Modules: CTS Agriculture

c,) 4) 2 C.) a 4) C.) (1) . tai 0,,t CO 4) CV 1 -20 o o CD ..= = ,..,0 .--1) Z OA 4) (1) =cs t E E co E_, c 4) ai oa ft -c E OA ci OD hi c CI cd 1... Z = ga., .5, 4.) 4:1 -0 .a" 1 o g 4:41 al 5 o E .- o 41..,) = = '8 = L.2 . 8 0 c. ..s, 0 .. 0 .E 2, E E te), 7: .F0 :71'4 < 8' 4 < a 4 r2 < ',2 Themes/Topics: Agriculture - Land & Life 10101030106010901100111020502100212030503120 Survey: What is Agriculture? diversity of agriculture x steps in production, processing and marketing x x x agriculture careers x x x x agriculture as both producer and consumer x historical trends x _ local, national and international food production x x transportation and trade of food products x x factors that support and inhibit food production x x - global issues in food production x YEAR ONE Theme 1: Production, Processing and Marketing - Emphasis on Consumer consumption; consumer needs and preferences x classifying products x steps in processing and packaging x approaches to marketing x farm production x transportation and storage x x career specializations x x x x local, provincial and national production x x Theme 2: Technology and Research Mechanics tasks performed in agriculture production x x manual and mechanical approaches to production x x power sources x technology as a means of problem solving x efficiency of technologies x x x safe use of technologies x x x effectiveness of technologies x x x drawing, designing and constructing technologies x Theme 3: Resource Management - Water water requirements x x water resources x landforms and water supply x strategies for water management x water rights x water issues x trade-offs in water uses x conservation ethic x x careers in water management x x x x

* September 1997: All practical arts courses replaced by Career and Technology Studies.

H.10/ Agriculture, CTS 46i Linkages/Transitions (1997) ©Alberta Education, Alberta, Canada LINKAGES Agriculture:Correlation with Practical Arts Courses: * Agriculture: Land and Life 7, 8 and 9 (continued) Modules: CTS Agriculture

uN E t CI) N oz 03 4 0 a) .-. V) ,. (NI ....+'4 Ca5 -6 E 4.) ..... 0:1 V) U = = 4) I. = .5 4.) .9 = 4.1 ..= 41) 4.) 4) u ct al E r= o cv, g = o *0 cs4 b0 ili = cd MI e = u -0 -o P:t 4:1 cl E ,... o I), -6' =11 0 t.') -5 O u O ,, ) 1 . a, t a 'c5 a &) a 4 a uS Themes/Topics: Agriculture - Land & Life 10101030106010901100111020502100212030503120 YEAR TWO Theme 1: Production, Processing and Marketing - Emphasis on Nutrition nutrient composition of foods x x consumer needs and preferences x identifying and classifying products x processing and packaging x farm production operations x breed development x transportation and storage x x local, national and international production x x Theme 2: Technology and Research - Planning, Monitoring and Managing natural, artificial and micro environments x plant growth and plant health x soil moisture and humidity x plant propagation x pest and disease management x controlled growing environments x optimum conditions for plant growth _x Theme 3: Resource Management - Soil soil functions and characteristics x x soil types x x soil development x nutrient cycles x soil degradation x soil management x organic and inorganic nutrients x global issues in soil management x careers in soil management x x x x YEAR THREE Theme 1: Production, Processing and Marketing - Emphasis on Energy range of food crops x consumption; consumer needs and preferences x identifying and classifying products x processing, packaging and merchandising x x farm production operations x transportation and storage x x inherent and invested energy x food pyramid x local, national and international production x x *September 1997: All practical arts courses replaced by Career and Techno ogy Studies.

Linkages/Transitions CTS, Agriculture /H.11 ©Alberta Education, Alberta, Canada 462 (1997) LINKAGES Agriculture:Correlation with Practical Arts Courses:* Agriculture: Land and Life 7, 8 and 9 (continued)

Modules: CTS Agriculture

cn 6) C) ..-1, 7- U >, at to t co 0? .2 N i o a) .., t; a C C) w = C) .c., = 01) .0 7) 7 6) -o c.) co r) al o 'it) g g o) 0) gci rt -c:, El') g to OA 6) C C, CN1 0 = e cd ,,, 0 LL, 3 0 4:1 -o g -; c.) 0 .2-3 ACC 0 tA 0 0 ,., 0 U 8 C.) 0 7 7 ,.., .-. 17 .ai 2 E 0) ..-. tr, ti) 1 a a (t U a () a ,:, a 'O Themes/Topics: Agriculture - Land & Life 10101030106010901100111020502100212030503120 Theme 2:Technology and Research - Biotechnology breeds and varieties x x genetic characteristics x x principles of animal breeding x x artificial insemination and embryo transplants x x growth supplements and food additives x x hormones x x biotechnology x x Theme 3: Resource Management - Land Use classifying land uses x identifying land use issues x x evaluating alternative land uses x historical changes in land use x sustained yield and stewardship x interpreting/drawing land use plans x setting goals in land use x x careers in land use planning x x x x

*September 1997: All practical arts course replaced by Career and Technology Studies.

463 H.12/ Agriculture, CTS Linkages/Transitions (1997) ©Alberta Education, Alberta, Canada LINKAGES Agriculture:Correlation with Practical Arts Courses:* Agriculture: Land and Life 7, 8 and 9 (continued) Modules: CTS Agriculture

N 0g -a' 'a' , >. , ca. N 4-. t::, rn 1 acl to 1 0 CJ W ri G _ i' N 8 ..a 4,, I B' ,15 E t) .0 0 'L) .., g .8 ti a . (.1 u E 00 ..o '. tz c td, a) < 7, -gp u .g a" c`(3 *c 2 n 2 . P° ^* (,) ga .",.0 0 N . P9 2 g 0 ,E x (.7, ,s, ca. 6 r 1:1 g "tg --, 8 ,I a . 6 c zt g ..E. i4 74 ,s8 2c' .g 1; 2 74 6 8 5 22 2 t E 6 ,-. -6 1,71' ti :-.-, ...9 -6 a2 '6 .6 7-:, l,...> 7; ,,, a ',3 1-t. g

Topics: Horticulture 12, 22, 32 2020 2140 2050 2060 2080 2090 2100 2120 2130 3010 3030 3050 3060 3080 3110 3120 3130 HORTICULTURE 12 landscaping x x indoor plants x x soils and fertilizers x x x x x x food production x x x botany and biology x x x x x greenhouses x x x pruning x x floral design x x x HORTICULTURE 22A food and ornamental plants x x x x greenhouses x x x greenhouse systems x safety x x x x x x x soils in greenhouse x x x x x practical project x x x x x x x x HORTICULTURE 22B ground maintenance x x x x x x x scheduling and planning ground care x x activities site preparation x x planting trees, shrubs, lawns, annuals x x x and perennials general maintenance of landscaped areas x x x x x x x use of equipment and tools x x x

landscape construction and maintenance x x x x x x x HORTICULTURE 22C history of park and garden development x reasons for landscaping x commercial and residential design x x preparation of a landscape plan x x cost estimating x x x x using annual and perennial flowers x x use of indoor plants x x design work using flowers and plants x x *September 1997: All practical arts courses replaced by Career and Technology Studies.

Linkages/Transitions CTS, Agriculture /H.13 ©Alberta Education, Alberta, Canada 484 (1997) LINKAGES Agriculture: Correlations with Practical Arts Courses: * Horticulture 12, 22 and 32

Modules: CTS Agriculture

N 5 .a. v v s (,) c.) A8. e), S'). ,,, 00 ca. own ,..-6 6 on g Z 0 CO O rsi i 6 7.. h) 0 .a. 8 0 'a' 0 2 -g ° ' , } o g 1 c.) .... u o ''' N= & E t :.2, -E, p., ,:Q E u z' *c CO _ a. __.to = . 5=9 .CO N eV 0 g .68 .... LI

0 ,... E R a .,;; 74 1) 8 . tl) L '.- § *F, 0 z 1,), 0 ,r, t, 0 t 1,71 g z<3 m & ,s' 44 ti: a .1 m 3 (7, (7, u Topics: Horticulture 12, 22, 32 2020 2140 2050 2060 2080 2090 2100 2120 2130 3010 3030 3050 3060 3080 3110 3120 3130 HORTICULTURE 32A nursery site selection x x identification of woody ornamentals x x x x propagation of woody ornamentals and x x x x greenhouse crops nursery development x x marketing procedures x scheduling of crops x x greenhouse cost accounting x practical project x x x x x x x x HORTICULTURE 32B biological aspects of horticulture x x x x x horticulture crops x x x x

ecological aspects of organic gardening x x x x ecological aspects of parks and other x x x x x landscapes HORTICULTURE 32C landscape construction x pesticide application x x x x x business management x x x work study x x x x x x x

*September 1997: All practical arts courses replaced by Career and Technology Studies.

465

H.14/ Agriculture, CTS Linkages/Transitions (1997) ©Alberta Education, Alberta, Canada TRANSITIONS Agriculture: Related Occupations

Information for thischart was obtained from the National Occupational Classification (NOC) descriptions.

Educational Requirements: D: High School Education B: College or Vocational Education C: Apprenticeship A: University

STRAND-RELATED OCCUPATIONS EDUCATION REQUIREMENTS Occupation Profile NOC# D C B A Agricultural and Fish Products Inspectors 2222 Agricultural and Related Service Contractors and 8252 Managers Agricultural Commodity Inspector 2222 Agricultural Engineer 2148 Agricultural Engineering Technologist 2221/223 Agricultural Mechanic/Farm Equipment Mechanic 7312 Agricultural Products Processing Occupations 9461 Agricultural Representatives, Consultants and 2123 Specialists Animal Care Attendant 6483 Animal Health Technologist 3213 Artificial Insemination Technologist 8252 Aquaculture and Marine Harvest Labourers 8611 Aquaculture Operators and Managers 8257 Beekeeper 8251 Biochemist 2112 Biological Technician 2221 Biologist and Related Scientists 2121 Botanist 2121 Dairy Producer 8251 District Agriculturist 2123 Environmental Auditor 2263 Environmental Education Specialist 4169 Environmental Engineer 2131/2148 Farm Supervisors and Specialized Livestock 8253 Workers Farm Worker 8431 Farmers and Farm Managers 8251 Farrier 7383 Feed Mill Worker (Production) 9461 Florist (Floral Designer) 6421 ...continued

Linkages/Transitions CTS, Agriculture /H.15 ©Alberta Education, Alberta, Canada (1997) 488 TRANSITIONS Agriculture: Related Occupations (continued)

STRAND -RELATED OCCUPATIONS EDUCATION REQUIREMENTS Occupation Profile NOC# D C B A Grain and Forage Crop Producers 8251 Grain Elevator Manager 6234 Grain Elevator Operator 6234 Greenhouse/Nursery Operator 8254/8256 Harvesting Labourer 8611 Hazardous Waste Management Technician 2263 Hydrologist 2113 Inspectors in Public and Environmental Health and 2263 Occupational Health & Safety Land Surveyor 2154 Landscape and Horticulture Technicians and 2225 Specialists Landscape Architect 2152 Landscape Architectural Technologist 2225 Landscape Gardener 2225 Landscaping and Grounds Maintenance Contractors 8255 and Manager Landscaping and Grounds Maintenance Labourers 8612 Livestock Producer 8251 Manufacturing Manager 0911 Market Gardener 8251 Other Labourers in Processing, Manufacturing and 9619 Utilities Other Professional Engineer 2148 Other Professional Occupations in Physical 2115 Sciences Pet Groomer and Animal Care Worker 6483 Pest Control Operator/Exterminator 7444 Pollution Control Technical 2211 Primary Production Managers 0811 Supervisors, Food, Beverage 6212 Supervisors, Landscape and Horticulture 8256 Testers and Graders, Food and Beverage Processing 9465 Turfgrass Management Specialist 2225 Veterinarian 3114

4

H.16/ Agriculture, CTS Linkages/Transitions (1997) ©Alberta Education, Alberta, Canada likT SITIONS Agriculture: Summary of Related Post-secon ray Programs PUBLIC COLLEGES COLLEGESPRIVATE TECH.asINST. UNIVERST I IES VOCATIONALCOLLEGES as 0 OA 0 0 .0 U E-4 280 V '2 0 to 0 Agricultural Business/Management CD D 0 D CD sa-o 00D a.Wz 2 B CBM Animalspecializations)AgricultureAgricultural Health (degree Production/Technology Technology program with various D It CD It It D It It It it D D PhDBM It FarrierTrainer'sEquineBeekeeper ScienceStudies/Westem Assistant Technician (Apiarist) and English C D CD C TurfgrassGardeningHorticulture Management / Landscape Technology Design / CD 2t CDD 2t 4y 2t B2t 2t D 2t 2t 3t C Pre-Veterinary Medicine CODES: it MB it Master'sBachelor's Degree DegreeIt 2t it VD It VariesDiploma (2 years) mw monthsweeks Information taken from "It's About Time: To Start Thinking About Your Future," Advanced Education and Career Development, 1995. CPh.D. CertificateDoctoral Degree (1 year or less) 2tIt Two-yearOne-year transfertransfer y years (114g©AlbertaLinkages/Transitions Education, Alberta, Canada CTS, Agriculture /H.17 469 (1997) CREDENTIALLING Credentialling Opportunities in Agriculture The following credentialling opportunities link with modules in the Agriculture strand. Further information (including current contacts) for these and other credentialling opportunities available to CTS students is available through Alberta Education's web site at .

Credential/ Training/ Related CTS Certificate Credential ling Strands/Modules Program Description Agency

Farmer Pesticide Extension Services, AGR2030: Field Crops 1 An industry-based credentialling Certificate Olds College AGR3030: Field Crops 2 program that leads to certification by Olds College in the safe use of CTR3040-3080: Practicum pesticides. Develops knowledge of Modules poisoning and first aid, safe handling procedures, environmental safety, legislation and food safety, application and equipment calibration. The course and examination are administered by Olds College.

Flowers Canada Flowers Canada, AGR1080: Basic Floral Design An industry -based credentialling Accreditation: The Association of AGR2080: Floral Design 1 program that leads to certification by Basic Florist Skills the Canadian Floral AGR3080: Floral Design 2 Flowers Canada as Canadian Floral Design Level I Industry Accredited Floral Designer, Canadian CTR3040-3080: Practicum Floral Design Level IF Accredited Floral Manager and/or Modules Canadian Accredited Master Florist. Floral Management Develops introductory through Level I advanced competencies in floral Floral Management design and management. Certification Level II requires successful completion of both a written and practical examination administered by Flowers Canada.

Green Certificate Farm Alberta Agriculture, AGR2020: Animal Husbandry/ An industry-based "apprenticeship- Training: Food & Rural Welfare style" training program that develops Beef Production Development AGR2030: Field Crops 1 practical competencies in Dairy Production AGR2040: Livestock/Poultry 1 livestock/crop production at technical, Crop Production AGR2130: Integrated Pest supervisory and managerial levels. Involves establishing a partnership Irrigated Crop Management between student, school, industry Production AGR3030: Field Crops 2 coach and Alberta Agriculture, Food Sheep Production AGR3040: Livestock/Poultry 2 and Rural Development. Practical Swine Production CTR3040-3080: Practicum competencies are assessed by Green Modules Certificate personnel.

Pesticide Applicator Contact Alberta AGR2030: Field Crops 1 A provincial credentialling program Certificate: Environmental AGR2060: Landscape/Turf administered by Alberta Agriculture Protection for Management 1 Environmental Protection that leads to Landscape information AGR2140: Nursery/Greenhouse a certificate in pesticide application. Industrial regarding approved Crops 1 Develops knowledge and skills training/ AGR3030: Field Crops 2 relevant to practical aspects of credentialling AGR3060: Landscape/Turf pesticide application, including weed agencies Management 2 identification, pest identification and AGR3140: Nursery/Greenhouse equipment calibration. Independent Crops 2 study materials that align with the provincial certification examination CTR3040-3080: Practicum are available. Modules

H.18/ Agriculture, CTS 470 Linkages/Transitions (1997) ©Alberta Education, Alberta, Canada BEST COPY AI/AMBLE AGRICULTURE SECTION I: LEARNING RESOURCE GUIDE

This section of the GSI has been designed to provide a list of resources that support student learning. Three types of resources are identified: Authorized: Resources authorized by Alberta Education for CTS curriculum; these resources are categorized as basic, support, or teaching Other: Titles provided as a service to assist local jurisdictions to identify resources that contain potentially useful ideas for teachers.Alberta Education has done a preliminary review of these resources, but further review will be necessary prior to use in school jurisdictions Additional: A list of local, provincial and national sources of information available to teachers, including the community,government,industry,andprofessional agencies and organizations.

The information contained in this Guide, although as complete and accurate as possible as of June 1997, is time-sensitive.

For the most up-to-date information on learning resources and newer editions/versions, consult the LRDC Buyers Guide and/or the agencies listed in the Distributor Directory at the end of this section.

CTS is on the Internet. Internet Address: http://ednet.edc.gov.ab.ca

Learning Resource Guide CTS, Agriculture /1.1 ©Alberta Education, Alberta, Canada 471 (1997) TABLE OF CONTENTS

INTRODUCTION 1.5 CTS and the Resource-based Classroom 1.5 Purpose and Organization of this Document 1.5 How to Order 1.6 Resource Policy 1.6

AUTHORIZED RESOURCES 1.7 Basic Learning Resources 1.7 Support Learning Resources I.10 Teaching Resources 1.15 Agriculture Resources (Correlation Charts) 1.17

OTHER RESOURCES I 23

ADDITIONAL SOURCES 1.31

DISTRIBUTOR DIRECTORY 1.45

472 Learning Resource Guide CTS, Agriculture /1.3 ©Alberta Education, Alberta, Canada (1997) INTRODUCTION

CTS AND THE RESOURCE-BASED CLASSROOM

Career and Technology Studies (CTS) encourages teachers to establish a resource-based classroom, where a variety of appropriate, up-to-date print and nonprint resources are available. Learning resources identified for CTS strands include print, software, video and CD-ROM formats. Also of significance and identified as appropriate throughout each strand are sources of information available through the Internet.

The resource-based classroom approach accommodates a variety of instructional strategies and teaching styles, and supports individual or small group planning.It provides students with opportunities to interact with a wide range of information sources in a variety of learning situations. Students in CTS are encouraged to take an active role in managing their own learning. Ready access to a strong resource base enables students to learn to screen and use information appropriately, to solve problems, to meet specific classroom and learning needs, and to develop competency in reading, writing, speaking, listening and viewing.

PURPOSE AND ORGANIZATION OF THIS DOCUMENT

The purpose of this document is to help teachers identify a variety of resources to meet their needs and those of the students taking the new CTS curriculum.It is hoped that this practical guide to resources will help teachers develop a useful, accessible resource centre that will encourage students to become independent, creative thinkers.

This document is organized as follows:

Authorized Resources: basic learning resources support learning resources teaching resources Other Resources Additional Sources. Distributor Directory.

Some resources in the guide have been authorized for use in some or all of the CTS strands, e.g., the Career and Technology Studies video series produced by ACCESS: The Education Station.Further information is provided in relevant sections of this resource guide.

Each resource in the guide provides bibliographic information, an annotation where appropriate, and a module correlation to the CTS modules. The distributor code for each entry will facilitate ordering resources.It is recommended that teachers preview all resources before purchasing, or purchase one copy for their reference and additional copies as required.

Distributor Resources Levels/Module No. 1 = Introductory Code 1 2 3 2 = Intermediate ACC Title Author 1010 20103010 3 = Advanced Distributor Bibliographic Information Indicates module Code - see number Distributor Annotation Directory

Learning Resource Guide CTS, Agriculture /1.5 ©Alberta Education, Alberta, Canada 473 (1997) HOW TO ORDER

Most authorized resources are available from the Learning Resources Distributing Centre (LRDC) at:

12360142 Street Edmonton, AB T5L 4X9 Telephone: 403-427-5775 (outside of Edmonton dial 310-0000 to be connected toll free) Fax: 403-422-9750 Internet: http: / /ednet.edc.gov.ab.ca/lydc

Please check LRDC for availability of videos.

RESOURCE POLICY

Alberta Education withdraws learning and teaching resources from the provincial list of approved materials for a variety of reasons; e.g., the resource is out of print; a new edition has been published; the program has been revised. Under section 44 (2) of the School Act, school boards may approve materials for their schools, including resources that are withdrawn from the provincial list. Many school boards have delegated this power to approve resources to school staff or other board employees under section 45 (1) of the School Act.

For further information on resource policy and definitions, refer to the Student Learning Resources Policy and Teaching Resources Policy or contact:

Learning Resources Unit, Curriculum Standards Branch Alberta Education 5th Floor, Devonian Building, East Tower 11160 Jasper Avenue Edmonton, AB T5K OL2 Telephone: 403-422-4872 (outside of Edmonton dial 310-0000 to be connected toll free) Fax: 403-422-0576 Internet: http://ednet.edc.gov.ab.ca

Note: Owing to the frequent revisions of computer software and their specificity to particular computer systems, newer versions may not be included in this guide. However, schools may contact the LRDC directly at 403-427-5775 for assistance in purchasing computer software.

Trademark Notices: Microsoft, Access, Excel, FoxPro, Mail, MS-DOS, Office, PowerPoint, Project, Publisher, Visual Basic, Visual C++, Windows, Windows NT, Word, and Works are either registered trademarks or trademarks of Microsoft Corporation. Apple, Mac, Macintosh, and Power Macintosh are either registered trademarks or trademarks of Apple Computer, Inc. Other brand and product names are registered trademarks or trademarks of their respective holders.

474

1.6/ Agriculture, CTS Learning Resource Guide (1997) ©Alberta Education, Alberta, Canada AUTHORIZED RESOURCES

BASIC LEARNING RESOURCES

The following basic learning resources have been authorized by Alberta Education for use in the Agriculture curriculum. These resources address the majority of the learner expectations in one or more modules and/or levels. A curriculum correlation appears in the right-hand column.

Distributor Resources Levels/Module No. Code 1 2 3 LRDC Agriscience: Fundamentals & Applications. (2nd edition.) Elmer 1010 2020 3010 Cooper. Delmar Publishers. ITP Nelson Canada, 1996. 1030 to to This textbook integrates basic biological and technological concepts with 1060 2090 3080 principles of production agriculture. It carefully takes students through all 1090 2120 3100 major science areasfrom plant and animal sciences, to food science, to 1100 2130 to environmental technology. This second edition features the latest information 1110 3130 on integrated pest management, agribusiness, and natural resource management. Also available is a student lab manual and a variety of teacher support materials. Teachers please note that this resource has a very heavy U.S. emphasis.

LRDC Agriscience and Technology. L. DeVere Burton. Albany, NY: 1010 Delmar Publishers Inc., 1992. 1020 1030 This student textbook addresses the evolution of agriculture. It includes basic 1060 science, research and technological development used in agriculture. The text 1090 discusses technological advances from past to present, and research that may affect agriculture in the future. The textbook is divided into five sections, 1100 including Biotechnology, Technology: Food and Fibre, Energy and Power 1110 Technology, Computer Aided Management and Environmental Technology.

LRDC Commercial Greenhouse, The. James W. Boodley. Albany, NY: 2030 3030 Delmar Publishers Inc., 1981. 2100 This textbook focuses attention on the technical aspects of greenhouse facilities, the economics of the horticulture industry, growing media, environmental factors, greenhouse crops and the harvest handling and marketing of plants and flowers. The text includes information on occupations in floriculture. This is an American publication and does not provide references to Canada.

Learning Resource Guide CTS, Agriculture /I.7 ©Alberta Education, Alberta, Canada 475 (1997) Basic Learning Resources (continued)

Distributor Resources Levels/Module No.. Code 1 2 3 LRDC Ecosystems. D. Herridge and B. Chernin. Gage Educational 1020 2120 3010 Publishing, 1995. 1030 2130 3020 1100 3110 The 72 page student text provides an illustrated introduction to ecosystems, 1110 3120 and a more in-depth look at living and non-living factors and the roles they 3130 play in ecosystems. The text concludes with examples of human impacts on ecosystems and examines current issues from a variety of perspectives. The 500 page teacher's resource book provides teaching ideas that correlate to the student text, and suggestions regarding evaluation, supplementary resources and integrated projects. Black line masters reproducible for classroom use are provided.

LRDC Global Environment, The. Steven Sterling and Sue Lyle. 1110 2120 3010 Mississauga, ON: Copp Clark Pitman, 1991. 3110 3120 This text addresses a broad range of environmental issues within a global 3130 context. Issues are examined through a variety of stimulating activities, including case studies, discussion and role-playing.

LRDC Home Floral Design. Lansing, MI: The John Henry Company, 2080 3080 1991.

This student textbook addresses basic techniques used in the florist industry. Colourful illustrations, photographs and well-illustrated step-by-step instructions make the textbook easy to use by students and teachers. Soft cover format.

LRDC Landscaping Principles and Practices. Jack E. Ingels. Albany, 2060 3060 NY: Delmar Publishers Inc., 1992.

This student textbook provides an introductory overview of the landscaping industry. It includes basic principles of landscape design, methods of installation and maintenance, and strategies for beginning a landscaping business.

LRDC Science of Agriculture, The: A Biological Approach. R.V. Herren. 1010 2020 3030 Delmar Publishers. ITP Nelson Canada, 1997. 1030 2030 3040 1060 2040 3050 Presents an integrated science-based approach to teaching agriculture 1100 2050 3100 concepts. Encourages students to think critically and explore linkages 1110 3120 between disciplines. Addresses topics in plant and animal science, agricultural entomology, food and fibre technology, genetic engineering, 3130 aquaculture and environmental science. Provides opportunities for students to investigate career opportunities in agriculture. A lab manual, instructor's guide to accompany textbook, and instructor's guide to accompany lab manual are available.

476 1.8/ Agriculture, CTS Learning Resource Guide (1997) ©Alberta Education, Alberta, Canada Basic Learning Resources (continued)

Distributor Resources Levels/Module No. Code 1 2 3 LRDC Soils Investigations I. Ed Toews, Bill Souster, Doug Peters. Olds, 2120 AB: Land Sciences Centre, Olds College, 1993.

The student text addresses the history of soil development, soil forming factors, components of soil, classification, texture, structure, colour, pH and salinity. Each unit includes brief statements about the purpose for studying the unit, what the student should be able to do at the end of the unit, suggested activities, definition of technical terms, self-checks and answer keys.

LRDC Soils Investigations II. Ed Toews, Bill Souster, Doug Peters. Olds, 3120 AB: Land Sciences Centre, Olds College, 1993.

This student textbook addresses the nutrient requirements of plants, soil fertility, fertilizers, soil testing, the western grid survey system, soil capability and soil survey maps and reports. Each unit includes the purpose for studying the unit, what students should be able to do at the completion of a unit, suggested activities, definition of technical terms, self-checks and answer keys.

LRDC Step-By-Step: A Designer's Guide to Floral Design. The John 1080 2080 3080 Henry Company, 1994.

Provides step-by-step instructions in the basic methods and principles of floral design. Full colour photographs and illustrations stimulate creativity and ingenuity, yet provide practical guidelines for creating functional and stable designs. Includes chapters on floral retailing, flowers and supplies, design principles and colour, basic floral design techniques, specialty design and styling techniques, and product, source and design descriptions. Also includes a fresh flower identification chart. A useful resource for both the novice and experienced designer.

Learning Resource Guide CTS, Agriculture /1.9 ©Alberta Education, Alberta, Canada 477 (1997) SUPPORT LEARNING RESOURCES

The following support learning resources are authorized by Alberta Education to assist in addressing some of the learner expectations of a module or components of modules.

Distributor Resources Levels/Module No. Code 1 2 3 LRDC Agribusiness: An Entrepreneurial Approach. W.H. Hamilton et 1010 2090 3090 al. Delmar Publishers. IPT Nelson Canada, 1992. Text and 1030 Workbook. 1090 Provides knowledge and skills for developing business plans in agriculture. Addresses accounting, management (location, facilities, pricing), decision making strategies, customer development and taxes. Coverage is comprehensive, including start-up through management to sale of product. An instructor's guide to accompany textbook and instructor's guide to accompany workbook are available.

LRDC Annuals for the Prairies. E.W. Toop. Lone Pine Publishing, 1993. 1030 2030 3030

Describes more than 200 annual flowering plants, including information on how to grow, blooming periods and preferred uses. Includes colour photos and easy to understand text. Detailed cross-reference charts describing colour, height and disease susceptibility are also included in this comprehensive resource.

AGP Backyard Pest Management. Edmonton, AB: Alberta Agriculture, 2030 3030 Food and Rural Development, 1994. Booklet. 2060 3060 2130 This 83-page booklet provides basic information about the management of insects, weeds, plant diseases and vertebrate pests commonly found in the homeowner's backyard. The information is intended to help individuals select non-chemical and chemical approaches to solving pest problems. The booklet provides answers to over 150 common pest problems, discusses alternatives to pesticides and develops strategies for the safe use of pesticides.

ACC Career and Technology Studies: Key Concepts. Edmonton, AB: all all all ACCESS: The Education Station. A series of videos and utilization guides relevant to all CTS strands. The series consists of: Anatomy of a Plan; Creativity; Electronic Communication; The Ethics Jungle; Go Figure; Innovation; Making Ethical Decisions; Portfolios; Project Planning; Responsibility; and Technical Writing.

LRDC Displays. (Designer's Workbook Series.) The John Henry 1080 2080 3080 Company, 1993. Provides twenty well illustrated projects for working with dried materials. This "how-to" book stimulates creative design ideas and improves merchandising techniques. Each design idea is presented in full colour with complete design instructions.

47 I.10/ Agriculture, CTS Learning Resource Guide (1997) ©Alberta Education, Alberta, Canada Support Learning Resources (continued)

Distributor Resources Levels/Module No. Code 1 2 3 LRDC Dried Designs. (Designer's Workbook Series.) The John Henry 1080 2080 3080 Company, 1994. Provides display ideas and coordinated designs to recreate for nine seasons/special occasions. This "how to" book stimulates creative design ideas and improves merchandising techniques. Each display idea is presented in full colour with complete design instructions.

GGE From the Ground Up. (Revised edition.)Garry Ens., et al. 2050 3010 Winnipeg, MB: Green and Growing Educational Projects, 2090 3050 1994/1996. Video. 3090 3130 This 30-minute video focuses on issues of sustainable development in agriculture and food production. The video explores relationships between agricultural practices and the health of our society, environment and economy. The program encourages debate over food production and marketing practices, giving viewers an opportunity to consider their influence as consumers and citizens on the way food is produced. The video is supported with a teacher's guide giving lesson plans and student worksheets.

ACC If You Build It. Winnipeg, MB: Ducks Unlimited Canada, 1991. 1110 3010 Video (21 minutes). 3110 This Video discusses the importance of wetlands in maintaining the health of 3130 ecosystems. An overview of human factors involved in wetland restoration is provided.

ACC Life Cycle of Waterfowl. Winnipeg, MB: Ducks Unlimited 1110 3010 Canada, 1991. Video (24 minutes). 3110 3130 This Video discusses the importance of waterfowl as a natural resource, and the habitat features that make Alberta a primary area for waterfowl production. Provides a basic understanding of the life history and ecology of waterfowl. Patterns of duck migration routes are discussed.

LRDC Living Soil, The: A Renewable Resource. Sue Bland and Marilyn 1110 2120 3120 Lewry. Edmonton, AB: Weigl Education Publishers Limited, 1991.

Provides an introduction to soilwhere it comes from, what happens in soil, and why it is important. Part I explores what soil is and how it is formed. Part II examines what happens in soil. Part HI looks at the role of soil in the environment and the effects of human activities on soil. Includes case studies, activities, occupational profiles and a glossary.

Learning Resource Guide CTS, Agriculture /1.11 ©Alberta Education, Alberta, Canada (1997) 479 Support Learning Resources (continued)

Distributor Resources Levels/Module No. Code 1 2 3 LRDC Mine Gardens. (W5.) CTV/Magic Lantern Communications, 1100 2100 3010 1996. Video. 3100

One thousand feet beneath Manitoba's frozen prairie, W5 reporter Susan Ormiston reports on a Saskatoon-based bio-tech company that is growing roses, basil and fruit bearing bushes in a old mine shaft. A Saskatoon berry bush grows three times faster in the mine as in a greenhouse. Hudson Bay Mining in Flin Flon, Manitoba, wants to find out if old mine tunnels can become growing chambers. Prairie Plant Systems want to grow stress-free "super" parent plants and then clone them in their lab.

LRDC One Minute Readings: Issues in Science, Technology and Society. 3010 R.F. Brinckerhoff. Don Mills, ON: Addison-Wesley 3020 Publishing Company, 1992. 3130

This book contains readings and questions related to issues in science, technology and society. Applications of science are raising difficult questions and are creating some problems that cannot be answered. The book is intended to give students practice in making the kinds of decisions they will experience in life. Students need a knowledge of science to find the best possible answers. A teacher's manual is available.

LRDC Organic Field Crop Handbook. Dee Kramer, et al. Ottawa, ON: 2030 3030 Canadian Organic Growers Inc., 1992. Handbook. 2090 3090 3130 The book provides an introduction to organic fanning. The handbook is divided into three sections: Basic Principles of Organic Agriculture; Designing Crop Rotation; Step-by-step Guide to Field Crops. The purpose of the book is to provide information regarding sustainable agriculture practices.

LRDC Perennials for the Prairies. (Prairie Gardening Series.) E. Toop 1030 2030 3030 and S. Williams. University of Alberta. Lone Pine Publishing, 1060 2060 3060 1991.

Provides information regarding colour, height, suggested use and practical cultural instructions for approximately 200 perennials hardy in Alberta's climates. This reference also includes general information on propagating perennials, cultivating perennials, designing beds and borders, rooting care and hardy bulbs. A glossary of technical terms and reference chart that summarizes pertinent information about each species has also been provided.

4 0 1.12/ Agriculture, CTS Learning Resource Guide (1997) ©Alberta Education, Alberta, Canada Support Learning Resources (continued)

Distributor Resources Levels/Module No. Code 1 2 3 ACC Promise in the Land: Sustaining our Agriculture. D. Binder. 1100 3010 University of British Columbia. Filmest Associates 3100 Distribution Ltd., 1995. Video includes Teacher's Handbook. 3110 3130 This video (57 minutes) focuses on threats to sustaining a healthy agriculture industry, new practices which contribute to a more sustainable agriculture and the role of agriculture in enhancing the environmental, social and physical well-being of human populations. Practical and workable solutions as well as warnings and risks are presented. Concludes with a call to action for support of sustainable eco-agriculture strategies. Although based on British Columbia's agriculture industry, concepts are transferable to Alberta. Includes handbook for teachers.

LRDC Raising Poultry Successfully. Will Graves. Charlotte, VT: 2040 3040 Williamson Publishing Co., 1985.

The author provides practical advice on how to raise chickens, ducks and geese for meat and eggs. The book also addresses techniques for housing and care techniques for animals.

LRDC Science of Agriculture, The: A Biological Approach. R.V. Herren. Delmar Publishers. ITP Nelson Canada, 1997. Lab Manual.

See Basic Learning Resources for module correlation and annotation.

LRDC Soil Science & Management. (2nd edition.) Edward J. Plaster. 2030 3030 Albany, NY: Delmar Publishers Inc., 1992. 2120 3120 3130 This resource addresses the importance of soil, soil origin and development, physical properties of soil, soil water, water conservation, irrigation and drainage, organic matter, soil fertility, soil pH and salinity, plant nutrition, soil sampling and testing, fertilizers, organic amendments, tillage and cropping systems, horticulture uses of soils, soil classification and soil conservation.

This is an American publication and does not provide references to Canada.

LRDC University of Alberta Home Gardening Course. John Harapiak. 2030 3030 Edmonton, AB: University of Alberta, Faculty of Extension, 2060 3060 1986. 2130

This textbook provides an in-depth study of home gardening. The content, tables, graphs and maps apply to Alberta. It covers sub-topics under the headings of Garden Fundamentals, Landscaping, Vegetable and Fruit Production and Controlled Environments. Appropriate to the needs of high school students.

Learning Resource Guide CTS, Agriculture /1.13 ©Alberta Education, Alberta, Canada 431 (1997) Support Learning Resources (continued)

Distributor Resources Levels/Module No. Code 1 2 3 LRDC Water and Agriculture. Edmonton, AB: Alberta Environment, 1110 3010 1988. Resource Kit. 3110

This kit includes a Student Book, Teacher's Guide, Activity Master Sheets, Overhead Projector Masters and Masters for Posters. The resource establishes an understanding of how water affects and is affected by agricultural practices. The unit examines technological practices developed to manage water in times and places where inadequate or excessive supplies occur. Of particular relevance to junior high students.

DUCK Wetland Environments. Lloyd Pearce. Edmonton, AB: Ducks 1110 3010 Unlimited Canada, 1991. Kit. 3110 3130 This educational kit addresses the following topics: wetlands ecology, wetlands habitats, wetland and waterfowl, wetland conservation and wetland environmental issues. The central focus is on problem-oriented investigation involving research, experimental procedure and field experiences. The kit includes student materials, teacher notes and video resources.

LRDC Woody Ornamentals for the Prairies. (Revised edition.) H. 1030 2030 3030 Knowles. University of Alberta. Lone Pine Publishing, 1995. 1060 2060 3060 2130 Provides information on the selection of woody plants for use in landscapes. This reference includes sections on plant selection, planting and maintenance, woody plant problems and planting design. Includes an extensive section on plant descriptions that provides common and Latin names and information on form, size, habit, shape, texture, foliage, bark and fruit for more than 250 specimens. A glossary of botanical and horticultural terms has been included.

4(..)c32

1.14/ Agriculture, CTS Learning Resource Guide (1997) ©Alberta Education, Alberta, Canada TEACHING RESOURCES

The following teaching resources are authorized by Alberta Education to assist teachers in the instructional process.

Distributor Resources Levels/Modue No. Code 1 2 3 LRDC Agribusiness: An Entrepreneurial Approach. W.H. Hamilton et al. Delmar Publishers. IPT Nelson Canada, 1992.

See Support Learning Resources for module correlation and annotation.

LRDC Ecology Studies of Lakes in Alberta. Edmonton, AB: Alberta 1110 2130 3010 Environment, 1988. Resource materials include Book and 3110 Teacher's Package, 1989. 3130

This print package deals with the ecology of freshwater environments. The unit of study discusses human impact on lake environments and involves students in the methods and technology employed to study lakes. Workshops on how to use the materials are provided.

LRDC Ecosystems. D. Herridge and B. Chernin. Gage Educational Publishing, 1995. Teacher's Resource Book.

See Basic Learning Resources for module correlation and annotation.

GGE From the Ground Up. Garry Ens, et al. Winnipeg, MB: Green and Growing Educational Projects, 1996. Teacher's Guide.

See Support Learning Resources for module correlation and annotation.

LRDC Issues: An Integrated Approach to Sensitive Science and Society 2020 3010 Issues. A. Hersovici. Mississauga, ON: Ontario Farm Animal 3020 Council (OFAC), 1992. Resource Book. 3130

This resource deals with some of the ethical, environmental, health and socio-economic issues concerning agriculture today. The resource suggests teaching strategies that encourage critical thinking, research and collaborative decision making. A number of case studies are included along with a contact list for further research.

LRDC One Minute Readings: Issues in Science, Technology and Society. R.F. Brinckerhoff. Don Mills, ON: Addison-Wesley Publishing Company, 1992. Teacher's Manual.

See Support Learning Resources for module correlation and annotation.

Learning Resource Guide CTS, Agriculture /1.15 ©Alberta Education, Alberta, Canada 483 (1997) Teaching Resources (continued)

Distributor Resources Levels/Module No. Code 1 2 3 LRDC Science of Agriculture, The: A Biological Approach. R.V. Herren. Delmar Publishers. ITP Nelson Canada, 1997. Instructor's Guide to Accompany Textbook; Instructor's Guide to Accompany Lab Manual.

See Basic Learning Resources for module correlation and annotation.

LRDC Soil Science & Management. (2'edition.) Edward J. Plaster. 2030 3030 Albany, NY: Delmar Publishers Inc., 1992. Instructor's 2120 3120 Guide. 3130

This resource addresses the importance of soil, soil origin and development, physical properties of soil, soil water, water conservation, irrigation and drainage, organic matter, soil fertility, soil pH and salinity, plant nutrition, soil sampling and testing, fertilizers, organic amendments, tillage and cropping systems, horticulture uses of soils, soil classification and soil conservation.

This is an American publication and does not provide references to Canada.

LRDC Soils Investigations 1 and 2. Ed Toews, Bill Souster and Doug 2120 3120 Peters. Olds, AB: Land Sciences Centre, Olds College, 1993. Facilitator's Manual.

This manual is intended to be used with Soils Investigations I and 2 basic student resources. Includes approximately 25 pages of teaching notes and assignment answer keys, and 50 pages of sample test items. The manual also provides information about required laboratory equipment and provides a supplementary list of print and video resources.

LRDC Soils Investigations 1 and 2. Olds, AB: Land Sciences Centre, 2120 3120 Olds College, 1994. Materials Kit.

The materials kit contains consumable and non-consumable items not usually found in a science lab that are required to conduct laboratory activities suggested in Soils Investigation I and 2 (modules and assignment booklets). The kit includes a video of different soil formations and profiles, soil and fertilizer samples, soil survey maps and reports, and a Munsell Colour Chart. A materials replenishment kit for consumable items is available.

LRDC Space Age Agriculture: Land and Life. Edmonton, AB: Alberta 1010 Agriculture, 1987. Handbook. 1020 1030 This teacher handbook includes lesson plans, notes on teaching strategies and 1060 general information about the agriculture industry. The primary goal of all 1090 activities is to promote awareness of agriculture in Alberta, and of current production, processing and distribution systems. 1 100 1110

1.16/ Agriculture, CTS Learning Resource Guide (1997) 4 ©Alberta Education, Alberta, Canada AGRICULTURE RESOURCES THEME CODE: FORMAT CODE: STATUS CODE: LEVEL CODE: JR/SR HIGH CODE: A.Social & Cultural Perspectives p - Print B - Basic 1 - Introductory J - Junior High B. Technology & Applications v - Video S - Support 2 - Intermediate S - Senior High C. Management & Conservation s - Software T - Teaching 3 - Advanced 0 - Other

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46 1.18/ Agriculture, CTS Learning Resource Guide (1997) ©Alberta Education, Alberta, Canada AGRICULTURE RESOURCES THEME CODE: FORMAT CODE: STATUS CODE: LEVEL CODE: JR/SR HIGH CODE: A.Social & Cultural Perspectives p - Print B - Basic 1 - Introductory J - Junior High B. Technology & Applications v - Video S - Support 2 - Intermediate S - Senior High C. Management & Conservation s - Software T - Teaching 3 - Advanced 0 - Other

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1.20/ Agriculture, CTS Learning Resource Guide (1997) ©Alberta Education, Alberta, Canada 0 C" p kv o) )-- ,f,F.14'',, ..7 9 4ro< mP ftHI 04 CnCDz A_.argiriM,&^ g . ,...... tor 0o 0 gasR A>4trgfnt2q in 8 w *6:7 . "XEV,,S a. ..,Vg; ^' Z an a' ng n a a ,e '1:3 tir StatusFormat 0CA 0CA to'--0 1010 Junior/Senior High x, 108010601030 BasicConsumerProductionAgriculture: Floral ProductsBasics DesignThe Big & Picture Services to> -- 0 110010901110 AgricultureMarket Fundamentals Technology toas 0to X X x 20302020 FieldAnimalResource Crops Husbandry/Welfare Management 1 ton> t.... N., X X 206020502040 Landscape/urfAgrifoodsLivestock/Poultry 1 Management 1 1 asto ta t.,N.) 209020702080 MarketingFloralEquine Design 1 1 1 to N4 1,)t. 4 213021202100 IntegratedSoilsProtected Management StructuresPest Management 1 n t.nto IJ t..) X X X 3040303030102140 Livestock/PoultryFieldIssuesNursery/Greenhouse Crops in Agriculture 2 2 Crops 1 to> ,.> was t.J x 3080307030603050 EquineLandscape/urfAgrifoods 2 2 Management 2 to w 311031003090 BiotechnologyMarketingFloral Design 2 2 to w X Xx 31303120 SustainableSoilsWater Management Management Agriculture 2 Systems n Q.>tA ,...> OTHER RESOURCES

These titles are provided as a service only to assist local jurisdictions to identify resources that contain potentially useful ideas for teachers. Alberta Education has done a preliminary review of the resources. However, the responsibility to evaluate these resources prior to selection rests with the user, in accordance with any existing local policy.

Distributor Other Resources Levels/Module No. Code 1 2 3 AGP Agroclimatic Atlas of Alberta. Edmonton, AB: Alberta 2030 3030 Agriculture, Print Media Branch, 1990. Booklet. 2060 3060

ACC Alberta: A Good Place For Agriculture. Edmonton, AB: Alberta 1010 Agriculture, Food and Rural Development, Broadcast Media Branch, 1989. Video.

AGE Alberta's Horticulture Guide. B. Vladicka. Alberta Agriculture, 1010 2030 3030 Food and Rural Development, 1994. 1030 2050 3060 1060 2060 This book gives information on the basic requirements of plants and how to grow specific vegetable, fruit and ornamental crops. Charts include information on height, color, suggested planting dates, etc. Hints for home landscaping are very useful.

AGP Alberta Forage Manual. Edmonton, AB: Alberta Agriculture, 2030 3030 Print Media Branch, 1992. Manual. 2040 3040

DNC Amazing Milk Book, The. Catherine Ross and Susan Wallace. 1060 Toronto, ON: Kids Can Press Ltd., 1991. Textbook.

AGME Animal WelfareIt's Your Responsibility. Edmonton, AB: 2020 3040 Alberta Agriculture, Food and Rural Development, Broadcast 2040 3070 Media Branch, 1990. Video. 2070

PBI Bedding Plant Expert, The. D.G. Hessayon. Britannica House, 2140 3140 Waltham Cross, Herts, England: PBI Publications, 1992. Textbook.

AGME Bovine Madness. Edmonton, AB: Alberta Agriculture, Food and 1010 Rural Development, Broadcast Media Branch, 1992. Video.

ACPC Canada's Canola. Canola Council of Canada. Alberta Canola 1030 2030 3030 Producers Commission, 1995. 1060 2050 3050 1090 2090 A brochure that describes the canola industry, from origins through production, to market development research, grading and pricing.

Learning Resource Guide 490 CTS, Agriculture /1.23 ©Alberta Education, Alberta, Canada (1997) Other Resources (continued)

Distributor Other Resources Levels/Module No. Code 1 2 3 ACPC Canola Production Tips. Alberta Canola Producers Commission, 1030 2030 3030 1994. 2130

Provides production information for maximizing return from a canola crop. Deals with choosing a variety, planting and disease management.

AGE Career Connections. Edmonton, AB: Alberta Agriculture, Food 1010 2030 and Rural Development, Education and Community Services 1030 to Branch. Poster. 1060 2090 1090 ACC Careers in Agriculture. Edmonton, AB: Alberta Agriculture, 1030 Food and Rural Development, Broadcast Media Branch, 1985. 1060 Video. 1090

ABCC Caring for the Green Zone: Riparian Areas and Grazing 1110 3110 Management. Barry Adams and Lorne Fitch. Alberta 3130 Riparian Habitat Management Project. Alberta Cattle Commission; Alberta Agricutlture, Food & Rural Development; Alberta Environmental Protection, 1995.

This soft-covered booklet of 36 pages provides an overview of riparian habitats and issues, and suggests practical strategies for successful riparian management by ranchers and others who use and value riparian areas.

ENED Caring for the Land Teaching Kit (Grades 7-9). Edmonton, AB: 1030 Alberta Environmental Protection, Education Branch, 1993. 1110 Teacher's guide and student material.

ACC Cattle Option. Edmonton, AB: Alberta Agriculture, Food and 2040 3040 Rural Development, Broadcast Media Branch, 1986. Video. 2090 3090

ADD Chemicals on the Farm. Bob McDuell. Cheltenham, England: 2030 3010 Stanley Thornes (Publishers) Ltd, 1990. 3030 3130 This resource addresses a variety of topics regarding the effects of chemicals on agriculture, including food chains, soil acidity, the nitrogen cycle, the manufacture of nitric acid, reactions of nitric acids, making fertilizers and water pollution. This booklet has limited print and makes extensive use of graphics.

4 Olt 1.24/ Agriculture, CTS Learning Resource Guide (1997) ©Alberta Education, Alberta, Canada Other Resources (continued)

Distributor Other Resources Levels/Module No. Code 1 2 3 UBCP Dictionary of Natural Resource Management. J. Dunster. UBC 1110 2120 3110 Press, 1996. 3120 3130 This dictionary provides an up-to-date and comprehensive source of natural resource management terms. It includes more than 6000 entries, extensively cross-referenced and illustrated to provide exact meanings. Encourages terminology from a wide range of disciplines and is based on information obtained from discussions with experts around the world. A useful resource for those involved in managing the planet's natural resources.

ENCA Environmental Citizenship Series: A Primer on Environmental 1110 2130 3010 Citizenship. Ottawa, ON: Environment Canada, 1993. 3020 Resource, Book. 3110 3130 The goal of this document is to help Canadians to make environmentally responsible decisions. The book provides short informational anecdotes, maps and charts, and questions/answers concerning people becoming environmentally conscious citizens. The book includes information on ecological processes, relationships of human societies with the environment, and key environmental issues that Canadians face today. The book is one of a series of Environmental Citizenship Primers.

ENCA Environmental Citizenship Series: A Primer on Water. Ottawa, 1110 3010 ON: Environment Canada, 1990. Resource Book. 3110 3130 This primer was developed to answer a wide range of questions about water. The resource covers a range of topics, e.g., water (general), underground water, water uses, water quality, water sharing, water management, water do's and don'ts. The primer contains practical advice on what individuals can do to conserve water for the use of present and future generations.

AGME Farm Conservation Planning. Edmonton, AB: Alberta 2030 3030 Agriculture, Food and Rural Development, Broadcast Media 2040 3040 Branch, 1991. Video.

AGP Farm Energy Management in Alberta. Edmonton, AB: Alberta 2030 3030 Agriculture, Food and Rural Development, Engineering and 2040 3040 Rural Services Division. Booklet.

OUP Farm Machinery. (12(12thedition.) Claude Culpin. Don Mills, ON: 20303030 Oxford University Press, 1992. Textbook.

CTV Fanner Buck: W5 Series. Toronto, ON: CTV Television 20903090 Network Ltd., 1992. Video.

Learning Resource Guide CTS, Agriculture /1.25 ©Alberta Education, Alberta, Canada 492 (1997) Other Resources (continued)

Distributor Other Resources Levels/Module No. Code 1 2 3 SSC Farming Facts 1996: Statistical Insights on Canadian 1010 3010 Agriculture. Ottawa, ON: Statistics Canada, 1993. Booklet updated annually.

AGP Field Shelter Belts for Soil Conservation. Edmonton, AB: Alberta 2030 3030 Agriculture, Print Media Branch, 1992. Booklet.

FREI Florist Review, The. Frances Porterfield. Topeka, KS: Florists' 1080 2080 3080 Review Enterprises Incorporated, 1988. Periodical.

ENED Focus On Series (Acidic Deposition, Air Quality, Environment, 1110 2130 3010 Greenhouse Effect, Land Reclamation, Ozone Depletion, 3110 Pesticides, Pollution, Recycling, Water Conservation). 3130 Edmonton, AB: Alberta Environmental Protection, Education Branch. Booklets.

OFAC Food For Thought: Facts About Food and Farming in Canada. 3010 Alan Herscovici. Mississauga, ON: Ontario Farm Animal 3130 Council. Brochure.

PBC Green Future: How To Make A World of Difference. Lorraine 3010 Johnson. Markham, ON: Penguin Books, 1990. Text. 3130

BBC Guess What's Coming to Dinner. Toronto, ON: BBC Education 3100 and Training Sales, 1990. Video.

AGE Growing More Than Food, Growing Alberta? (Windows 1010 Version.) Alberta Agriculture, Food and Rural Development, 1030 1996. CD-ROM. 1060 1110 This CD-ROM provides an overview of the diversity of Alberta's agriculture industry, and its economics, social and environmental significance to all Albertans. Topics covered include primary production, agrifoods, distribution and inspection, food retailing, sustainability and lifestyle contributions.

ENED Household Hazardous Wastes Handbook, The. Edmonton, AB: 1110 2130 3010 Alberta Special Waste Management Corporation, 1991. 3130 Booklet.

PBI Houseplant Expert, The. D.G. Hessayon. Britannica House, 1080 2080 3080 Waltham Cross, Herts, England: PBI Publications. Text.

1.26/ Agriculture, CTS 493 Learning Resource Guide (1997) ©Alberta Education, Alberta, Canada Other Resources (continued)

Distributor Other Resources Levels/Module No. Code 1 2 3 OCV How Green Is Your School? Don E. McAllister. Ottawa, ON: 3010 Ocean Voice, 1991. Booklet. 3130

AGME In Balance With Nature. Edmonton, AB: Alberta Agriculture, 3010 Food and Rural Development, Broadcast Media Branch, 1991. 3130 Video.

NEL International Agriculture. Finley, E and R. Price. Delmar 3010 Publishers. ITP Nelson Canada, 1994. Text and Instructor's 3130 Guide.

This comprehensive text will teach students how environmental, social and political factors shape agriculture throughout the world. A multitude of case studies, photos and illustrations provide a real world focus. Extensive coverage of developing nations, environmental, social and political factors and agricultural commodity marketing and trade. Provides an opportunity to view world-wide employment opportunities. An instructor's guide accompanies the text.

ENED Land Conservation Education Program. (Readings Grades 10-12.) 1030 2030 3010 Edmonton, AB: Alberta Environmental Protection, Education 1110 2040 3120 Branch. Booklet. 2060 3130 2120

NEL Land Use and Abuse. Terri Willis. Chicago, IL: Childrens Press, 11102030 3010 1992. Text. 2120 3030 3120 3130

LPP Lois Hole's Bedding Plant Favorites. Lois Hole. Lone Pine 10302030 3030 Publishing, 1994.

This book has 350 close-up colored photographs and many step-by-step instructions on growing annual bedding plants. Advice is given on when and where to plant seedlings, frost tolerance, height ranges, growing needs and organizational tips.

LPP Lois Hole's Bedding Perennial Favorites. Lois Hole. Lone Pine 10302030 3030 Publishing, 1995.

A richly illustrated book with gardening instructions and tips. Detailed information is given on 100 perennial plants. Tips are given on garden planning, planting strategies, flower colors, light requirements and nutrient needs. Tips for solving common problems and a blooming period chart are most beneficial to anyone who grows perennials.

Learning Resource Guide CTS, Agriculture /1.27 ©Alberta Education, Alberta, Canada 494 (1997) Other Resources (continued)

Distributor Other Resources Levels/Module No. Code 1 2 3 LPP Lois Hole's Tomato Favorites. Lois Hole. Lone Pine Publishing, 1030 2030 3030 1996.

Beautifully illustrated, a must for all tomato growers. This book provides tips on: growing tomatoes of all sizes, planting, pruning, treating problems and maturation days. A chart for frost-free days in various cities in Canada and the United States is given. Scrumptious recipes from world class restaurants and kitchens of tomato lovers are included.

LPP Lois Hole's Vegetables Favorites. Lois Hole. Lone Pine 1030 2030 3030 Publishing, 1993.

The author offers advice on how to grow, harvest and prepare 32 of her favorite vegetables. She discusses garden design, what to plant and when, containers and small space gardening, pest control and composting. Recipes and nutritional hints are also included.

OAE Looking At Food Systems. (The Transition Years, Grades 7-9). 1030 Milton, ON: Ontario Agri-Food Education Inc., 1993. 1060 Teacher Resource Booklet. 1090

CCGP Manual of Pest Control, The. (5th edition.) West, et al. 2100 3090 Department of National Defense. Canadian Communication 3110 Group Publishing, 1983.

This publication presents information on the life cycles and habits of pests and provides current advice on methods, equipment and material recommended for their control. A broader definition of the word "pest" has been adopted in this manual to include insects, animals and plants.

AGME Matter of Soil, A. Edmonton, AB: Alberta Agriculture, Food and 2030 3030 Rural Development, Broadcast Media Branch, 1985. Video. 2120 3120

NEL Modern Livestock and Poultry Production. (4th edition.) James R. 2040 3040 Gillespie. Albany, NY: Delmar Publishers Inc., 1992. Text.

ACC Oh GullyWhere is the Soil? Edmonton, AB: Alberta 2030 3010 Agriculture, Food and Rural Development, Broadcast Media 2120 3030 Branch and Tustian Film Productions, 1983. Video. 3120 3130

GCF On the Line. Glenwood, AB: Glenwood Cheese Factory and Food 1060 2050 3050 Processors' Institute, 1985. Video.

495 1.28/ Agriculture, CTS Learning Resource Guide (1997) ©Alberta Education, Alberta, Canada Other Resources (continued)

Distributor Other Resources Levels/Module No.

Code 1 2 3 ACC Pest Wars. Edmonton, AB: Alberta Agriculture, Food and Rural 2030 3030 Development, Broadcast Media Branch, 1984. Video. 2100

ENED Pesticide Education Program. Edmonton, AB: Alberta 1030 2030 3010 Environmental Protection, Education Branch. Teacher 1100 2060 3030 Resource Booklet, Resource Sheets and Student Materials. 2130 3050 3130

SSC Prairie Soils: The Case for Conservation. Regina, SK: Prairie 2030 3030 Farm Rehabilitation Administration, 1989. Booklet. 2120 3120 3130

SSC Primer on Fresh Water, A. Ottawa, ON: Minister of the 1110 3130 Environment, Minister of Supply and Services Canada, 1993. Teacher Guide Book.

SSC Primer on Waste Management, A. Ottawa, ON: Environment 3010 Canada, 1993. Booklet. 3130

ACC Reason Why, The. Edmonton, AB: Alberta Agriculture, Food and 1010 3010 Rural Development, Broadcast Media Branch and Century II Motion Pictures, 1983. Video.

SSC Recommended Code of Practice for the Care & Handling of Farm 2020 3040 Animals. Ottawa, ON: Agriculture Canada, 1991. Booklet 2040 series.

CFI Role of Fertilizers in Sustainable Agriculture and Food 2030 3030 Production, The. Ottawa, ON: Canadian Fertilizer Institute, 3130 1990. Booklet.

AGME Salt Woes. Edmonton, AB: Alberta Agriculture, Food and Rural 2030 3030 Development, Broadcast Media Branch, 1986. Video. 2120 3120

ACC Sense of Humus, A. Edmonton, AB: Alberta Agriculture, Food 2030 3010 and Rural Development, Broadcast Media Branch and National 3030 Film Board, 1976. Video. 3130

AGME Space Age Agriculture. Edmonton, AB: Alberta Agriculture, 1100 Food and Rural Development, Broadcast Media Branch, 1990. Video.

AGP Story of Soil and Water Conservation in Alberta, The. Alberta 1110 2120 3110 Agriculture, 1989. Booklet. 3120

Learning Resource Guide 496 CTS, Agriculture /1.29 ©Alberta Education, Alberta, Canada (1997) Other Resources (continued)

Distributor Other Resources Levels/Module No. Code 1 2 3 ACC Sun Changers, The. Edmonton, AB: Alberta Agriculture, Food 2040 3040 and Rural Development, Broadcast Media Branch and Elanco Division, Eli Lilly, 1978. Video.

AGME Urge to Till, The. Edmonton, AB: Alberta Agriculture, Food and 2030 3010 Rural Development, Broadcast Media Branch and Image 2120 3030 Works, 1990. Video. 3110 3120 3130

ENED Water In Alberta: The Living Flow. Edmonton, AB: Alberta 3010 Environmental Protection, Education Branch, 1993. Teacher 3110 Resource Kit. 3130

EPPC Water Management in Alberta. Edmonton, AB: Alberta 3110 Environment, 1991. Booklet. 3130

ENED Water Quality Questions: The Nature and Importance of Water 1030 3010 Quality Variables in Alberta. Edmonton, AB: Alberta 1110 3110 Environmental Protection, Education Branch, 1990. Teacher 3130 guide and student booklet.

ACC Water Water: Making the Most of Moisture. Edmonton, AB: 2030 3030 Alberta Agriculture, Food and Rural Development, Broadcast 2040 3040 Media Branch, 1988. Video. 3110

AGP Weed Seedling Identification. Edmonton, AB: Alberta 2030 3030 Agriculture, Print Media Branch, 1990. Booklet. 2060 3060

1.30/ Agriculture, CTS 7 Learning Resource Guide (1997) 4 9 ©Alberta Education, Alberta, Canada ADDITIONAL RESOURCES

Available to Career and Technology Studies ALBERTA EDUCATION SOURCES (CTS) teachers, locally and provincially, are many sources of information that can be used to Alberta Government telephone numbers can be enhance CTS. These sources are available reached toll free from outside Edmonton by through the community (e.g., libraries, boards, dialing 310-0000. committees, clubs, associations) and through government agencies,resourcecentresand The following monographs are available for organizations. Some sources, e.g., government purchase from the Learning Resources departments, undergo frequent name and/or Distributing Centre.Refer to the Distributor telephone number changes. Please consult your Directory at the end of this section for address, telephone directory or an appropriate telephone, fax and Internet address. government directory. Please consult the "Support Documents" section The following is a partial list of sources to orthe"Legal,ServiceandInformation consider: Publications"sectioninthe LRDC Buyers Guide for ordering information and costs.

TEACHERLIBRARIANS Developmental Framework Documents

Planned and purposeful use of library resources The Emerging Student: Relationships helps students grow in their ability to gather, Among the Cognitive, Social and Physical processandshareinformation. Research Domains of Development, 1991 (Stock activities require access to an adequate quantity No. 161555) and variety of appropriate, up-to-date print and nonprint resources from the school library, other This document examines thechild,or libraries, the community and additional sources. student, as a productive learner, integrating Some techniques to consider are: all the domains of development: cognitive, planning together social and physical.It emphasizes the need establishing specific objectives forprovidingbalancedcurriculumand integrating research skills into planning. instruction.

Cooperation between the teacher-librarian and Students' Interactions Developmental the subject area teacher in the development of Framework: The Social Sphere,1988 effectivelyplannedresource-basedresearch (Stock No. 161399) activities ensures that students are taught the research skills as well as the subject content. This document examines children's Also see Focus on Research: A Guide to perceptual, structural and motor Developing Student's Research Skills referenced developmentandhowsuchphysical in the Alberta Education resources section. development affects certain learning processes.

Learning Resource Guide CTS, Agriculture /I.31 ©Alberta Education, Alberta, Canada 498 (1997) Students' Physical Growth: Developmental Of particular interest are the CTS videos, which Framework Physical Dimension, 1988 are available with utilization guides. The guides (Stock No. 161414) outline key points in each video and suggest questions for discussion, classroom projects and This document examines children's normal other activities.Video topics are listed in the physical growth in three areas: perceptual, Support Learning Resources section of this guide.The videos and accompanying support structural and motor development. In none material can be obtained from ACCESS: The of these areas is the child's growth in a Education Station.Refer to theDistributor single continuous curve throughout the first Directory at the end of this section for address, two decades of life.Physical growth is telephone, fax and Internet address. characterized by periods of rapid growth and periods of slower growth. Consequently, differences and changes in GOVERNMENT SOURCES growth patterns may affect the timing of National Film Board of Canada (NFB) certain learning processes. The NFB has numerous films and videotapes Other that may be suitable for Career and Technology Studies strands.For a list of NFB films and Focus on Research: A Guide to Developing videotapes indexed by title, subject and director, Students' Research Skills, 1990 (Stock or for purchase of NFB films and videotapes, No. 161802) call 1-800-267-7710 (tollfree) or Internet address: http://www.nfb.ca This document outlines a resource-based research model that helps students manage ACCESS: The Education Station and some information effectively and efficiently, and school boards have acquired duplication rights gain skills that are transferable to school and to some NFB videotapes. Please contact work situations.This model provides a ACCESS: The Education Station or consult the developmental approach to teaching relevant catalogues in your school or school students how to do research. district.

Teaching Thinking: Enhancing Learning, The Edmonton Public Library and the Calgary 1990 (Stock No. 161521) Public Library have a selection of NFB films and videotapes that can be borrowed free of Principles and guidelines for cultivating charge with a Public Library borrower's card. thinking, ECS to Grade 12, have been For further information, contact: developed in this resource. Itoffers a Edmonton Public Library definition of thinking, describes nine basic Telephone: 403-496-7000 principles on which the suggested practices Calgary Public Library are based, and discusses possible procedures for implementation in schools and Telephone: 403-260-2650 classrooms. For further information contact: Statistics Canada ACCESS: The Education Station Regional Office 8th Floor, Park Square ACCESS: The Education Station offers a variety of resources and services to teachers. 10001 Bellamy Hill For a nominal dubbing and tape fee, teachers Edmonton, AB T5J 3B6 may have ACCESS:The Education Station Telephone: 403-495-3027 audio and video library tapes copied. ACCESS: Fax: 403-495-5318 The Education Station publisheslistings of Internet address: http://www.statcan.ca audio andvideocassettesaswellasa Statistics Canada produces periodicals, reports, comprehensive programming schedule. and an annual year book.

1.32/ Agriculture, CTS Learning Resource Guide (1997) 49 ©Alberta Education, Alberta, Canada Resource Centres Instructional Materials Centre Medicine Hat School District No. 76 Urban Resource Centres 601 1 Avenue SW Medicine Hat, AB T 1 A 4Y7 Instructional Services Telephone: 403-528-6719 Elk Island Public Schools Fax: 403-529-5339 2001 Sherwood Drive Resource Centre Sherwood Park, AB T8A 3W7 Edmonton Catholic Schools Telephone: 403-464-8235 St. Anthony's Teacher Centre Fax: 403-464-8033 1042584 Avenue Internet Address: http://ei.educ.ab.ca Edmonton, AB T6E 2H3 Telephone: 403-439-7356 Learning Resources Centre Fax: 403-433-0181 Red Deer Public School Board 474753 Street Instructional Media Centre Red Deer, AB T4N 2E6 Northern Lights School Division No. 69 Telephone: 403-343-8896 Bonnyville Centralized High School Fax: 403-347-8190 490849 Avenue Bonnyville, AB T9N 2J7 Telephone: 403-826-3366 Instructional Materials Centre Fax: 403-826-2959 Calgary Separate School Board 6220 Lakeview Drive SW Regional Resource Centres Calgary, AB T3E 5T1 Telephone: 403-298-1679 Zone 1 Fax: 403-249-3054 Zone One Regional Resource Centre School, Student, Parent Services Unit P.O. Box 6536 Program and ProfessionalSupport Services 10020101 Street Sub Unit Peace River, AB T8S 1S3 Calgary Board of Education Telephone: 403-624-3187 36109 Street SE Fax: 403-624-5941 Calgary, AB T2G 3C5 Zone 2/3 Telephone: 403-294-8542 Fax: 403-287-9739 Central Alberta Media Services (CAMS) 182 Sioux Road After July 1, 1997, please contact the School, Sherwood Park, AB T8A 3X5 Student, Parent Services Unit regarding the Telephone: 403-464-5540 relocation of the Loan Pool Resource Unit. Fax: 403-449-5326

Learning Resources Zone 4 Edmonton Public School Board Centre for Education Information and Development Services One Kingsway Avenue Parkland Regional Library 5404 Edmonton, AB T5H 4G9 56 Avenue Lacombe, AB T4L 1G1 Telephone: 403-429-8387 Telephone: 403-782-3850 Fax: 403-429-0625 Fax: 403-782-4650 Internet Address: http://rtt.ab.ca.rtt/prl/prl.htm

Learning Resource Guide 500 CTS, Agriculture /I.33 ©Alberta Education, Alberta, Canada (1997) Zone 5 #654, 2204th Avenue SE Calgary, AB SouthCentral AlbertaResourceCentre T2G 4X3 (SCARC) Telephone: 403-292-4364 Golden Hills Regional Division Fax: 403-292-6132 435A Hwy 1 Labelling Division Westmount School J.G. O'Donaghue Bldg. Strathmore, AB TOJ 3H0 Rm 205,7000113 Street Telephone: 403-934-5028 Edmonton, AB Fax: 403-934-5125 T6H 5T6 Telephone: 403-495-7287 Zone 6 Fax: 403-495-3359

Southern Alberta Learning Resource Centre Or (SALRC) Provincial Government Administration Building 909 Third Avenue North, Room No. 120 102,365036 Street NW Box 845 Calgary, AB Lethbridge, AB T1J 3Z8 T2L 2L1 Telephone: 403-299-7660 Telephone: 403-320-7807 Fax: 403-221-3296 Fax: 403-320-7817 Alberta Advanced Education and Career Development OTHER GOVERNMENT SOURCES Information Development and Marketing Agriculture Canada 9th Floor, City Centre Building Website: www.agr.ca 10155102 Street Edmonton, AB Communications Branch T5J 4L5 930 Carling Avenue Telephone: 403-422-1794 Sir John Carling Bldg. Fax: 403-422-5319 Ottawa, ON E-mail: [email protected] K1A 005 Telephone: 613-759-1000 Alberta Careers Beyond 2000 Fax: 613-759-6726 Alberta Careers Beyond 2000: Industry Sector E-mail: [email protected] Profiles. Alberta Careers Beyond 2000: Occupational General and Technical Publications (a compre- Profiles. hensive listing of free and inexpensive print materials on a variety of topics in agriculture; Videos on career planning and entrepreneurial updated each year). topics are available through the library of this department. Call 403-422-4752 for more Food Production and Inspection Branch information. The following videos are J.G. O'Donaghue Bldg. representative of the library's holdings: Rm 205,7000 113 Street Edmonton, AB The Entrepreneur T6H 5T6 Get a Job Telephone: 403-495-3333 A Head for Business Or The Seven Phases of a Job Interview.

1.34/ Agriculture, CTS Learning Resource Guide (1997) ©Alberta Education, Alberta, Canada Alberta Agriculture, Food and Rural Crop Diversification Centre North Development (formerly Alberta Tree Nursery and Horticulture Centre) Website: www.agric.gov.ab.ca R.R. #6, 17507 Fort Road Publications Edmonton, AB 7000113 Street T5B 4K3 Edmonton, AB Telephone: 403-422-1789 T6H 5T6 Fax: 403-422-6096 Telephone: 403-427-2121 Crop Diversification Centre South Fax: 403-427-2861 (formerly Alberta Special Crop and Publications List (a comprehensive listing of Horticulture Research Centre) free and inexpensive print materials on a variety S.S. 4 of topics in agriculture; updated each year). Brooks, AB T1R 1E6 Multi-Media Branch Telephone: 403-362-1300 7000113 Street Fax: 403-362-1306 Edmonton, AB Alberta Environmental Protection T6H 5T6 Website: www.gov.ab.ca/-env/index.hmtl Telephone: 403-427-2127 Communications Division Toll free: 1-800-292-5697 9th Floor, Petroleum Plaza, South Tower Fax: 403-427-2861 9915108 Street Edmonton, Alberta Audio Visual Catalogue (an annotated listing of T5K 2G8 films and videos available for loan upon request; Telephone: 403-427-8636 updated each year). Fax: 403-422-6339 Agricultural Education and Community EP LINK (a newsletter about projects, programs Services Branch and activities undertaken by Alberta 2nd Floor, 7000113 Street Environmental Protection staff) Edmonton, AB T6H 5T6 Strategic and Regional Support Telephone: 403-427-2171 Education Branch Fax: 403-422-7755 (handles inquiries formerly directed to the Agriculture Ambassador Program Environmental Council of Alberta) Agriculture in the Classroom Program 11th Floor, South Petroleum Plaza Newsletter and Resource Listing 9915108 Street Agriculture Summer Institute Edmonton, AB Farm Safety Program T5K 2G8 Green Certificate Farm Training Program Telephone: 403-427-6310 Home Study Programs. Fax: 403-422-5136 4-H Branch E-mail: [email protected] 2nd Floor, 7000113 Street Land Conservation Education Program Edmonton, AB Pesticide Education Program T6H 5T6 The Water Literacy Program Telephone: 403-427-2412 Focus On Series Fax: 403-422-7755 Poster Education Series 4-H Project Materials (Workshops and presentations on these program Handling Pesticides: Are You Protected? materials can be arranged.) Protective Clothing For Farm Welders.

Learning Resource Guide CTS, Agriculture /L35 ©Alberta Education, Alberta, Canada 502 (1997) Environment Canada Southern Region #400, 6395th Avenue SW Action 21 Calgary, AB 27th Floor, #10 Wellington Street T2P 0M9 Hull, PQ Telephone: 403-292-4575 K1A OH3 Telephone: 1-800-668-6767 Natural Resources Canada Distribution Section Environmental Citizenship Series: Communications NRCan A Primer on Environmental Citizenship 580 Booth Street, 20th Floor The Nature of Canada: A Primer on Spaces Ottawa, ON K1A 0E4 and Species Telephone: 616-992-0759/995-6783 A Primer on Climate Change Fax: 616-996-9094 A Primer on Water (A Publications List is available upon request.) Communications Division Environmental Conservation Branch Western & Northern Region PROFESSIONAL ASSOCIATIONS (handlesinquiries formerly directed tothe Canadian Wildlife Service) Alberta Association of Landscape Architects #2, 980447 Avenue 200, 499998 Avenue Edmonton, AB Edmonton, AB T6E 5P3 T6B 2X3 Telephone: 403-435-9902 Telephone: 403-951-8720 Fax: 403-435-7503 Fax: 403-495-2615 Alberta Society of Professional Biologists Wildlife & environmental publications Website: www.ccinet.ab.ca/aspb #2980447th Avenue Inquiry Centre Edmonton, AB 351 St. Joseph Blvd. T6E 5P3 Hull, PQ Telephone: 403-434-5765 K1A OH3 Fax: 403-435-7503 Telephone: 819-997-2800 E-mail: [email protected] Fax: 613-953-2225 Alberta Teachers' Association Caring for the Green Zone Riparian Areas and Website: www.teachers.ab.ca Grazing Management Barnett House 11010 Industry Canada 142 Street Edmonton, AB (handles inquiries formerly directed to Industry T5N 2R1 & Science Canada) Telephone: 1-800-232-7208 Website: http://strategis.ic.gc.ca 403-453-2411 Northern Region Fax: 403-455-6481 540 Canada Place CTS Council 9700 Jasper Avenue Environmental and Outdoor Education Council Edmonton, AB Alberta Global Education Project T5J 4C3 Science Council Telephone: 403-495-4782 Or 1.36/ Agriculture, CTS 533 Learning Resource Guide (1997) ©Alberta Education, Alberta, Canada Alberta Veterinary Medical Association Alberta Research Council 100, 8615149 Street Website: www.arc.ab.ca Edmonton, AB T5R 1B3 Mailing Address: Telephone: 403-489-5007 P.O. Box 8330 Fax: 403-484-8311 Edmonton. AB T6H 5X2

Canadian Association of Agricultural Street Address: Engineers 250 Karl Clark Road Box 381, RPO University Saskatoon Edmonton. AB Saskatoon, SK T6H 5X2 S7N 4J8 Telephone: 403-450-5111 Telephone: 306-966-5335 Fax: 403-450-1490 Fax: 306-966-5334 E-mail: [email protected] INDUSTRY ORGANIZATIONS Canadian Association of Plant Physiologists c/o Department of Botany Note: See the Alberta Farm & Ranch Directory University of Guelph (Rural Education and Development Association) Guelph, ON and the Agricultural Education Resource Listing N1G 2W1 (Alberta Agriculture, Food and Rural Telephone: 519-824-4120 (let ring) Development) for more extensive listings. Fax: 519-767-1991 Dairy

AGRICULTURE RESEARCH Alberta Dairy Association Box 3452 Alberta Agriculture, Food and Rural Leduc, AB Development T9E 6M2 Telephone: 403-387-3559 Crop Diversification Centre North Fax: 403-387-3559 (formerly the Alberta Tree Nursery and Horticulture Centre) Alberta Goat Breeders Association R.R. #6, 17507 Fort Road Site 3, Box 1, RR #4 Edmonton, AB Calmar, AB T5B 4K3 TOC OVO Telephone: 403-422-1789 Telephone: 403-985-3863 Fax: 403-422-6096 Alberta Milk Producers Society 14904121A Avenue Crop Diversification Centre South Edmonton, AB (formerly the Alberta Special Crop and T5V 1A3 Horticulture Research Centre) Telephone: 403-453-5942/1-800-252-7530 S.S. 4 Fax: 403-455-2196 Brooks, AB T1R 1E6 Dairy Nutrition Council of Alberta Telephone: 403-362-1300 14904121A Avenue Fax: 403-362-1306 Edmonton, AB T5V 1A3 Telephone: 403-453-5942 / 1-800-252-7530

Learning Resource Guide CTS, Agriculture /I.37 ©Alberta Education, Alberta, Canada 504 (1997) Fruits and Vegetables Grains

Alberta Fresh Vegetable Producers Alberta Barley Commission 220F12 Street A North 237, 211627 Avenue NE Lethbridge, AB Calgary, AB T1H 2J1 T2E 7A6 Telephone: 403-327-0447 Telephone: 403-291-9111/1-800-265-9111 Fax: 403-327-0766 Fax: 403-291-0190

Alberta Greenhouse Growers Association Alberta Corn Committee Website: www.hortca.com Box 822 Lethbridge, AB CIO Olds College T1J 3Z8 Land Sciences Bldg. Telephone: 403-381-5127 4500 Street Olds, AB Fax: 403-382-4526 T4H 1R6 Alberta Soft Wheat Producers Commission Alberta Market Gardeners' Association Box 875, 10143 Avenue N 450644Street Lethbridge, AB Bonnyville, AB T1J 3Z8 T9N 1L6 Telephone/Fax: 403-826-1709 Telephone: 403-380-4189 Fax: 403-328-6880 Alberta Sugar Beet Growers Marketing Board Alberta Wheat Pool Farm Information Services 490050 Street Box 190 505, 2nd Street SW Box 2700 Taber, AB Calgary, AB TOK 2G0 Telephone: 403-223-1110 T2P 2P5 Fax: 403-223-1022 Telephone: 403-290-5568 Fax: 403-290-5550 Alberta Vegetable Growers Marketing Board FIS in the Classroom (farm management 521750 Avenue simulation program) Taber, AB T1G 1V4 Alberta Winter Wheat Producers Telephone: 403-223-4242 Commission Fax: 403-223-3130 1205 Michigan Place Lethbridge, AB Fruit Growers Society of Alberta T1K 3P4 Box 3979 Telephone: 403-328-0059 Leduc, AB Fax: 403-328-0969 T9E 6M8 Telephone: 403-961-2171 Canadian Seed Growers' Association 503050 Street Potato Growers of Alberta Lacombe, AB Website: www.potatonet.com T4L 1W8 Telephone: 403-782-4641 #6, 132344th Avenue SW Calgary, AB The Grain Academy T2E 6L5 Box 2700 Telephone: 403-291-2430 Calgary, AB T2P 2P5 Fax: 403-291-2641 Telephone: 403-263-4594

1.38/ Agriculture, CTS Learning Resource Guide (1997) 5 J5 ©Alberta Education, Alberta, Canada Oat Producers Association of Alberta 205, 259 Midpark Way SE PO Box 3024 Calgary, AB Leduc, AB T2X 1M2 T9E 6L8 Telephone: 403-256-2764 Telephone/Fax: 403-985-3644 Fax: 403-256-4414

Western Barley Growers Association Alberta Sheep and Wool Commission 232 Stockman's Centre 203, 291619 Street NE 211627 Avenue NE Calgary, AB Calgary, AB T2E 6Y9 T2E 7A6 Telephone: 403-735-5111 Telephone: 403-291-3630 Fax: 403-735-5110 Fax: 403-291-9841 Beef Information Centre Livestock 215, 67158 Street NE Calgary, AB Alberta-Canada All Breeds Association T2E 7H7 Telephone: 403-275-5890 Mailing Address: Fax: 403-274-5686 PO Box 99 Red Deer, AB Canada Beef Export Federation T4N 5E7 235, 67158 Street NE Street Address: Calgary, AB 2nd Floor Empire Bldg. T2E 7H7 490948 Street Telephone: 403-274-0005 Red Deer, AB Fax: 403-274-7275 T4N 1S8 Telephone: 403-342-2551 Canada Pork International Fax: 403-346-4910 Website: www.cfta.ca Alberta Cattle Commission 1101, 75 Albert Street Ottawa, ON 216, 67158 Street NE Calgary, AB 1(113 5E7 T2E 7H7 Telephone: 613-236-9886 Telephone: 403-275-4400 Fax: 613-236-6658 Fax: 403-274-0007 Canadian Cattlemen's Association 215, 6715 - 8 Street NE Caring for the Green Zone Riparian Areas and Calgary, AB Grazing Management Just Facts T2E 7H7 Telephone: 403-275-8558 Classroom Agriculture Program Fax: 403-274-5686 Alberta Pork Producers Development Corp. Oilseeds 10319 Princess Elizabeth Avenue Edmonton, AB Alberta Canola Producers Commission T5G 0Y5 Telephone: 403-474-8288 170, 14315118 Avenue Fax: 403-471-8065 Edmonton, AB T5L 4S6 Telephone: 403-454-0844 Or Fax: 403-451-6933

Learning Resource Guide CTS, Agriculture /I.39 ©Alberta Education, Alberta, Canada 536 (1997) Alberta Safflower Growers Association Alberta Honey Producers Cooperative Box 822 Box 3909 Lethbridge, AB 70 Alberta Avenue T1J 3Z8 Spruce Grove, AB Telephone: 403-381-5124 T17X 3B1 Fax: 403-382-4526 Telephone: 403-962-5573 Fax: 403-962-1653 Canola Council of Canada E-mail: [email protected] Website: www.canola-council.org 400, 167 Lombard Avenue Canadian Organic Growers Winnipeg, MB Box 6408, Station J R3B OT6 Ottawa, ON K2A 3Y6 Telephone: 204-982-2100 Fax: 204-942-1841 Alberta Ostrich Breeders' Association RR #2 Poultry Crossfield, AB TOM OSO Alberta Chicken Producers Telephone/Fax: 403-946-4037 101, 11826100 Avenue 1-800-416-0301 Edmonton, AB T5K OK3 Alberta Venison Council Telephone: 403-488-2125 17316 106A Avenue Fax: 403-488-3570 Edmonton, AB T5S 1E6 Alberta Egg Producers Board Telephone: 403-481-6754 15,191532 Avenue NE Calgary, AB Canadian Llama / Alpaca National T2E 7C8 Association Telephone: 403-250-1197 Box 690 Fax: 403-291-9216 Oyen, AB TOJ 2J0 Alberta Hatching Egg Marketing Board Telephone: 403-664-3764 Fax: 403-664-3007 14815119 Avenue Edmonton, AB Floral Design T5L 2N9 Telephone: 403-451-5837 Fax: 403-452-8726 Flowers Canada (The Association of Canadian Florists) Alberta Turkey Growers Marketing Board 78565th Line South R.R.# 4 212,8711A50 Street Edmonton, AB Milton, ON T6B 1E7 L9T 2X8 Telephone: 403-465-5755 Telephone: 905-875-0707 Fax: 403-465-5528 1-800-364-6349 Fax: 905-875-3494 Speciality Flowers Canada, Alberta Region The Alberta Beekeepers Association (Note: This contact changes every 2 years.) 16715113 Avenue C/O Marg West Edmonton, AB Valley Flowers T5M 2X2 Box 622 Telephone: 403-489-6949 Canmore, AB Fax: 403-489-3041 TOL OMO Telephone: 403-678-5254 1.40/ Agriculture, CTS 537 Learning Resource Guide (1997) ©Alberta Education, Alberta, Canada General Alberta Foundation for Economic Education 901,10179105 Street Prairie Farmers Rehabilitation Edmonton, AB T5J 1E2 Administration Telephone: 403-421-9331 Website: http://www.agr.ca/pfra/pfintroe.htm Fax: 403-426-2987 Suite 1200 10130103 Street Alberta Safety Council Edmonton, AB 201,10526 Jasper Avenue T5J 3N9 Edmonton, AB T5J 1Z7 Telephone: 403-495-3307 Telephone: 403-428-7555 (1-800-301-6407) Fax: 403-495-4504 Fax: 403-428-7557 Or 632 Harry Hays Building (Providesarangeoftransportationand 2204 Avenue SE occupational health and safety training programs Box 2906 endorsed by industry partners.) Calgary, AB T2G 4X3 Alberta Science and Technology Hotline Telephone: 403-292-5638 Website: www.cadvision.com/calg_sci_net Fax: 403-292-5659 Peace River Hotline, Northwest Alberta Telephone: 403-539-9847 Alberta Irrigation Project Association Fax: 403-539-0522 909 Lethbridge Centre Tower 4004th Avenue South Northeast Alberta, including Edmonton and Red Lethbridge, AB Deer Regions: T1J 4E1 Telephone: 403-448-0055 Telephone: 403-328-3063 Fax: 403-453-2711 Fax: 403-327-1043 Calgary Region Growing Alberta Telephone: 403-263-6226 6th Floor, 10407th Avenue SW Fax: 403-230-8488 Calgary, AB E-mail: [email protected] T2P 3G9 Telephone: 403-231-1615 / 299-5864 Fax: 403-299-2670 Praxis Hotline, Medicine Hat Region E-mail: [email protected] Telephone: 403-526-4237 (Growing Alberta is an industry-led, public (The Alberta Science and Technology Hotline awareness program designed to share provides teachers with a direct line to the information aboutagriculture. Providesa science community to access information and varietyofeducationalmaterials,including expertise.) display units, posters, print tabloids, CD-ROMs and other publicity materials.) Alberta Society for the Prevention of Cruelty to Animals Education Coordinator OTHER AGENCIES 10806124 Street Edmonton, AB T5M OH3 Alberta Foundation for Animal Care Telephone: 403-447-3600 Cambrian P.O. Box 75028 Fax: 403-447-4748 Calgary, AB T2K 6J8 Telephone: 403-777-0445 School Programs (an outline of workshops, Fax: 403-777-0447 classroomvisitsandlearningresources available)

Learning Resource Guide CTS, Agriculture /1.41 ©Alberta Education, Alberta, Canada 508 (1997) Canadian Foundation for Economic Green Teacher Education 501, # 2 St. Clair Avenue West Website: www.web.ca/-greentea Toronto, ON 95 Robert Street M4V 1L5 Toronto, ON Telephone: 416-968-2236 M5S 2K5 Fax: 416-968-0488 Telephone: 416-960-1244 Fax: 416-925-3474 Environomics: Exploring links between the E-mail: [email protected] economy and the environment Entrepreneurship: A Primer for Canadians (A magazine by and for educators to enhance Labour Market: Teacher's Resource Package environmental and global education across the curriculum.) Ducks Unlimited Canada Website: www.ducks.ca Junior Achievement of Northern Alberta PO Box 1160 (Alberta north of Lacombe, and NWT) Oak Hammock Marsh 5-161,10700104 Avenue Stonewall, MB ROC 2Z0 Edmonton, AB Telephone: 204-467-3000 T5J 4S2 Telephone: 403-428-1421 1-800-665-3825 Fax: 403-428-1031 Fax: 204-467-9025 Junior Achievement of Southern Alberta Alberta Office: (Lacombe and south) 20210470176 Street 739 10 Avenue SW Edmonton, AB T5S 1L3 Calgary, AB Telephone: 403-489-2002 T2R OB3 Fax: 403-489-1856 Telephone: 403-237-5252 Fax: 403-261-6988 FEESA, An Environmental Education E-mail; [email protected] Society (Materials are available only where Junior Website: www.telusplanetnet/publicifeesa Achievement has identified community business 900,10150100 Street consultants and provided inservice.) Edmonton, AB The Pembina Institute for Appropriate T5J OP6 Development Telephone: 403-421-1497 Fax: 403-425-4506 Website: www.dvnet.drayton-valley.ab.ca/ E-mail: [email protected] environ.pembina.htm P.O. Box 7558 (FEESA offers education training and resource Drayton Valley, AB materials focusing on a variety of environmental T7A 1S7 and educational needs. Programs are developed Telephone: 403-542-6272 in partnership with business, industry, Fax: 403-542-6464 government,environmentalandeducation E-mail: [email protected] groups.) The Canadian Environmental Education Catalogue.

5a9 1.42/ Agriculture, CTS Learning Resource Guide (1997) ©Alberta Education, Alberta, Canada RADARSAT International The Science Alberta Foundation Website: www.rsi.ca 2100, 7006th Avenue SW Calgary, AB Client Services T2P OT8 3851 Shell Road, Suite 200 Telephone: 403-260-1996 Richmond, BC Fax: 403-260-1165 V6X 2W2 E-mail: [email protected] Telephone: 604-244-0400 Fax: 604-244-0404 (The Science Alberta Foundation promotes E-mail: [email protected] science literacy throughout the province. Their programs are hands-on, and includetravelling (Provides a range of information, products and exhibitionsandprofessionaldevelopment services relevant to applications of remote radar courses.) satellite sensing technology in gathering environmental and resource data.) ADDITIONAL WEBSITES OF NOTE Recycle Info line (handles inquires previously directed to the Agriculture Online Alberta Special Waste Management http://www.agriculture.com Corporation) 12th floor South Petroleum Plaza 9915108 Street Agri-Web Edmonton, AB http://www.agr.ca/agriweb/agriweb.htm T5K 2G8 Telephone: 1-800-463-6326 OMAFRA Fax: 403-427-0413 III http://tdg.uoguelph.ca/omafra (Provides information regarding environmental and hazardous wastes.) AgrEvo Canada Rural Education and Development http://www.hcc.com/agrevo Association 14815 119 Avenue Edmonton, AB T5L 2N9 Telephone: 403-451-5959 Fax: 403-452-5385 E-mail: ruraled @compusmart.ab.ca

Alberta Farm and Ranch Directory Agriculture Education Network Newsletter List of speakers for schools Teacher resource package on cooperatives.

Learning Resource Guide CTS, Agriculture /1.43 ©Alberta Education, Alberta, Canada 5 0 (1997) DISTRIBUTOR DIRECTORY

The entries in the Distributor Directory are arranged alphabetically by code.

CODE Distributor/Address Contact Via

ABCC Alberta Cattle Commission 403-275-4400 2166715 8th Street, NE Fax: 403-274-0007 Calgary, AB T2E 7H7

ACC ACCESS: The Education Station 403-440-7777 327076 Avenue Fax: 403-440-8899 Edmonton, AB T6B 2N9 1-800-352-8293 http://www.ccinet.ab.ca/access

ACPC Alberta Canola Producers Commission 403-452-6487 #170, 14315118th Avenue Fax: 403-451-6933 Edmonton, AB T5L 4S6

ADD Addison-Wesley Publishers Limited See LRDC Buyers Guide for information

AGE Alberta Agriculture, Food and Rural Development 403-427-2171 Education and Community Services Branch Fax: 403-422-7755 7000113 Street Edmonton, AB T6H 5T6

AGME Alberta Agriculture, Food and Rural Development 403-422-3375 Multi-Media Branch Fax: 403-427-2861 7000113 Street Edmonton, AB T6H 5T6

AGP Alberta Agriculture, Food and Rural Development 403-427-2121 Print Media Branch Fax: 403-427-2861 7000113 Street Edmonton, AB T6H 5T6

BBC BBC Education and Training Sales 416-469-1505 65 Heward Avenue Toronto, ON M4M 2T5

CCC Canola Council of Canada 204-982-2100 #400, 167 Lombard Avenue Fax: 204-942-1841 Winnipeg, MB R3B OT6

Learning Resource Guide 511 CTS, Agriculture /1.45 ©Alberta Education, Alberta, Canada (1997) Distributor Directory (continued)

CODE Distributor/Address Contact Via

CCGP Canada Communication Group Publishing 819-956-4800 Government of Canada 819-956-1620 45 Sacre-Coeur Blvd. Fax: 819-994-1498 Room D2200 HULL, QC K1A 0S9

CFI Canadian Fertilizer Institute 613-230-2600 1540,360 Alberta Street Ottawa, ON K1R 7X7

CTV CTV Program & Archive Sales 416-595-4463 Suite 1800,250 Yonge Street Fax: 416-595-0917 Toronto, ON M5B 2N8

DNC Dairy Nutrition Council of Alberta 403-453-5942 14904121A Avenue Fax: 1-800-252-7530 Edmonton, AB T5V 1A3 Fax: 403-455-2196

DUCK Ducks Unlimited Canada 1-800-665-3825 P.O. Box 1160 Fax: 204-467-9025 Oak Hammock Marsh Stonewall, MB ROC 2Z0

ENCA Environment Canada 819-953-1595 Terrasses de la Chaudiere Fax: 819-994-1412 27thFloor, 10 Wellington Street 1-800-668-6767 Hull, Quebec K1A OH3

ENED Alberta Environmental Protection, 403-427-6310 Education Branch Fax: 403-422-5136 11th Floor, South Petroleum Plaza 9915108 Street Edmonton, AB T5K 2G8

EPPC Environmental Protection Information Centre 403-422-2079 Main Floor Fax: 403-427-4407 9920108 Street Edmonton, AB T5K 2M4

FREI Florists' Review Enterprises Inc. 913-266-0888 P.O. Box 4368 Topeka, KS USA 66604

1.46/ Agriculture, CTS 312 Learning Resource Guide (1997) ©Alberta Education, Alberta, Canada Distributor Directory (continued)

CODE Distributor/Address Contact Via

GGE Green & Growing 204-957-1092 P.O. Box 214 Fax: 204-452-9748 Winnipeg, MB R3C 2G9

LPP Lone Pine Publishing 403-433-9333 206,1042681 Avenue 1-800-661-9017 Edmonton, AB T6E 1X5 Fax: 403-433-9646

LRDC Learning Resources Distributing Centre 403-427-5775 12360142 Street Fax: 403-422-9750 Edmonton, AB T5L 4X9 http://ednet.edc.gov.ab.cafirdc

NEL Nelson Canada See LRDC Buyers Guide for information

OCV Ocean Voice 613-996-9915 2883 Otterson Drive Ottawa, ON K1V 7B2

OFAC Ontario Farm Animal Council 7195 Millcreek Drive Mississauga, ON L5N 4H1

OUP Oxford University Press 416-441-2941 70 Wynford Drive Fax: 416-441-0345 Don Mills, ON M3C 1J9 1-800-387-8020

PBI PBI Publications 0992-23691 Britannica House Waltham Cross Herts, England EN8DY

UBCP University of British Columbia 604-822-5959 6344 Memorial Road Fax: 604-822-6083 Vancouver, BC V6T 1Z2

Learning Resource Guide CTS, Agriculture /1.47 ©Alberta Education, Alberta, Canada 513 (1997) AGRICULTURE SECTION J: SAMPLE STUDENT LEARNING GUIDES

The following pages provide background information, strategies and a template for developing student learning guides. Also included at the end of this section are several sample student learning guides for Agriculture.

A student learning guide provides information and direction to help students attain the expectations defined in a specified CTS module. It is designed to be used by students under the direction of a teacher. Many excellent student learning guides (SLGs) are available for use and/or are in the process of being developed. While Alberta Education provides a development template accompanied by some samples, most student learning guide development is being done by individuals and organizations across the province(e.g.,schooljurisdictions,specialistcouncils,post-secondary organizations). Refer to the Career & Technology Studies Manual for Administrators, Counsellors and Teachers (Appendix 11) for further information regarding student learning guide developers and sources.

Note: A student learning guide is not a self-contained learning package (e.g., Distance Learning Module), such as you might receive from the Alberta Distance Learning Centre (ADLC) or Distance Learning Options South (DLOS).

TABLE OF CONTENTS

BACKGROUND INFORMATION J.3 Components of a Student Learning Guide J.3 Strategies for Developing Student Learning Guides J.4

SAMPLE STUDENT LEARNING GUIDE TEMPLATE J.5

SAMPLE STUDENT LEARNING GUIDES AGR1030 Production Basics J.11 AGR2060 Landscape/Turf Management 1 (Maintenance Practices) J.17 AGR3080 Floral Design 2 (Creative Design & Display) J.23

Sample Student Learning Guides CTS, Agriculture /J.1 ©Alberta Education, Alberta, Canada 514 (1997) BACKGROUND INFORMATION 1. Why Take This Module? This section provides a brief rationale for the A Student Learning Guide (SLG) is a presentation work the student will do, and also establishes of information anddirectionthatwillhelp a context for learning (i.e., in relation to the students attain the expectations defined in a strand, a life pursuit, a specific industry, etc.). specified CTS module.It is designed to be used by students under the direction of a teacher. A 2.What Do You Need To Know Before You SLG is not a self-contained learning package such Start? as you might receive from the Alberta Distance Learning Centre (ADLC) or Distance Learning In this section, prerequisite knowledge, skills and attitudes considered necessary for success Options South (DLOS). in the module are identified.Prerequisites may include other modules from within the Each SLG is based on curriculum and assessment strand or from related CTS strands, as well as standards as defined for a particular CTS module. generic knowledge and skills(e.g.,safety Curriculum and assessment standards are defined competencies, the ability to in this document through: measure/write/draw, prior knowledge of basic module andspecificlearnerexpectations information relevant to the area of study). (Sections D, E and F) assessment criteria and conditions (Sections 3.What Will You Know And Be Able To Do D, E and F) When You Finish? assessment tools (Section G). This information must parallel and reflect the curriculumandassessmentstandardsas The SLG is written with the student in mind and defined for the module.You may find it makes sense to the student in the context of his or desirable to rewrite these standards in less her CTS program.SLGs are designed to guide formal language for student use. students through modules under the direction of the teacher. They can be used to guide: 4.When Should Your Work Be Done? an entire class This section provides a timeline that will a small groups of students guide the student in planning their work. The individual students. timeline will need to reflect your program and be specific to the assignments you give your In some instances, the Student Learning Guide students.You may wish to include a time may also be used as teacher lesson plans. When management chart, a list of all assignments to using SLGs as teacher lesson plans, it should be be completed, and instructions to the student noted that they tend to be: regarding the use of a daily planner (i.e., agenda book) to organize their work. learner-centred (versus teacher-directed) activity-based (versus lecture-based) 5.How Will Your Mark For This Module Be resource-based (versus textbook-based). Determined? This section will interpret the assessment criteria and conditions, assessment standards, Components of a Student Learning Guide assessment tools and suggested emphasis as defined for the module within the context of The student learning guide format, as developed theprojects/taskscompleted. Accepted byAlbertaEducation,typicallyhasseven gradingpracticeswillthenbe usedto components as described below. determineapercentagegradeforthe modulea mark notlessthan 50% for successful completion.(Note: A module is

Sample Student Learning Guides CTS, Agriculture /J.3 ©Alberta Education, Alberta, Canada 515 (1997) "successfully completed" when the student Additional ideas and activities will need to be candemonstrate ALL oftheexit-level incorporated intothestudent learningguide. competenciesor MLEs definedforthe These can be obtained by: module.) reflecting on projects and assignments you have used in delivering programs in the past 6.Which Resources May You Use? identifying human and physical resources Resources considered appropriate for available within the school and community completing the module and learning activities networking and exchanging ideas (including are identified in this section of the guide. The SLGs) with other teachers resources may beavailablethroughthe reviewing the range of resources (e.g., print, LearningResourcesDistributingCentre media, software) identified in the Learning (LRDC) and/or through other agencies. Some Resource Guide (Section I) for a particular SLGs may reference a single resource, while module/strand. others may reference a range of resources. Resources may include those identified in the Copyright law must also be adhered to when Learning Resource Guide (Section I) as well preparinga SLG. Further information and as other sources of information considered guidelinesregardingcopyrightlawcanbe appropriate. obtained by referring to the:

7.Activities/Worksheets Copyright Act Thissection providesstudent-centred and Copyright and the Can Copy Agreement. activity-based projects and assignments that supportthemodulelearnerexpectations. A final task in developing a student learning guide When appropriately aligned with curriculum involvesvalidatingthelevelofdifficulty/ and assessment standards, successful challenge/rigour established, and making completion of the projects and assignments adjustments as considered appropriate. will also indicate successful completion of the module. A template for developing student learning guides, also available on the Internet, is provided in this Strategies for Developing Student Learning section (see "Student Learning Guide Template," Guides pages J.5-10).Several sample student learning guides are also provided in thissection (see Prior to commencing the development of a student "Sample Student Learning Guides," starting on learning guide, teachers are advised to obtain: page J.11). therelevantGuidetoStandardsand Implementation the student learning guide template.

Information communicated to the student in the SLG must parallel and reflect the curriculum and assessment standards as defined for the module. Therefore,criticalelements of the Guide to Standards and Implementation that need to be addressed throughout the SLG include: module and specific learner expectations assessment criteria and conditions assessment standards assessment tools. 516 J.4/ Agriculture, CTS Sample Student Learning Guides (1997) ©Alberta Education, Alberta, Canada SAMPLE STUDENT LEARNING GUIDE TEMPLATE

Sample Student Learning Guides 517 CTS, Agriculture /J.5 ©Alberta Education, Alberta, Canada (1997) ,

t, TAKE THIS MODULE?

al I

" DO YOU NEED TO KNOW V I/ BEFORE YOU START?

/

Sample Student Learning Guides CTS, Agriculture /J.7 ©Alberta Education, Alberta, Canada 5 71 8 (1997) WILL YOU KNOW AND BE ABLE TO DO WHEN YOU FINISH?

SHOULD YOUR WORK BE DONE?

J.8/ Agriculture, CTS Sample Student Learning Guides (1997) ©Alberta Education, Alberta, Canada WILL YOUR MARK FOR THIS MODULE BE DETERMINED?

PERCENTAGE

= 2 1)%,; RESOURCES MAY YOU USE?

° Sample Student Learning Guides CTS, Financial Management /J.9 ©Alberta Education, Alberta, Canada 520 (1997) J.10/ Agriculture, CTS Sample Student Learning Guides (1997) ©Alberta Education, Alberta, Canada 7, 1 ^- ".

, 1 r

AGRICULTURE

SAMPLE STUDENT LEARNING GUIDE

AGR1030 Production Basics

Sample Student Learning Guides CTS, Agriculture /J.11 ©Alberta Education, Alberta, Canada (1997) AGRICULTURE

AGR1030 Production Basics

TAKE THIS MODULE?

This module is designed to allow you to explore techniques used in plant growth or animal production.Skills learned in this module can be applied to future studies and to produce a commodity for sale.

DO YOU NEED TO KNOW BEFORE YOU START?

There are no prerequisites identified for this module.

J.12/ Agriculture, CTS 523 Sample Student Learning Guides (1997) ©Alberta Education, Alberta, Canada AGRICULTURE

AGR1030 Production Basics WILL YOU KNOW AND BE ABLE TO DO WHEN YOU FINISH?

Upon completion of this module you will be able to:

identify and demonstrate the basic steps and procedures involved in producing a plant or animal commodity describe technological systems used within a plant or animal production enterprise identify career opportunities relevant to plant or animal production demonstrate basic competencies.

SHOULD YOUR WORK BE DONE?

Your teacher will give you a timeline for completing tasks and assignments within this module.

You may also wish to use a time-management planning chart to preplan the work that needs to be done in this module. Plan how you will use your class time as well as extra time needed to complete the assignments in this module.

Sample Student Learning Guides 524 CTS, Agriculture /J.13 ©Alberta Education, Alberta, Canada (1997) AGRICULTURE

AGR1030 Production Basics

WILL YOUR MARK FOR THIS MODULE BE DETERMINED?

PERCENTAGE

You must first demonstrate all of the competencies required for this module.

When you have done this, your percentage mark for the module will be determined as follows:

Demonstration of production skills 40% Assignments from each section 40% Test 20%

RESOURCES MAY YOU USE?

Agriscience: Fundamentals and Applications Seed catalogues. Nurseries catalogues. Equipment catalogues.

J.14/ Agriculture, CTS Sample Student Learning Guides (1997) ©Alberta Education, Alberta, Canada AGRICULTURE

AGR1030 Production Basics

Section 1

This section deals with an evaluation of the facilities and equipment that you have available foryour use. This information is important for estimating the number of plants or animals that can be maintained within these areas. With your teacher's help, determine the equipment and areas, both indoors and outdoors, that will be available to you.

1. Draw a diagram of these areas. Include measurements in your drawing and calculate the available space in square metres.

2.Make a list of the equipment available and describe the function of each piece of equipment. It would be useful to include a drawing of the items you are not familiar with.

Section 2 With your teacher's help, decide which commodities you would like to produce.

If you choose INDOOR PLANTS, design a chart with the following categories and complete itas you carry out the project. Name of Plant Seeding Instruction Transplanting Date Size of Pot Used Dates Fertilized

If you choose OUTDOOR PLANTS, design a chart with the following categories and complete itas you carry out the project Name of Plant Seeding Instructions Germination Date Dates Fertilized Date of Maturity

As you carry out this project, keep a record of expenses. They will probably include: 1.seed cost 2.cost of growing medium 3.fertilizer cost 4.price of pots.

If you choose to RAISE ANIMALS, design a chart with the following categories and complete itas you carry out the project. Name of Animal Food Required Frequency of Feeding Dates for Cleaning Enclosure Dates Exercised

As you raise the animals, keep a record of the expenses. They will probably include: 1.initial cost of animals 2. food costs 3.cleaning costs 4. veterinary charges.

Sample Student Learning Guides CTS, Agriculture /J.15 CAlberta Education, Alberta, Canada 526 (1997) AGRICULTURE

AGR1030 Production Basics

Section 3

1.Calculate the costs for producing your plant or animal. 2.Calculate how much you will have to charge for each plant or animal in order to cover costs. 3.Find out how much professionals charge for similar plants or animals. 4.If appropriate, sell your commodity. Section 4 The purpose of this section is to research and present certain aspects of a career involving plant or animal production. This information may be obtained from Alberta Agriculture, industries and businesses that are involved in these fields, and from career-related computer programs, government publications and periodicals. Your presentation should describe the nature of work usually performed, where it is done, and the skills you need for this type of work.

J.16/ Agriculture, CTS Sample Student Learning Guides (1997) ©Alberta Education, Alberta, Canada AGRICULTURE

SAMPLE STUDENT LEARNING GUIDE

AGR2060 Land/Turf Management 1 (Maintenance Practices)

Sample Student Learning Guides CTS, Agriculture /J.17 ©Alberta Education, Alberta, Canada 528 (1997) AGRICULTURE

AGR2060 Landscape/Turf Management 1 (Maintenance Practices)

TAKE THIS MODULE?

Successful landscape maintenance depends on the safe use of equipment and a basic knowledge of landscape plant materials. This module will give you experience with the tools and equipment used to maintain a landscape and the basic requirements of plant material in the landscape. Skills will be developed by providing practical on-site landscape services. You will also learn about lawn installation techniques.

DO YOU NEED TO KNOW BEFORE YOU START?

Prerequisite: AGR1070: Basic Landscape/Turf Care

5 n 9 J.18/ Agriculture, CTS Sample Student Learning Guides (1997) ©Alberta Education, Alberta, Canada AGRICULTURE

AGR2060 Landscape/Turf Management 1 (Maintenance Practices)

WILL YOU KNOW AND BE ABLE TO DO WHEN YOU FINISH?

Upon completion of this module you will be able to:

identify plants suitable for use in Alberta landscapes perform routine maintenance and safety checks on equipment used in landscape practices demonstrate practical skills in installing and maintaining landscape plants and turfgrass explain techniques used to cost landscape and turfgrass services demonstrate basic competencies.

SHOULD YOU WORK BE DONE?

Your teacher will give you a timeline for completing tasks and assignments within this module.

You may also wish to use a time-management planning chart to preplan the work that needs to be done in this module. Plan how you will use your class time as well as extra time needed to complete the assignments in this module.

Sample Student Learning Guides 530 CTS, Agriculture /J.19 ©Alberta Education, Alberta, Canada (1997) AGRICULTURE

AGR2060 Landscape/Turf Management 1 (Maintenance Practices)

WILL YOUR MARK FOR THIS MODULE BE DETERMINED?

PERCENTAGE

You must first demonstrate all of the competencies required for this module.

When you have done this, your percentage mark for the module will be determined as follows:

Practical 50% Theory 40% Work ethic 10%

FT.

0 RESOURCES MAY YOU USE?

Ornamental Horticultural Principles and Practices (Ingels) University of Alberta Home Gardening Course (John Harapiak) Alberta Horticulture Guide (Alberta Agriculture) The Lawn Expert (Dr. D.G. Hessayon) The Tree and Shrub Expert (Dr. D.G. Hessayon) The Bedding Plant Expert (Dr. D.G. Hessayon)

J.201 Agriculture, CTS 5 Sample Student Learning Guides (1997) 9I ©Alberta Education, Alberta, Canada AGRICULTURE

AGR2060 Landscape/Turf Management 1 (Maintenance Practices)

r

Before beginning any practical work in this module, set up a number of pages in a logbook. The logbook pages are provided. Horticulturists in most areas keep daily records of activities and you will be required to fill in a space in the logbook for each activity that you complete.

Power Machines Obtain the owner's manuals from the power machines you will be using. Read the manuals and use the information to fill in the "Maintenance Equipment Information Chart."

Observe a demonstration of the use of the machine and make a check in the chart indicating that you have seen the demonstration.

Complete the "Lawn Maintenance Hand Tools Chart."

Turf Maintenance Complete the worksheets on mowing, watering, trimming and edging.

While working on the maintenance worksheets or after completing them, practise using the machines you researched to provide basic maintenance for the lawns either around the school or for a private residence. Include mowing, trimming, edging, weed removal, sweeping and raking. You should provide the service through at least two mowings.

If you provide the service to a private residence, have the resident fill out a "Service Sheet" for you outlining what work was done and on what dates.

Have your use of power machines evaluated. You must be able to demonstrate proper and safe use of a mower, power edger and power trimmer. Any other machines that you may have learned may also be evaluated at this time.

Observe a demonstration of a drop spreader and/or a broadcast spreader.

Complete the questions on lawn fertilizers.

Complete the questions and activities on lawn weeds. To do the lawn weeds chart you may be assigned an areas around the school or a residential area.

Provide basic maintenance requirements as necessary to a lawn area, including manual weed removal, removal of leaves and debris, application or fertilizer, watering, re-edging planting beds and use of hand trimmers in areas where power trimmers may be too damaging. The practice of these tasks will require you to use a number of hand tools you researched. You should be able to choose the correct tools necessary.

Sample Student Learning Guides CTS, Agriculture /J.21 ©Alberta Education, Alberta, Canada 532 (1997) AGRICULTURE

AGR2060 Landscape/Turf Management 1 (Maintenance Practices)

Lawn Establishment View the sections of the Growing Beautiful Lawns video dealing with site preparation, seeding, and sodding, and answer the questions on lawn establishment. Complete the small calculation activity.

Write the lawn maintenance quiz.

Landscape Tools Complete the landscape tools information page. Note that pruning tools will be added to this information.

Landscape Plants Using the references provided, research the following four types of landscape plants: annuals, perennials, trees, shrubs and ground covers. For each type give a definition, tell how it is used in a landscape and give at least three examples. You may present your information in chart form, as information sheets or any other manner that neatly displays the material.

Research and complete the plant identification assignment. You may do this all at once or a bit at a time, but you must complete the plant ID and write an identification quiz to complete this module. Plants are suggested with the assignment, but your instructor may choose other plants depending on what is available to you.

Landscape Maintenance Complete the pruning tools chart.

Complete the information on time to prune, parts of the tree and shrub as well as corrective pruning techniques.

After observing a demonstration of corrective pruning techniques for trees and shrubs, practise these techniques on plantings at the school or at a residential site.

Complete a pruning evaluation.

Use your references to research information on seasonal requirements of annual and perennial plantings. Research for the season you are in. This information should include preparation techniques such as cultivating and weeding, soil amending, planting or plant removal and general care of plantings including watering and fertilizing. This assignment should be in conjunction with a planting bed that you are working on and may be presented in chart form, report form, or any other appropriate method of communicating the information.

Provide the appropriate seasonal maintenance practices to annual and/or perennial planting at your school and/or a private residence. Choose a small area as your time may be limited.

Write the landscape quiz.

J.22/ Agriculture, CTS Sample Student Learning Guides (1997) 533 ©Alberta Education, Alberta, Canada

AGRICULTURE

AGR3080 Floral Design 2 (Creative Design & Display) r TAKE THIS MODULE?

The floristry industry is an interesting and creative field that offers a wide range of both artistic and business opportunities. This module will explore the industry of floristry and build on the basic skills acquired in AGR2080:Floral Design 1.In this module you will use design principles and skills to create different styles of floral arrangements. Uses of flowers for different occasions will be an underlying focus and the production of wedding flowers will also be incorporated.

Note:This module can be taken at any time of the year but production of seasonal-type items should be coordinated with the calendar if you plan to market and sell the items.

r DO YOU NEED TO KNOW BEFORE YOU START?

Prerequisite: AGR2080: Floral Design 1 (Projects for All Occasions)

J.24/ Agriculture, CTS Sample Student Learning Guides (1997) ©Alberta Education, Alberta, Canada AGRICULTURE

AGR3080 Floral Design 2 (Creative Design & Display) r-, WILL YOU KNOW AND BE ABLE TO DO WHEN YOU FINISH?

Upon completion of this module you will be able to: identify and explain the cultural requirements of cut flowers, foliage and interior plants construct fresh, dried and/or artificial floral arrangements for special occasions calculate the cost and selling price of floral products and services demonstrate techniques used to promote products and services within the floral industry demonstrate basic competencies.

SHOULD YOU WORK BE DONE?

Your teacher will give you a timeline for completing tasks and assignments within this module.

You may also wish to use a time-management planning chart to preplan the work that needs to be done in this module. Plan how you will use your class time as well as extra time needed to complete the assignments in this module.

Sample Student Learning Guides 36 CTS, Agriculture /J.25 ©Alberta Education, Alberta, Canada (1997) AGRICULTURE

AGR3080 Floral Design 2 (Creative Design & Display)

WILL YOUR MARK FOR THIS MODULE BE DETERMINED?

PERCENTAGE

You must first demonstrate allof the competencies required for this module.

When you have done this, yourpercentage mark for the module will be determined asfollows:

Practical 50% Theory 40% Work Ethic 10%

RESOURCE MAY YOU USE?

Ornamental Horticulture Principles and Practices (Ingels) Home Floral Design (The John Henry Co.) Flowers Canada Accreditation Manual Level I (Flowers Canada) The Houseplant Expert (Dr. D.G. Hessayon) Florist Review (periodical)

J.26/ Agriculture, CTS Sample Student Learning Guides (1997) 53 ©Alberta Education, Alberta, Canada AGRICULTURE

AGR3080 Floral Design 2 (Creative Design & Display)

1 The Floristry Industry

1.1 Using your references, research and perform the following activities related to the floristry industry: create a chart that shows the top 10 flower-producing countries with the flowers they produce give reasons why cut flower production has grown dramatically in developing countries and give two examples of countries where this has happened using the Yellow Pages, find the names of your local wholesale outlets. If possible, visit a wholesale organization.

1.2 Create a chart that shows the major differences between a wholesale operation and a retail florist shop. Note: You may use some of the information gathered about florist shops from AGR2080: Floral Design 1.

2.Identification

2.1 Complete the flower and plant identification assignment. You will require a number of copies of flower and plant identification pages. You should be able to recognize the specimens on-site and know the main features of the specimen. Be prepared to write an identification quiz at the end of the assignment.

You may do this assignment all at once or as part of activities throughout the module.

3.Flowering Plants and Foliage Plants

3.1 Use the Houseplant Expert and the information provided to research the basic care of these plants. Complete the questions in the package provided.

3.2 Care for a group of interior plants by applying moisture, fertilizer and pest control as necessary for a minimum of two weeks. You may care for a group of plants in the school or use plants in your home. If you use a group of plants in your home, be prepared to list the plants and/or provide a picture. Keep a record of your maintenance activities in your logbook.

4.Design Principles

4.1 Research the design principles of rhythm and harmony, depth and line, and texture and focal point. These principles are in addition to the ones used in Floral Design 1. For each principle, tell how it is achieved in floral design and give an example in the form of a sketch. Note: You may demonstrate these principles using one sketch that shows all of them.

o Sample Student Learning Guides 0 CTS, Agriculture /J.27 ©Alberta Education, Alberta, Canada (1997) AGRICULTURE

AGR3080 Floral Design 2 (Creative Design & Display)

5.Design Skills

After viewing a demonstration and filling out a design plan-page, complete the following designs: horizontal table arrangement with candle should be made to fit a specific season choose two types of triangular arrangements. Create both types using the same materials for comparison hand-tied bouquet. This should be free standing. This skill will take time and practice. Studentscan use twigs or sticks to practise the technique before using floral material presentation bouquet. Discuss its merits and uses cascade bouquet. Most popular type of bouquet. Often over-used. Discuss possible alternatives complete one European-style, showing parallelism, cushion or vegetative style. This project should be carefully presented ahead of time and will require approval of your instructor.

6.Costs

Obtain a form used by a local flower shop for calculating costs of arrangements and/or design your own to fit the needs of your class. Remember to include the following items when calculating costs: flower and foliage materials (you will need the price per stem) hard goods prices, including containers, foam, wrapping, bows materials such as glue, wire, floral tape, and pins are usually added into the price as part of the mark- up. You will want to establish a constant amount labour will not be counted as much in the classroom as it would be in a flower shop, but you should note how long each arrangement takes and use this as a guide for establishing a labour cost overhead is not an issue in the classroom, but would be calculated as part of the mark-up in a flower shop price of delivery and GST should also be part of your calculation.

Once you have a form that addresses your needs, calculate the cost and possible price for the items you create in this module.

J.28/ Agriculture, CTS Sample Student Learning Guides (1997) 539 ©Alberta Education, Alberta, Canada K. ACKNOWLEDGEMENTS

The Agriculture strand was developed through the cooperative effort of people from schools, post- secondary institutions, professional associations, business, industry, labour, and departments and agencies of the Government of Alberta. Alberta Education would like to extend sincere appreciation to the following individuals and groups.

Career and Technology Studies Advisory Committee Dawn Arnold Tofield School Mike Blackwell Wetaskiwin Composite High School Susan deWijk Lester B. Pearson Senior High School, Calgary Maryanne Doherty-Poirier University of Alberta, Edmonton Lynne Duigou St. Francis of Assisi School, Edmonton Darwin Eckstrom Peace Wapiti Regional Division No. 33 Barry Edgar Grande Prairie Composite High School Harold Hayter Northern Alberta Institute of Technology, Edmonton George Hildebrandt School System Representative Gerry Hunt Eastglen Composite High School, Edmonton Kenneth Jacknicke Post-secondary Education Representative Graham Johnston Post-secondary Education Representative Brenda Kent-Packer Clarence Sansom Junior High School, Calgary Bev Klemen W. R. Myers High School, Taber Kevin Knibbs Calgary School District No. 19 Arnold Krause Department of Education, Culture and Employment, Government of North West Territories Len Luders Red Deer School District No. 104 Eva-Jane Lundgard Edwin Parr Composite Community School, Athabasca Gordon Murray Bellerose Composite High School, St. Albert Jeannette Pawliuk Edmonton School District No. 7 Sam Perverseff Alberta Teachers' Association Representative Connie Peters School System Representative Darren Reeder Business/Industry Representative Rick Roman Business/Industry Representative Barry Stange land School System Representative Gordon Welch CASS Representative Gordon Worobec Alberta Teachers' Association Representative

Natural Resource Studies Focus Group

Sherry Dalton Concordia University College, Edmonton Gene Dumont Business/Industry Representative Dixon Edwards Alberta Energy & Utilities Board, Edmonton Ron Erickson School System Representative Robert Fessenden Business/Industry Representative Peggy Fleet Alberta Forest Products Association, Edmonton Dave Fournier Northern Alberta Institute of Technology, Edmonton Pat Harris Ardrossan Junior-Senior High School

Acknowledgements CTS, Agriculture /K.1 ©Alberta Education, Alberta, Canada 540 (1997) Natural Resource Studies Focus Group (continued)

Dana Hirst Business/Industry Representative Mary Ellen Jones Jones Group Engineering Ltd., Calgary Ann Mallory Petroleum Resources Communication Foundation, Calgary Richard Mrazek University of Lethbridge Gila Naderi Petroleum Resources Communication Foundation, Calgary Susan Nelson Alberta Office of Renewable Energy Technology, Pincher Creek Dan Ro llert Business/Industry Representative Jerry Shimek Agriculture Canada, Edmonton David Young Parkland School Division No. 70, Stony Plain

Development Task Force

Ross Gould Alberta Agriculture, Food and RuralDevelopment, Edmonton Ralph Levinson Olds College Jerome Likacz Alberta Agriculture, Food and RuralDevelopment, Edmonton Mirza Mohyuddin Alberta Agriculture, Food and RuralDevelopment, Edmonton Victor Prodaniuk School System Representative Barb Shackel-Hardman Alberta Agriculture, Food and RuralDevelopment, Edmonton Linda St. Onge Alberta Agriculture, Food and RuralDevelopment, Edmonton Doug Taylor Alberta Agriculture, Food and RuralDevelopment, Edmonton Gerry Thorndyke James Fowler High School, Calgary.

Field Review (1992-1993)

Colin Day School System Representative Shelly Kudera School System Representative Greg Sandboe School System Representative

Field Review (1993-1994)

Colin Day School System Representative Randy Heidebrecht School System Representative Patricia Gau School System Representative Doug Smith Glenwood School

Assessment Panel (1994-1995)

Paul Forestell County Central High School, Vulcan Patricia Gau Bev Facey Composite High School, Sherwood Park Ralph Levinson Olds College Doug Smith Glenwood School Doug Taylor Alberta Agriculture, Food and Rural Development, Edmonton

K.2/ Agriculture, CTS 5 4 I Acknowledgements (1997) ©Alberta Education, Alberta, Canada Assessment Panel (1995-1996)

Paul Forestell County Central High School, Vulcan Patricia Gau Bev Facey Composite High School, Sherwood Park Arlene Hall Leduc Composite High School Byrne Huston South Central High School, Oyen George Rutten AlixM.A.C. School Doug Smith Glenwood School Doug Taylor Alberta Agriculture, Food and Rural Development, Edmonton

Task Force II (1996-1997)

Patricia Gau Bev Facey Composite High School, Sherwood Park Arlene Hall Leduc Composite High School Byrne Huston South Central High School, Oyen George Rutten AlixM.A.C. School Doug Smith Glenwood School Doug Taylor Alberta Agriculture, Food and Rural Development

Alberta Education, Curriculum Standards Branch

Lloyd Symyrozum Director, Curriculum Standards Branch (Retired) A. A. (Scotty) Day Assistant Director, Curriculum Standards Branch (Retired) Keith Wagner Director, Curriculum Standards Branch Susan Lynch Assistant Director, Curriculum Standards Branch Sharon Prather Program Manager, Career and Technology Studies Gary Bertrand Program Consultant, Agriculture, Career and Technology Studies

Document publication and administration

Jennifer Annesley Lin Hallett Kim Blevins Dianne Hohnstein Lila Borhot Cori May Lisa Buck land Joanne Medisky Lorraine Crawford Pauline Taylor Maria Crudo Catherine White Christopher Ewanchuk Marcie Whitecotton-Carroll Nancy Foulds Esther Yong

Acknowledgements X42 CTS, Agriculture /K.3 ©Alberta Education, Alberta, Canada (1997) U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement (OERI) Educational Resources information Center (ERIC) ERIC

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