Coleman Regional Agriscience Center
Zoology/Botany Course Syllabus
4951 North Lewis Road
Coleman, MI 48618
989-465-7151
Marie C. Zwemmer
mzwemmer@colemanschools.net
MISSION STATEMENT
The mission of Coleman Regional Agriscience Center and Coleman Jr/Senior High School, is to create an
environment where all students can be successful
COURSE DESCRIPTION
The Regional Agriscience Center will provide students with opportunities to explore and prepare for
careers and college programs in agriculture, food, and natural resources. In this two-year program
students will gain technical, mechanical, and academic knowledge and skills in areas such as; animal
science, plant science, greenhouse management, environmental and energy systems, natural resources
management, pest management, soil science, scientific and social implications of agriscience, and
agribusiness. Through technology-rich, business connected projects and assignments, students will also
gain the 21st century skills that are critical for college and career success skills such as; work ethic,
flexibility, leadership, collaboration, creative problem solving, project management, self-reliance, and
communication. Students will conduct experiments, grow plants in the greenhouse, care for animals in
the Agriscience barn, and complete projects in the classroom laboratory area. Membership in the
National FFA Organization is strongly encouraged so that students can further develop leadership,
entrepreneurship, and technical skills. Community service and outreach programs will also be a critical
component of the program. Additionally, this program will allow students to qualify for science credit ot
senior year related math status, and college articulated credit is available. Upon completion of this
course students will possess the basic knowledge needed for further agricultural classes at other
institutions or careers.
As a member of this class students will be a member of the Coleman High School FFA Chapter and the
National FFA Organization. The FFA, which was formally known as Future Farmers of America, is a
national organization which is found in over 7,000 middle and high school across the national, including
Puerto Rico and the Virgin Islands. The mission of the organization is to develop students skills in the
areas of citizenship, cooperation, leadership, public speaking and social skills, through hands-on student
centered learning.
As a member of the National FFA Organization, students have the opportunity to participate in a
Supervised Agricultural Experience (SAE). Over the course of the year, students will work closely with
their FFA advisor to develop and implement a project, keep accurate records of their findings, produce
or provide a product or service, thus in turn hopefully creating a profit. This project is the hands-on
application of the concepts and principles that are learned in the classroom. Over the course of the year,
students will be supervised by their advisor, in cooperation with their parents, employers and other
adults who will assist them to gain success in their SAE.
TECHNOLOGY
Students are not permitted to use the Coleman Community Schools computers or other technological
devices only after they have signed the Acceptable Technology Agreement which can be found on our
school website; a hard copy is also available in the main office. Faculty and staff will administer this form
to the students at the beginning of the school year. Throughout this course, students will have the
opportunity to use various technology resources including internet. The use of tapes, DVD’s and experts
to learn about numerous animal topics as well as careers are embedded throughout the course.
Students are expected to follow the high school code of conduct technology rules, which will be
enforced.
COURSE GOALS
After completion of this course students will be able to/have
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Demonstrate knowledge of the FFA.
Developed basic leadership skills, including completing a demonstration and speech
A developed SAE, with goals on how to continue to implement their SAE projects
Discuss careers available and safety when working with livestock.
Describe the anatomy, physiology, genetics, feeding, and nutrition of livestock.
Debate animal welfare issues vs. animal rights issues
Explain various breeding systems available for livestock.
Recall and compare/contrast breeds, selection, management, health, equipment, and
marketing for livestock.
ATTENDANCE
Excused absences are absences excused by a parent/guardian on the first day of the return to school
following the absence. Calls can be made to 989-465-6171 or a note may be sent. Failure to call or send
a note 48 hours from the return to school will result in an unexcused absence. Students are not to leave
school for any reason without checking out and receiving an OUTPASS from the office prior to leaving
the building. Students leaving school without checking out from the office will be recorded as unexcused
and skipping of which the consequence is suspension. Exempt absences are absences due to suspension,
death in the immediate family, school functions and religious holidays. These absences do not count
toward a student’s total number of absences in a class.
An excessive (over 10 in a semester) number of absences may incur the following:
 Teacher or counselor initiated referral and conference with the student, parent, teacher and
principal.
 Required medical documentation from a doctor.
 Disciplinary measures for skipping.
 Loss of Credit
Truancy is against the law for students under the age of 16 and students could face prosecution.
Make up work for an excused absence:
A student has the length of time missed to make up work day for day. Example: If a student missed
Monday and Tuesday he/she would have the day they return to learn of what they missed (Wednesday)
and would have two days to get the work turned in. In this example the student would have until the
end of Friday to get their work turned in. Unexcused absences will result in loss of points for the
assignment for the day. Students will NOT be allowed to make up work for unexcused absences.
TARDIES
A student will be counted tardy if they are late to class but not over ten (10) minutes late. Being ten
minutes late makes a student Truant for the class. You get two tardies per class per card marking before
being assigned a detention. It is disruptive to the learning environment when students are late. You are
expected to be to class on time.
Attendance will be taken in all classes each period. A tardy will be considered an absence/skip
after the class has been in session for ten minutes. Excused tardiness documented with an appropriate
note at time of student return will be allowed for the following reasons:
1. detained by a teacher or the principal.
2. verified late bus arrival.
3. traffic accident on the way to school.
4. emergency at home documented by parent or guardian.
All other tardies will be considered unexcused.
Unexcused tardiness includes: oversleeping, car trouble (if busses are running), forgetting class
materials, etc. After two warnings in a class per marking period, a student will be subject to the
following: after school detention.
Excessive tardiness leading to multiple (12 or more) detentions will result in out-of-school suspension
and a meeting with the parent, student and principal.
HOMEWORK POLICY
All assigned homework will be due at the beginning of every hour. Homework that is handed in after it is
collected will be considered late and will receive an automatic 10% deduction. This 10% deduction will
continue for every day that the homework is late.
TEXTBOOKS, RESOURCE MATERIALS, MEDIA SUPPORT, ETC.
Learning materials/activities will include various assignments as we use some of the following materials.
Livestock Production text, handouts, written research papers, possible field trips, guest speakers,
numerous videos, record keeping systems, computer applications and a large amount of current topic
discussion.
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MyCEART Online Textbooks
In addition to the online textbooks, students will have the following expectations
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Be in your seat before the bell rings
Be prepared—have a pencil, paper, and homework with you
Treat others as you want them to treat you
Be quite and do your assigned work
GRADE REPORTS
Reports cards are given to the students for marking periods 1-6. Report cards for the 6th marking period
are available in the office 1-2 weeks after final exams. Marking periods are approximately six weeks
long. Credit for a class is based on the semester grade. Attendance is taken hourly. Tardies for all classes
are listed on the report card. The conduct mark on the report card is based on the following criteria:
GOOD: The student follows classroom rules. They are actively involved in the educational
process. They respect the rights of others.
ACCEPTABLE: The student needs to be reminded of the classroom rules two or fewer times during the
marking period. They need to be reminded to stay on task less than once a week. They respect the rights
of others.
NEEDS IMPROVEMENT: The student needs to be reminded of the classroom rules once a week. They are
reminded to stay on task more than once a week. They disrupt the education of other students once a
week.
UNACCEPTABLE: The student needs to be reminded of the classroom rules more than once a week. They
are constantly reminded to do work in class. They disrupt the education of others.
PARENT CONFERENCE: The student’s behavior makes education of other students impossible. Parent
must meet with the teacher to resolve the problem.
STUDENT EXPECTATIONS
Coleman High School Agricultural classes strive to prepare students for adult life by teaching skills and
behaviors that will be valued in the workplace. The following Workplace Expectations are stressed and
graded in all classes. Your instructor will review these, provide instruction in all areas and answer any
questions.
 Attendance – Be here on time each day, prepared to work, dressed appropriately
 Respect – Use appropriate language, be honest and truthful, be respectful of peers and
adults
 Safety – Follow safety rules and procedures, keep work area orderly
 Responsibility – Complete work on time, follow directions, use resources to answer
questions, ask for help when needed, contribute to class discussion
 Quality – Show determination to complete tasks, be consistent in quality, focus on the task
at hand
 Team – Work as a productive team member in a variety of roles, communicate in a sensitive
way
COURSE FORMAT
Below, is Coleman Community School’s grading scale, which explains percentages needed for specific
letter grades. Grade reports will be given to the student on a regular basis. Students may review their
grade at any time, with the instructor.
In addition to points accumulated on tests, quizzes and reports, each student will earn daily points.
These points will be awarded on the basis of classroom and laboratory performance, and are explained
below. There may be a few opportunities during the year for bonus points, and these activities will be
announced and discussed as they become available.
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50%-Test/Quizzes
o Before every test, students will be given a test review which will be cover all
materials/topics that students will be tested on. Review packets will be collected the
day of each test and credit will be given based on completeness
20%-Laboratory and Classroom Instruction
o Science Laboratory Experiences
o Discussions
o Demonstrations
o Lectures
o Reading Assignments
o Homework
10%-Supervised Agricultural Experience
o Grades will be based on completion of goals, record keeping, evaluation completed by
parents, employers or supervisor
10% Leadership Experience
o Written and Verbal Communication Exercises
o Leadership Development Activities
o Participation in FFA Activities
5%- Attendance and Participation
5%-Final Exam
GRADING SCALE
A
B
C
D
94 to 100%
83 to 86%
73 to 76%
63 to 68%
ABCD-
90 to 93%
80 to 82%
70 to 72%
60 to 62%
B+
C+
D+
F
87 to 89%
77 to 79%
67 to 69%
59 to 00%
** Extra Credit will be given upon teacher discretion if all assigned homework is completed
SUPERVISED AGRICULTURAL EXPERIENCE PROJECTS
Over the course of the year, students will be expected to participate in a Supervised Agricultural
Experience (SAE) Project. These projects will be worked on and implemented both within and outside of
the classroom. At the end of the school, as part of their final exam, students will be expected to create a
presentation about their SAE project to be presented to school, family and community members,
explain the goals of their SAE and what they have done over the course of the year to reach those goals.
Additionally, they will have to explain plans for carrying out their project in future years.
FFA & LEADERSHIP EVENT PARTICIPATION
Throughout the course of the year, there will be numerous opportunities for students to participate in
FFA sponsored events as activities. To receive full credit in the Leadership Experience category, students
must participate in at least three of these events throughout the school year. A list of all the FFA events
and activities is posted on the FFA Bulletin Board located in the back of the room. See event calendar or
the advisor for more details.
Course Outline
Time Frame
Unit of Study
Unit 1: Agricultural Safety
4 Hours
Unit Understanding:
Examine and summarize importance of health, safety, and
environmental management systems in AFNR organizations
Unit 2: Introduction to the National FFA Organization
20 Hours
Unit Understanding:
Examine and understand the roles and purposes of the National FFA
Organization and how to be involved and successful in it.
Unit 3: Raising Poultry in the United States
15 Hours
Unit Understanding
Examine the components of the poultry industry in the U.S, and use
what is learned in within those components to raise poultry
Unit 4: Livestock Domestication and Importance
5 Hours
Unit Understanding:
Examine the components, historical development, global
implications and future trends of the animal systems industry.
Classify, evaluate, select and manage animals based on anatomical
and physiological characteristics. Select animal facilities and
equipment that provide for the safe and efficient production,
housing and handling of animals. Analyze historic and current
Content
State/Technical Standards
 Segment 1-Safety
Major Assignments/Assessments
 Agricultural Safety Test—must be
passed with 100% before
participating in greenhouse and
barn
State/Technical Standards
 Segment 1-Safety
 Segment 2-Animal Anatomy &
Phys.
 Segment 12-Career Readiness &
Leadership
Major Assignments/Assessments
 Officer Elections
 National FFA Convention
 Development of SAE Projects
State/Technical Standards
 Segment 3-Animal Genetics &
Repro.
 Segment 5-Animal Health &
Nutrition
 Segment 6-Plant Anatomy &
Physiology
 Segment 11-Agricultural Business
& Marketing
Major Assignments/Assessments
 Michigan FFA Poultry Contest
 Conduct feed experiments that
demonstrate roles of essential
nutrients in livestock
 Research state and local regulation
regarding the marketing and
processing of livestock
 visit animal processing facilities
and discuss production schedules
and processing efficiencies
State/Technical Standards
 Segment 2-Animal Anatomy &
Physiology
 Segment 3-Animal Genetics &
Repro.
Major Assignments/Assessments
 Animal Rights vs. Animal Welfare
Discussion
trends impacting the animal systems industry.
Unit 5: Agriculture and the Environment
5 Hours
Unit Understanding:
Identity important agricultural environmental impacts on soil,
water, and air, current agricultural environmental challenges, how
natural resources are used in agriculture, conserving renewable and
nonrenewable resources and how new energy sources are
developed from agricultural products
10 Hours
Unit 6: Characterizing Livestock Breeds and Parts
Unit Understanding:
Classify, evaluate, select and manage animals based on anatomical
and physiological characteristics.
Unit 7: Livestock Nutrition and Feed Composition
15 Hours
Unit Understanding:
Identify types of nutrients required by farm animals including
proteins, minerals, vitamins, carbohydrates, fats/oils, and water,
analyze of suitable common feed ingredients, including forages,
roughages, concentrates, and supplements, for ruminant,
monogastric, equine, and avian digestive systems, create basic
animal feeding guidelines and feeding programs
.
Unit 8: Livestock Anatomy and Physiology
15 Hours
Unit Understanding:
Classify, evaluate, select and manage animals based on anatomical
State/Technical Standards
 Segment 9-Natural Resource
Systems
 Segment 10 –Environmental
Service Systems
 Segment 12: Forestry, Energy and
Wildlife Management
Major Assignments/Assesments
 Elementary School Woods Day
 Develop or renewal of wildlife
habitat
 Build bird houses
State/Technical Standards
 Segment 2-Animal Anatomy &
Physiology
 Segment 5-Animal Health &
Nutrition
Major Assignments/Assesments
 Display breed improvements for a
particular animal via animal history
or pictorial timeline
 Creation of light-up board showing
livestock part locations
State/Technical Standards
 Segment 4-Domestic Animal
Production
 Segment 5-Animal Health &
Nutrition
Major Assignments/Assesments
 Animal/Livestock Nutritionist
Guest Speaker talking about job
requirements and balancing
rations
 Conduct feed experiments that
demonstrate roles of essential
nutrients in livestock
 conduct an experiment on feed
chemistry; such as starch digestion
or effects of chemical treatment of
forage samples on digestibility
 calculate the costs of feed rations
and determine the least cost
formulation for a particular species
of animal
State/Technical Standards
 Segment 2-Animal Anatomy &
Physiology
 Segment 5-Animal Health &
Nutrition
and physiological characteristics. Prepare and implement animal
handling procedures for the safety of animals, producers and
consumers of animal products. Design and provide proper animal
nutrition given desired outcomes for performance, development,
reproduction, and/or economic production. Classify, evaluate and
select animals based on anatomical and physiological
characteristics.
Unit 9: Livestock Health
15 Hours
Unit Understanding:
Provide for the proper health care of animals. Apply principles of
animal nutrition to ensure the proper growth, development,
reproduction and economic production of animals.
Unit 10: Animal Cell Structure and Function
5 Hours
Unit Understanding:
Describe purpose and anatomy of cells, how cell parts function,
various cell actions, such as osmosis and cell division and how plant
and animal cells are alike and different
Unit 11: Cell Division
5 Hours
Unit Understanding:
Describe the process of cell division (mitosis and meiosis)
Unit 12: Animal Genetics
15 Hours
Unit Understanding:
Describe genotypes and phenotypes and how dominant and
recessive genes function, compare genetic characteristics among
cattle, sheep, swine, and horse breeds, demonstrate how to display
phenotype and genotype ratios (e.g. using a Punnett Square),
demonstrate the fertilization process, describe the purpose and
processes of mitosis and meiosis
Unit 14: Livestock Reproduction
15 Hours
Unit Understanding:
Describe in detail, animal conception including estrus cycles,
ovulation, and insemination, gestation process and basic fetal
development, parturition process including the identification of
potential problems and their solutions, role of artificial
insemination and embryo transfer in animal agriculture, commonly
used animal production breeding systems and the reasons for their
use
Unit 15: Animal Breeding Systems
15 Hours
Unit Understanding:
Major Assignments/Assesments
 Dissection(virtual or hands-on) of
livestock systems
 Development of Displays that
show the role of the 6 essential
nutrients and their role in digestive
process
State/Technical Standards
 Segment 4-Domestic Animal
Production
 Segment 5-Animal Health &
Nutrition
Major Assignments/Assesments
 Obtain and read animal fecal
sample
State/Technical Standards
 Segment 3-Animal Genetics &
Repro.
Major Assignments/Assesments
 Animal Cell Diagram
State/Technical Standards
 Segment 3-Animal Genetics &
Repro.
Major Assignments/Assesments
 Mitosis and Meiosis Drawings
State/Technical Standards
 Segment 3-Animal Genetics &
Repro.
 Segment 5-Animal Health &
Nutrition
Major Assignments/Assesments
 DNA Extraction Experiment
 Heritability Lab
State/Technical Standards
 Segment 2-Animal Anatomy &
Physiology
 Segment 3-Animal Genetics
Repro.
Major Assignments/Assesments
 Day to day development of
chickens
 Hatching Chickens
State/Technical Standards
 Segment 2-Animal Anatomy &
Physiology
Evaluate groups of animals for desired qualities and discerning
among them for breeding selection, using animal performance data
in the selection and management of production animals, current
technology used to measure desirable traits. Predict phenotypic
and genotypic results of a dominant and recessive gene pair and
describe the role of mutations and hybrids in animal genetics
 Segment 3-Animal Genetics &
Repro.
Major Assignments/Assesments
 Develop criteria for breeding
animals to achieve desired results
 Development of breeding systems
to achieve heterosis
Unit 16: Small/Specialty Animal Production
State/Technical Standards
 Segment 4-Domestic Animal
Production
Major Assignments/Assesments
 with assistance from a veterinary
technician or animal handler,
administer medication, clean ears,
clip nails and groom cats and dogs
 Develop or improve habitat for
wildlife
10 Hours
Unit Understanding:
Describe the specialty animal's role in agriculture (fish farms, pack
animals, working dogs). Explain unique nutrition, health, and
habitat requirements for specialty animals, optimum requirements
for diet, genetics, habitat, and behavior in the production of
specialty animals and develop, maintain and use growth and
management records for specialty animals
Unit 17: Discovering Careers in Agriculture
10 Hours
Unit Understanding:
Identify personal qualifications, interests, aptitudes, information
and skills for agricultural careers, identify the scope of career
opportunities and the requirements for education, training, and
licensure, develop an agricultural career plan, understand
professional organizations, industry associations and organized
labor in agriculture, understand past, present and future trends
affecting agricultural careers and know key strategies for selfpromotion in the hiring process
Unit 1: Science of Plants
17 Hours
Unit Understanding:
Classify plants by using a dichotomous key, describe how common
plant parts are used to classify the plant, explain differences
between and uses of native and nonnative plants, differences
between monocots and dicots and differences between plants
under production and weeds
.
Unit 2: Plant Physiology and Growth
17 Hours
Unit Understanding:
Describe plant systems, nutrient transportation, structure, and
energy storage, essential parts and function, how primary,
secondary, and trace elements are used in plant growth, factors
that influence plant growth, including water, nutrients, light, soil,
air, and climate, tissues seen in a cross section of woody and
herbaceous plants, factors that affect plant growth and predicting
plant response
State/Technical Standards
 Segment 1-Safety
 Segment 2-Animal Anatomy &
Physiology
 Segment 3-Animal Genetics &
Repro.
 Segment 4-Domestic Animal
Production
Major Assignments/Assesments
 Job shadow Report
State/Technical Standards
 Segment 6- Plant Anatomy &
Physiology
 Segment 7-Soils & Plant Nutrition
Major Assignments/Assesments
 Michigan FFA Greenhouse
Management Contest
 Flower Sale (Semester Project)
State/Technical Standards
 Segment 6-Plant Anatomy &
Physiology
 Segment 7-Soil & Plant Nutrition
Major Assignments/Assesments
 Plants Growth Research Project
 Elementary School Collaboration
Day
 Macro/Micro Nutrient Tables
Unit 3: Plant Propagation/Reproduction/Cell Biology
17 Hours
Unit Understanding:
Explain differences between prokaryotic cells and plant and animal
eukaryotic cells and how viruses differ from them in complexity and
general structure, plant cellular function reactions when plants are
grown under different conditions, Functions organelles play in cell
health, cell parts responsible for the genetic information that
controls plant growth and development, plant inheritance
principles, including the structure and role of DNA and which
organelles in plant cells carry out photosynthesis
Unit 4: Soils and Water Resources
17 Hours
Unit Understanding:
Analyze soil types, soil texture, structure, and bulk density and the
USDA soil-quality rating procedure, soil properties necessary for
successful plant production, including pH, EC, and essential
nutrients, soil biology and diagramming the soil food chain and how
soil biology affects the environment and natural resources
Unit 5: Greenhouse Management
Unit Understanding:
Prepare and implement a plant management plan that addresses
the influence of environmental factors, nutrients and soil on plant
growth. Propagate, culture and harvest plants.
Unit 6: Crop Management
10 Hours
Unit Understanding:
Describe local cultural techniques from planting to processing for
tree, grain, hay, and vegetable classes, common marketing and
shipping characteristics of local commodities and understand
general maturity and harvest-time guidelines for specific local plant
products
Unit 7: Pest Management
17 Hours
Unit Understanding:
Categorize insects as pests, beneficial, or neutral and their roles,
describe the role of other pests, such as nematodes, molds,
mildews, and weeds, conventional, sustainable, and organic
management methods to prevent or treat plant disease symptoms.
Apply integrated pest management to prevent, treat, and control
plant disease symptoms and explain how biotechnology can be
used to manage pests
Unit 12: Role of Technology in Agriculture
5 Hours
State/Technical Standards
 Segment 8-Plant Culture &
Propagation
Major Assignments/Assesments
 Plant dissection and cell drawings
State/Technical Standards
 Segment 7-Soils & Plant Nutrition
 Segment 10-Environmental Service
Systems
 Segment 12: Water and the
Enviorment
Major Assignments/Assesments
 Soil Profile Parfait Lab
State/Technical Standards
 Segment 7- Soils & Plant Nutrition
 Segment 8-Plant Culture &
Propagation
State/Technical Standards
 Segment 7-Soils & Plant Nutrition
 Segment 11- Living Systems and
the Envrionment
State/Technical Standards
 Segment 8-Plant Culture &
Propagation
Major Assignments/Assesments
 Basic Pesticide Use
Lab/Experiment
State/Technical Standards
Unit Understanding:
Describe how an agricultural commodity moves from producer to
consumer, how technology influences factors such as labor,
efficiency, diversity, availability, mechanization, communication,
etc. Explain public concerns for technological advancements in
agriculture, such as genetically modified organisms and laws and
regulations concerning biotechnology
Major Assignments/Assesments
 Develop a timeline of advances in
technology that has advanced
plant and animal science
 Discussion/Debate on
environment, food and medicine,
public safety and biosecurity in
plant and animal science