usiness System grib s A Pathway areer C An d C im an ar l e al a s er S r P y tu m a s c te t t u s y E R h e r y a R E P w m t S w A a s S l th A T y , a C r c a H e i P n W w r R h e T E o U S R c e N L S A P e r a C K T F Y B C I R i L o C A N L t a e F S r c e h e A n r o P s l y Career Ready o a a g m t h e y w t Practices w h s S t a y y a y S s P Content t t e r r n n m e a e l Standards s r P a C C S O D N R l C T a s E A S t O D n m N N N D e e y a T S T A m t a t N s C u R n y w r o S h a S a T A ir t r y l E v e a e s R D n ic P e t e N N E v r r e s T S T A r e P m ou Se e a s rc ar th e C w ts ay Food Produc g and Processin y Career Pathwa BIOTECHNOLOGY SYSTEMS CAREER PATHWAY CAREER PATHWAY CONTENT STANDARDS | © 2015 THE NATIONAL COUNCIL FOR AGRICULTURAL EDUCATION 1 Agriculture, Food and Natural Resources Content Standards Biotechnology Systems Career Pathway Content Standards DEFINITIONS: Within each pathway, the standards are organized as follows: PURPOSE: The career pathway content standards out- line technical knowledge and skills required for future success within this discipline. The content standards are intended to provide state agricultural education • National Council for Agricultural Education (NCAE) leaders and educators with a forward-thinking guide Standard* – These are the standards set forth by the Na- for what students should know and be able to do after tional Council for Agricultural Education for Biotechnolo- completing a program of study in this career pathway. gy Systems. They define what students should know and State leaders and local educators are encouraged to be able to do after completing instruction in a program of use the standards as a basis for the development of study focused on applying biotechnology to AFNR sys- well-planned curriculum and assessments for Agricul- tems. ture, Food and Natural Resource (AFNR)-related Ca- reer and Technical Education (CTE) programs. Adop- • Performance Indicators – These statements distill each tion and use of these standards is voluntary; states and performance element into more discrete indicators of local entities are encouraged to adapt the standards to the knowledge and skills students should attain through meet local needs. S a program of study in this pathway. Attainment of the knowledge and skills outlined in the performance indi- The Biotechnology Systems (BS) Career Path- SCOPE: cators is intended to demonstrate an acceptable level of way encompasses the study of using data and scien- proficiency with the related performance element at the tific techniques to solve problems concerning living conclusion of a program of study in this area. organisms with an emphasis on applications to agricul- I ture, food and natural resource systems. Students com- • Sample Measurements – The statements are sample mea- pleting a program of study in this pathway will demon- sureable activities that students might carry out to indi- strate competence in the application of principles and cate attainment of each performance indicator at three techniques for the development, application and man- levels of proficiency – awareness (a), intermediate (b), and agement of biotechnology in the context of AFNR. advanced (c). This is not intended to be an all-encompass- M ing list; the sample measurements are provided as exam- SAMPLE CAREERS: Geneticist, Microbiologist, Bio- ples to demonstrate a logical progression of knowledge chemist, Lab Technician, Animal Scientist, Plant Scien- and skill development pertaining to one or more content tist, Food Scientist areas related to the performance indicator. State and local entities may determine the most appropriate timing for attainment of each level of proficiency based upon local CTE program structures. NOTE: * State leaders and local educators are encouraged to also refer to the standards set forth for Health Sciences: Biotechnology Research and Development (HL-BRD) from the 2012 version of the Common Career and Technical Core Standards, by the National Association of State Directors of Career and Technical Education/National career Technical Education Foundation. The NCAE Standards provide guidance for de- velopment of a contextualized program of study for the HL-BRD career pathway, but do not cover all of the content areas outlined in the CCTC standards for HL-BRD. The following table provides guidance for individuals interested in using the NCAE Standards to develop a HL-BRD path- way contextualized to AFNR. CAREER PATHWAY CONTENT STANDARDS | © 2015 THE NATIONAL COUNCIL FOR AGRICULTURAL EDUCATION 2 Agriculture, Food and Natural Resources Content Standards Biotechnology Systems Career Pathway Content Standards Relationship Between NCAE Standards for Biotechnology Systems and CCTC Standards for Health Sciences: Biotechnology Research and Development NCAE Standard – BS.01: Assess factors that have influenced the evolution of biotechnology in agriculture (e.g., historical events, societal trends, ethical and legal implications, etc.). • Provides contextualized content standards related to: o CCTC Standard – HL-BRD.1: Summarize the goals of biotechnology research and development within legal and ethical protocols. o CCTC Standard – HL-BRD.6: Summarize and explain the larger ethical, moral and legal issues related to biotechnology research, product development and use in society. NCAE Standard – BS.02: Demonstrate proficiency by safely applying appropriate laboratory skills to complete tasks in a biotechnology re- search and development environment (e.g., standard operating procedures, record keeping, aseptic technique, equipment maintenance, etc.). • Provides contextualized content standards related to: o CCTC Standard – HL-BRD.3: Demonstrate basic knowledge of recombinant DNA, genetic engineering, bioprocessing, monoclo- nal antibody production, nanotechnology, bioinformatics, genomics, proteomics and transcriptomics to conduct biotechnology research and development. o CCTC Standard – HL-BRD.4: Demonstrate the principles of solution preparation, sterile techniques, contamination control, and measurement and calibration of instruments used in biotechnology research. NCAE Standard – BS.03: Demonstrate the application of biotechnology to solve problems in Agriculture, Food and Natural Resources (AFNR) systems (e.g., bioengineering, food processing, waste management, etc.). • Provides contextualized content standards related to: o CCTC Standard – HL-BRD.2: Apply the fundamentals of biochemistry, cell biology, genetics, mathematical concepts, microbiology, molecular biology, organic chemistry and statistics to conduct effective biotechnology research and development of products. o CCTC Standard – HL-BRD.5: Determine processes for product design and production and how that work contributes to an under- standing of the biotechnology product development process. CONNECTIONS TO OTHER PATHWAYS: For additional content standards on the topic of media related to plant growth, see Plant Systems PS.01. For additional content standards on the topic of genetics, see Animal Systems AS.04. For additional content standards on the topic of microorganisms, see Environmental Service Systems ESS.03. CAREER PATHWAY CONTENT STANDARDS | © 2015 THE NATIONAL COUNCIL FOR AGRICULTURAL EDUCATION 3 BS.01. NCAE Standard: Assess factors that have influenced the evolution of S biotechnology in agriculture (e.g., historical events, societal trends, ethical and S S legal implications, etc.). I BS.01.01. Investigate and explain the relationship between past, current and emerging I I applications of biotechnology in agriculture (e.g., major innovators, historical developments, potential applications of biotechnology, etc.). M M Sample Measurement: The following sample measurement strands are provided to guide the development of M measurable activities (at different levels of proficiency) to assess students’ attainment of knowledge and skills related to the above performance indicator. The topics represented by each strand are not all-encompassing. BS.01.01.01.a. Research and summarize the BS.01.01.01.b. Analyze the developmental BS.01.01.01.c. Evaluate and explain how evolution of biotechnology in agriculture. progression of biotechnology and the evolu- scientists use the scientific method to build tion of scientific knowledge. upon previous findings in current and emerg- ing research. BS.01.01.02.a. Examine and categorize BS.01.01.02.b. Assess and summarize current BS.01.01.02.c. Evaluate the outcomes and im- current applications and gains achieved in ap- work in biotechnology being done to add pacts of biotechnology on the globalization plying biotechnology to agriculture. value to agricultural and society. of agriculture. BS.01.01.03.a. Distinguish between current BS.01.01.03.b. Analyze and document emerg- BS.01.01.03.c. Design a potential application and emerging applications of biotechnology ing problems and issues associated with of biotechnology to meet emerging agricul- in agriculture. agricultural biotechnology. tural and societal needs. BS.01.01.04.a. Compare and contrast the BS.01.01.04.b. Assess the benefits and risks BS.01.01.04.c. Evaluate the short-term and benefits and risks of biotechnology compared associated with using biotechnology to im- long-term benefits and risks of applying bio- withS alternative approaches to improving prove agriculture. technology to agriculture. agriculture.S BS.01.02. Evaluate the scope and implications of regulatory agencies on applications I I of biotechnology in agriculture and protection of public interests (e.g., health, safety, environmental issues, etc.). Sample Measurement: The following sample measurement strands are provided to guide the development of M M measurable activities (at different levels of proficiency) to assess students’ attainment of knowledge and skills related to the above performance indicator.