Course: Name of Course Animal Science (AS)
CIP Code: 010901
Exploratory
Career Cluster:
AFNR
Preparatory
Total Framework Hours up to: 180
Date Last Modified: 1/19/2013
Cluster Pathway:
Animal Systems (AS)
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COMPONENTS AND ASSESSMENTS
Orientation to FFA
Students will learn about the FFA program and the opportunities it offers students. Program goals, mission, activities, and structure will be taught.
Students will have the opportunity to join FFA. All students in class will have a SAE project.
Leadership Alignment: Leadership activity embedded in curriculum and instruction. (Examples: CTSO project or activity, Life Knowledge/Cluster Skills, locally
developed leadership project or activity, embedded 21st Century interdisciplinary theme activity such as global awareness, financial, economic, business &
entrepreneurial literacy, civic literacy, health & safety, environmental literacy)

Students will compete in the FFA novice parliamentary procedure CDE (rituals).
Standards and Competencies
Standard/Unit:
SAE.01. This course will include instruction in and Student involvement in Supervised Agriculture Experience Projects (SAE ).
Competencies
Total Learning Hours for Unit: 10
SAE.01.01. The Students will establish and conduct Supervised Agriculture Experience Projects (SAE) as an integral part of an Agriculture Education
program. This information is taught at the beginning of the course.
Level 1
SAE.01.01.a.Explain the history of SAE.
SAE.01.01.b.Explain the benefits of SAE projects to skill development, leadership and career success.
SAE.01.01.c.Explain the connection between SAE and FFA.
SAE.01.01.d.Explain the five types of SAE. (Entrepreneurship, Placement, Research, Exploratory, Improvement)
SAE.01.01.e.Explore ideas for SAE projects.
SAE.01.01.f. Explain how SAE projects support academic achievement.
SAE.01.01.g Select and establish an SAE project.
SAE.01.01.h.Explain and keep records on established SAE projects.
SAE.01.01.i. Explain SAE project Supervision, visitation and assessment.
SAE.01.01.j. Explain how SAE projects benefit the community.
SAE.01.01.k Seek recognition for SAE project accomplishments.
SAE.01.01.l. Explain the three circle concept for SAE, FFA Leadership, and Classroom/Laboratory in an Agriculture Education program.
Aligned Washington State Standards
Art
1.1.1
Applies a variety of listening strategies to accommodate the listening situation.
Communications
3.3.1
Applies skills and strategies for the delivery of effective oral communication and presentations.
Educational Technology
Health and Fitness
Math
Reading
A1.8.C Evaluate a solution for reasonableness, verify its accuracy, and interpret the solution in the context of the original problem.
EALR 3 The student reads different materials for a variety of purposes.
3.1.1. Analyze web-based and other resource materials (including primary sources and secondary sources) for relevance in answering
research questions.
Science
Social Studies
Writing
3.3.1
Develops ideas and organizes writing
COMPONENTS AND ASSESSMENTS
Orientation to Agriculture
Students will choose two careers from the agricultural career cluster. Based on these careers, they will write a career summary, conduct three
occupational surveys, and create short and long term career and educational goals. Students will also gain job seeking skills by learning how to write
resumes and cover letters, learn how to conduct themselves during mock job interviews, and how to follow up after an interview. This portion of the class
is articulated with Walla Walla Community College. If students receive a B or better on this unit they will receive three college credits.
Leadership Alignment: Leadership activity embedded in curriculum and instruction. (Examples: CTSO project or activity, Life Knowledge/Cluster Skills, locally
developed leadership project or activity, embedded 21st Century interdisciplinary theme activity such as global awareness, financial, economic, business &
entrepreneurial literacy, civic literacy, health & safety, environmental literacy)
3.A.1 Articulate thoughts and ideas effectively using oral, written, and nonverbal communication skills in a variety of forms and contexts.
Standards and Competencies
CS.02. Develop a skill set to enhance the positive evolution of the whole person.
CS.03. Demonstration those qualities, attributes and skills necessary to succeed in, or further prepare for, a chosen career while effectively contributing to
society.
Competencies/Indicators
Total Learning Hours for Unit: 20
CS.02.03. Professional Growth: Develop awareness and apply skills necessary for achieving career success.
Level 1
CS.02.03.01.a. Explore various career interests/options.
CS.02.03.02.a. Chart the components to creating a balanced work/life plan.
CS.02.03.03.a. Identify the skills required for various careers.
Level 2
CS.02.03.01.b. Make decisions to plan for a personal career.
CS.02.03.02.b. Determine the level of non-essential actions/tasks related to personal and work life.
CS.02.03.03.b. Develop skills required for a specific career
Level 3
CS.02.03.01.c. Implement a plan to achieve career goals and priorities
CS.02.03.02.c. Balance personal and work responsibilities
CS.02.03.03.c. Demonstrate employability skills for a specific career.
CS.03.01. Communication: Demonstrate oral, written and verbal skills.
Level 1
CS.03.01.01.a. Use basic technical and business writing skills.
CS.03.01.02.a. Describe the various types and uses of resumes.
Level 2
CS.03.01.01.b. Select the appropriate form of technical and business writing or communication for a specific situation.
CS.03.01.02.b. Prepare a resume
Level 3
CS.03.01.01.c. Demonstrate technical and business writing skills to communicate effectively with co-workers and supervisors.
CS.03.01.02.c. Demonstrate effective use of a resume as part of an effort to obtain a job.
Art
1.1.2
Applies a variety of listening strategies to accommodate the listening situation.
Communications
3.3.1
Applies skills and strategies for the delivery of effective oral communication and presentations.
Educational Technology
Health and Fitness
Math
A1.8.C Evaluate a solution for reasonableness, verify its accuracy, and interpret the solution in the context of the original problem.
3.2.2 Apply understanding of complex information, including functional documents to perform a task.
Reading Standard for Informational Text Grades 9-10 Key Ideas and Details: 2. Determine a central idea of a text and analyze its
Reading
development over the course of the text, including how it emerges and is shaped and refined by specific details; provide and
objective summary of the text.
EALR 1: Systems. Predictability and Feedback
9-12 SYSA Feedback is a process in which the output of a system provides information used to regulate the operation of the system.
Science
Positive feedback increases the disturbance to a system. Negative feedback reduces the disturbance to a system.
9-12 SYSB Systems thinking can be especially useful in analyzing complex situations. To be useful, a system needs to be specified as
clearly as possible.
9-12 SYSC In complex systems, entirely new and unpredictable properties may emerge. Consequently, modeling a complex system in
sufficient detail to make reliable predictions may not be possible.
9-12 SYSD Systems can be changing or in equilibrium.
Social Studies
Writing
1: The student understands and uses a writing process.
Component 2.3: Writes in a variety of forms/genres
Component 2.4: Writes for career applications.
Writing Standards Grades 9-10:
4. Produce clear and coherent writing in which the development, organization, and style are appropriate ot task, purpose, and audience.
5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing
what is most significant for a specific purpose and audience,
COMPONENTS AND ASSESSMENTS
Breeds of Livestock
Assessment of this unit will include lessons where students will list key identification points to help them recognize the various breeds of domestic
livestock. Each student in class will research and present key information regarding a breed of livestock (beef, hog, or sheep breed). A test will be
administered at the end of the unit.
Leadership Alignment: Leadership activity embedded in curriculum and instruction. (Examples: CTSO project or activity, Life/Knowledge/Cluster Skills, locally
developed leadership project or activity, embedded 21st Century interdisciplinary theme activity such as global awareness, financial, economic, business &
entrepreneurial literacy, civic literacy, health & safety, environmental literacy)
2.A.1 Use various types of reasoning (inductive, deductive, etc) as appropriate to the situation.
Standards and Competencies
Standard/Unit:
AS.01. Examine the components, historical development, global implications and future trends of the animal systems industry.
Competencies/Indicators
Total Learning Hours for Unit: 20
AS.01.01 Evaluate the development and implications of animal origin, domestication and distribution.
Level 1
AS.01.01.01.a. Identify the origin, significance, distribution and domestication of animal species.
AS.01.01.02.a. Define major components of the animal industry
Level 2
AS.01.01.01.b. Evaluate and describe characteristics of animals that developed in response to the animals’ environment and led to their domestication.
AS.01.01.02.b. Outline the development of the animal industry and the resulting products, services, and careers.
Level 3
AS.01.01.01.c. Predict adaptations of animals to production practices and environments.
AS.01.01.02.c. Predict trends and implications of future development of the animal systems industry.
Aligned Washington State Standards
Art
Communications
Educational Technology
Health and Fitness
Math
Reading
Science
Social Studies
Writing
EALR 3 The student uses communication skills and strategies to effectively present ideas and one’s self in a variety of situations.
A1.8.C Evaluate a solution for reasonableness, verify its accuracy, and interpret the solution in the context of the original problem.
EALR 3 The student reads different materials for a variety of purposes.
3.1.1. Analyze web-based and other resource materials (including primary sources and secondary sources) for relevance in answering
research questions..
9-11 LS3E Biological classifications are based on how organisms are related, reflecting their revolutionary history. Scientists infer
relationships from physiological traits, genetic information, and the ability of two organisms to produce fertile offspring.
EALR 2 The student writes in a variety of forms for difference audiences and purposes.
COMPONENTS AND ASSESSMENTS
Digestion
Students will be able to distinguish between a monogastric, ruminant, horse, and avian digestive system. They will be able to identify the major parts as
well as their function. Students will create a collage of a monogastric digestive system and be able to explain the function of each part. In addition,
students will complete a crossword for a ruminant digestive system. When studying the horse digestive tract students will write a story from the
perspective of a piece of food going through the horse’s digestive tract.
Leadership Alignment: Leadership activity embedded in curriculum and instruction. (Examples: CTSO project or activity, Life Knowledge/Cluster Skills, locally
developed leadership project or activity, embedded 21st Century interdisciplinary theme activity such as global awareness, financial, economic, business &
entrepreneurial literacy, civic literacy, health & safety, environmental literacy)
1.A.3 Elaborate, refine, analyze and evaluate their own ideas in order to improve and maximize creative efforts.
Standards and Competencies
Standard/Unit:
AS.02. Classify, evaluate, select and manage animals based on anatomical and physiological characteristics.
Competencies/Indicators
AS.02.02. Apply principles of comparative anatomy and physiology to uses within various animal systems.
Total Learning Hours for Unit: 30
Level 1
AS.02.02.01.a. Identify basic characteristics of animal cells, tissues, organs and body systems.
AS.02.02.05.a. Describe the properties, locations, functions and types of animal organs.
AS.02.02.06.a. Describe the functions of the animal body systems and system components.
Level 2
AS.02.02.01.b. Compare and contrast animal cells, tissues, organs and body systems.
AS.02.02.05.b. Compare and contrast organ types and functions among animal species.
AS.02.02.06.b. Compare and contrast body systems and system adaptations between animal species.
Level 3
AS.02.02.01.c. Explain how the components and systems of animal anatomy and physiology relate to the production and use of animals.
AS.02.02.05.c. Relate the importance of animal organs to the health, growth and reproduction of animals.
AS.02.02.06.c. Explain the impact of animal body systems on performance, health, growth and reproduction.
Aligned Washington State Standards
Art
Communications
Educational Technology
Health and Fitness
Math
Reading
Science
1.1.3
3.3.1
Applies a variety of listening strategies to accommodate the listening situation.
Applies skills and strategies for the delivery of effective oral communication and presentations.
A1.8.C Evaluate a solution for reasonableness, verify its accuracy, and interpret the solution in the context of the original problem.
EALR 3 The student reads different materials for a variety of purposes.
3.1.1. Analyze web-based and other resource materials (including primary sources and secondary sources) for relevance in answering
research questions.
9-11 LS3E Biological classifications are based on how organisms are related, reflecting their revolutionary history. Scientists infer
relationships from physiological traits, genetic information, and the ability of two organisms to produce fertile offspring.
9-11 LS1F All of the functions of the cell are based on chemical reactions. Food molecules are broken down to provide the energy and
the chemical constituents needed to synthesize other molecules. Breakdown and synthesis are made possible by proteins
called enzymes. Some of these enzymes enable the cell to store energy in special chemicals, such as ATP, that are needed to
drive the many other chemical reactions in a cell.

Explain how cells break down food molecules and use the constituents to synthesize proteins, sugars, fats, DNA and many other
molecules that cells require.

Describe the role that enzymes play in the breakdown of food molecules and synthesis of the many different molecules needed
for cell structure and function.

Explain how cells extract and store energy from food molecules.
Social Studies
Writing
3.1.1 Analyze ideas, selects a manageable topic, and elaborates using specific, relevant details and/or examples.
COMPONENTS AND ASSESSMENTS
Nutrition
Students will be assessed on the various nutrients needed for proper animal growth as well as how to balance feed rations given the feed stuffs and
desired nutrient level using the Pearson’s square method.
Leadership Alignment: Leadership activity embedded in curriculum and instruction. (Examples: CTSO project or activity, Life Knowledge/Cluster Skills, locally
developed leadership project or activity, embedded 21st Century interdisciplinary theme activity such as global awareness, financial, economic, business &
entrepreneurial literacy, civic literacy, health & safety, environmental literacy)
4.B.4 Use information accurately and creatively for the issue or problem at hand.
Standards and Competencies
Standard/Unit:
AS.04. Apply principles of animal nutrition to ensure the proper growth, development, reproduction and economic production of animals.
Competencies/Indicators
Total Learning Hours for Unit: 20
AS.04.01. Formulate feed rations for the nutritional needs of animals.
Level 1
AS.04.01.01.a. Compare and contrast common types of feedstuffs and the roles they play in the diets of animals.
AS.04.01.02.a. Explain the importance of a balanced ration for animals.
Level 2
AS.04.01.01.b. Determine the relative nutritional value of feedstuffs by evaluating their general quality and condition.
AS.04.01.02.b. Appraise the adequacy of feed rations using data from the analysis of feedstuffs, animal requirements and performance.
Level 3
AS.04.01.01.c. Select appropriate feedstuffs for animals based on factors such as economics, digestive system and nutritional needs.
AS.04.01.02.c.Formulate animal feeds based on nutritional requirements, using feed ingredients for maximum nutrition and optimal economic production.
AS.04.02. Prescribe and administer animal feed additives and growth promotants in animal production.
Level 1
AS.04.02.01.a. Explain the purpose and benefits of feed additives and growth promotants in animal production.
Level 2
AS.04.02.01.b. Discuss how feed additives and growth promotants are administered and the precautions that should be taken.
Level 3
AS.04.02.01.c. Prescribe and administer feed additives and growth promotants.
Aligned Washington State Standards
Art
1.1.4
Applies a variety of listening strategies to accommodate the listening situation.
Communications
3.3.1
Applies skills and strategies for the delivery of effective oral communication and presentations.
Educational Technology
Health and Fitness
A1.8.C Evaluate a solution for reasonableness, verify its accuracy, and interpret the solution in the context of the original problem.
Math
A2.8.B, N3.8F Read and interpret diagrams, graphs, and text containing the symbols, language and conventions of mathematics.
EALR 3 The student reads different materials for a variety of purposes.
Reading
3.1.1. Analyze web-based and other resource materials (including primary sources and secondary sources) for relevance in answering
research questions.
9-11 LS1F All of the functions of the cell are based on chemical reactions. Food molecules are broken down to provide the energy and
the chemical constituents needed to synthesize other molecules. Breakdown and synthesis are made possible by proteins
called enzymes. Some of these enzymes enable the cell to store energy in special chemicals, such as ATP. That are needed to
drive the many other chemical reaction in a cell.

Explain how cells break down food molecules and use the constituents to synthesize proteins, sugars, fats, DNA and many other
Science
molecules that cells require.

Describe the role that enzymes play in the breakdown of food molecules and synthesis of the many different molecules needed
for cell structure and function.

Explain how cells extract and store energy from food molecules.
Social Studies
Writing
EALR 3 The student writes clearly and effectively.
3.3.1 Develops ideas and organizes writing.
COMPONENTS AND ASSESSMENTS
Health
Students will give a subcutaneous and intramuscular shot to fruit using food coloring to demonstrate the proper way to administer medication through
injection. Students will also read medication labels, identify important label information, and calculate the proper amount of medication to an animal given
the species and weight. Additionally students will create an animal disease brochure on the disease of their choice.
Leadership Alignment: Leadership activity embedded in curriculum and instruction. (Examples: CTSO project or activity, Life Knowledge/Cluster Skills, locally
developed leadership project or activity, embedded 21st Century interdisciplinary theme activity such as global awareness, financial, economic, business &
entrepreneurial literacy, civic literacy, health & safety, environmental literacy)
4.B.4 Use information accurately and creatively for the issue or problem at hand.
4.B.6 Apply a fundamental understanding of the ethical/legal issues surrounding the access and use information.
Standards and Competencies
Standard/Unit
AS.03. Provide for the proper health care of animals.
AS.06. Prepare and implement animal handling procedures for the safety of animals, producers and consumers of animal products.
Competencies/Indicators
Total Learning Hours for Unit: 15
AS.03.01. Prescribe and implement a prevention and treatment program for animal diseases, parasites and other disorders.
Level 1
AS.03.01.01.a. Explain methods of determining animal health disorders.
AS.03.01.02.a. Identify common diseases, parasites and physiological disorders that affect animals.
AS.03.01.03.a. Explain characteristics of causative agents and vectors of diseases and disorders in animals.
Level 2
AS.03.01.02.b. Diagnose illnesses and disorders of animals based on symptoms and problems caused by diseases, parasites and physiological disorders.
AS.03.01.03.b. Evaluate preventable measures for controlling and limiting the spread of diseases, parasites and disorders among animals.
Level 3
AS.03.01.02.c. Treat common diseases, parasites and physiological disorders of animals.
AS.03.01.03.c. Design and implement a health maintenance and disease disorder plan for animals in their natural and/or confined environments.
AS.06.01 Demonstrate safe animal handling and management techniques.
Level 1
AS.06.01.01.a. Discuss the dangers involved in working with animals.
AS.06.01.02.a. Explain the implications of animal welfare and animal rights for animal agriculture.
Level 2
AS.06.01.01.b. Outline safety procedures for working with animals by species.
AS.06.01.02.b. Design programs that assure the welfare of animals and prevent abuse or mistreatment.
Level 3
AS.06.01.01.c. Interpret animal behaviors and execute protocols for safe handling of animals.
AS.06.01.02.c. Implement quality assurance programs and procedures for animal production.
AS.06.02. Implement procedures to ensure that animal products are safe.
Level 1
AS.06.02.01.a. Identify animal production practices that could pose health risks or are considered to pose risks by some.
AS.06.02.02.a. Describe how animal identification system can track an animal’s location, nutrition requirements, production progress and changes in health.
Level 2
AS.06.02.01.b. Discuss consumer concerns with animal production practices relative to human health.
AS.06.02.02.b. Explain why animal trace-back capability, using individual animal and farm identification systems, is important to producers and consumers.
Level 3
AS.06.02.01.c. Implement a program to assure the safety of animal products.
AS.06.02.02.c. Implement an animal and/or premises identification program.
Aligned Washington State Standards
Art
1.1.5
Applies a variety of listening strategies to accommodate the listening situation.
Communications
3.3.1
Applies skills and strategies for the delivery of effective oral communication and presentations.
Educational Technology
Health and Fitness
A1.8.C, M1.8.B Select and apply strategies to solve problems.
Math
A2.8.B, N3.8F Read and interpret diagrams, graphs, and text containing the symbols, language and conventions of mathematics.
Reading
Science
Social Studies
Writing
EALR 2 The student understands the meaning of what is read.
Component 2.2 Understand and apply knowledge of text components to comprehend text.
EALR 3: The student reads different materials for a variety of purposes
Component 3.2 Read to perform a task.
3.2.2 Apply understanding of complex information, including functional documents to perform a task.
Component 3.3 Read for career applications
3.3.1 Apply appropriate reading strategies for interpreting technical and non-technical documents used in job-related settings.
Reading Standards for Literacy Grades 9-10 in Science and Technical Subjects; 4. Determine the meaning of symbols, key terms, and
other domain-specific words and phrases as they are used in specific scientific or technical context relevant to grades 9-10 texts
or topics.
3.1.1 Analyzes ideas, selects a manageable topic, and elaborates using specific, relevant details and/or examples.
COMPONENTS AND ASSESSMENTS
Reproduction
Students will be evaluated on their comprehension of topics discussed in class based on their performance on the book questions, worksheet, and test.
Punnet square will be used to determine probability of genetic outcomes. In addition, students will be able to differentiate between genotypes and
phenotypes based on the marshmallow genetics lab.
Leadership Alignment: Leadership activity embedded in curriculum and instruction. (Examples: CTSO project or activity, Life Knowledge/Cluster Skills, locally
developed leadership project or activity, embedded 21st Century interdisciplinary theme activity such as global awareness, financial, economic, business &
entrepreneurial literacy, civic literacy, health & safety, environmental literacy)
4.A.2 Evaluate information critically and competently.
Standards and Competencies
Standard/Unit:
AS.05 Evaluate and select animals based on scientific principles of animal production.
Competencies/Indicators
AS.05.01 Evaluate the male and female reproductive systems in selecting animals.
Total Learning Hours for Unit: 30
Level 1
AS.05.01.01.a. Explain the male and female reproductive organs of the major animal species.
Level 2
AS.05.01.01.b. Describe the functions of major organs in the male and female reproductive systems.
Level 3
AS.05.01.01.c. Select breeding animals based on characteristics of the reproductive organs.
AS.05.02. Evaluate animals for breeding readiness and soundness.
Level 1
AS.05.02.01.a. Explain how age, size, life cycle, maturity level and health status affect the reproductive efficiency of male and female animals.
AS.05.02.02.a. Discuss the importance of efficient and economic reproduction in animals.
Level 2
AS.05.02.01.b. Summarize factors that lead to reproductive maturity.
AS.05.02.02.b. Evaluate reproductive problems that occur in animals.
Level 3
AS.05.02.01.c. Evaluate and select animals for reproductive readiness.
AS.05.02.02.c. Treat or cull animals with reproductive problems.
AS.05.03 Apply scientific principles in the selection and breeding of animals.
Level 1
AS.05.03.01.a. Explain genetic inheritance in agricultural animals.
AS.05.03.02.a. Define natural and artificial breeding.
AS.05.03.03.a. Explain the use of quantitative breeding values (e.g., EPDs) in the selection of genetically superior stock.
AS.05.03.04.a. Explain the advantages of major reproductive management practices, including estrous synchronization, superovulation, flushing and embryo transfer.
AS.05.03.05.a. Discuss the uses and advantages and disadvantages of natural breeding and artificial insemination.
Level 2
AS.05.03.01.b. Explain the advantages of using genetically superior animals in the production of animals and animal products.
AS.05.03.02.b. Explain the processes of natural and artificial breeding methods.
AS.05.03.04.b. Explain the processes of major reproductive management practices, including estrous synchronization, superovulation, flushing and embryo transfer.
AS.05.03.05.b. Explain the materials, methods and processes of artificial insemination.
Aligned Washington State Standards
Art
Communications
1.1.6
3.3.1
Applies a variety of listening strategies to accommodate the listening situation.
Applies skills and strategies for the delivery of effective oral communication and presentations.
Educational Technology
Health and Fitness
Math
Reading
Science
Social Studies
Writing
Common Core State Standard for Math: Making Inference and Justifying Conclusions:

Understand and evaluate random processes underlying statistical experiments:
1. Understand statistics as a process for making inferences about population parameters based on a random sample from
that population.
EALR 3 The student reads different materials for a variety of purposes.
3.1.1. Analyze web-based and other resource materials (including primary sources and secondary sources) for relevance in answering
research questions.
9-11 LA1H Genes are carried on chromosomes. Animal cells contain two copies of each chromosome with genetic information that
regulate body structure and functions. Cells divide by a process called mitosis, in which the genetic information is copied so that
each new cell contains exact copies of the original chromosomes.

Describe and model the process of mitosis, in which one cell divides, producing two cells, each with copies of both chromosomes
from each pair in the original cell.
9-11 LS1I Egg and sperm cells are formed by a process called meiosis in which each resulting cell contains only one representative
chromosome from each pair found in the original cell. Recombination of genetic information during meiosis scrambles the genetic
information, allowing for new genetic combinations and characteristics in the offspring. Fertilization restore the original number of
chromosome pairs and reshuffles the genetic information, allowing for variation among the offspring.

Describe and model the process of meiosis in which egg and sperm cells are formed with only one set of chromosomes from
each parent.

Model and explain the process of genetic recombination that may occur during meiosis and how this then results in differing
characteristics in offspring.

Describe the process of fertilization that restores the original chromosome number while reshuffling the genetic information,
allowing for variation among offspring.

Predict the outcome of specific genetic crosses involving two characteristics.
9-11 LS1E The genetic information responsible for inherited characteristics is encoded in the DNA molecules in chromosomes. DNA is
composed of four subunits. The sequence of subunits in a gene specifies the amino acids needed to make a protein. Proteins express
inherited traits and carry out most cell function.

Describe how DNA molecules are long chains linking four subunits whose sequence encodes genetic information.

Illustrate the process by which genes sequences are copied to produce proteins.
EALR 2 The student writes in a variety of forms for different audiences and purposes.
COMPONENTS AND ASSESSMENTS
Beef, Swine, Sheep & Goat Industry
Time will be spent covering the details of the following livestock industries: beef, swine, as well as sheep and goats. We will cover selection, industry
practices and trends, and meats evaluation.
Leadership Alignment: Leadership activity embedded in curriculum and instruction. (Examples: CTSO project or activity, Life Knowledge/Cluster Skills, locally
developed leadership project or activity, embedded 21st Century interdisciplinary theme activity such as global awareness, financial, economic, business &
entrepreneurial literacy, civic literacy, health & safety, environmental literacy)
2.A.1 Use various types of reasoning as appropriate to the situation.
2.C.4 Interpret information and draw conclusions based on the best analysis.
4.A.2 Evaluate information critically and competently.
Livestock Evaluation CDE
Meats Evaluation CDE
Standards and Competencies
Standard/Unit:
AS.01 Examine the components, historical development, global implications and future trends of the animal systems industry.
AS.02 Classify, evaluate, select and manage animals based on anatomical and physiological characteristics.
AS.07 Select animal facilities and equipment that provide for the safe and efficient production, housing, and handling of animals.
AS.08 Analyze environmental factors associated with animal production.
Competencies/Indicators
Total Learning Hours for Unit: 30
AS.01.01 Evaluate the development and implications of animal origin, domestication and distribution.
Level 1
AS.01.01.01.a. Identify the origin, significance, distribution and domestication of animal species.
AS.01.01.02.a. Define major components of the animal industry.
Level 2
AS.01.01.01.b. Evaluate and describe characteristics of animals that developed in response to the animals’ environment and led to their domestication.
AS.01.01.02.b. Outline the development of the animal industry and the resulting products, services and careers.
Level 3
AS.01.01.01.c. Predict adaptations of animals to production practices and environments.
AS.01.01.02.c. Predict trends and implications of future development of the animal systems industry.
AS.02.01 Classify animals according to hierarchical taxonomy and agricultural use.
Level 1
AS.02.01.02.a Identify major animal species by common and scientific names.
Level 3
AS.02.01.02.c. Appraise and evaluate the economic value of animals for various applications in the agriculture industry.
AS.02.03 Select animals for specific purposes and maximum performance based on anatomy and physiology.
Level 1
AS.02.03.01.a. Identify ways an animal’s health can be affected by anatomical and physiological disorders.
AS.02.03.02.a. Create a program to develop an animal to its highest potential performance.
Level 2
AS.02.03.01.b. Compare and contrast desirable anatomical and physiological characteristics of animals within and between species.
AS.02.03.02.b. Assess an animal to determine if it has reached its optimal performance level based on anatomical and physiological characteristics.
Level 3
AS.02.03.01.c. Evaluate and select animals to maximize performance based on anatomical and physiological characteristics that affect health, growth and
reproduction.
AS.02.03.02.c. Develop efficient procedures to produce consistently high quality animals, well suited for their intended purposes.
AS.07.01. Design animal housing, equipment and handling facilities for the major systems of animal production.
Level 1
AS.07.01.01.a. Identify facilities needed to house and produce each animal species safely and efficiently.
AS.07.01.02.a. Identify equipment and handling facilities used in modern animal production.
Level 2
AS.07.01.02.b. Explain how modern equipment and handling facilities enhance the safe and economic production of animals.
Level 3
AS.07.01.02.c. Select equipment and implement animal handling procedures and improvements to enhance production efficiency.
AS.08.01 Reduce the effects of animal production on the environment.
Level 1
AS.08.01.01.a. Evaluate the effects of animal agriculture on the environment.
Level 2
AS.08.01.01.b. Outline methods of reducing the effects of animal agriculture on the environment.
Level 3
AS.08.01.01.c. Implement measures to reduce the impact of animal agriculture on the environment.
AS.08.02 Evaluate the effects of environmental conditions on animals.
Level 1
AS.08.02.01.a. Identify optimal environmental conditions for animals.
Level 2
AS.08.02.01.b. Describe the effects of environmental conditions on animal populations and performance.
Level 3
AS.08.02.01.c. Establish and maintain favorable environmental conditions for animal growth and performance.
Aligned Washington State Standards
Art
Communications
Educational Technology
Health and Fitness
Math
Reading
3.1.1 Applies skills to plan and organize effective oral communication and presentation.
A2.8.B, N3.8F Read and interpret diagrams, graphs, and text containing the symbols, language and conventions of mathematics.
EALR 3 The student reads different materials for a variety of purposes.
3.1.1. Analyze web-based and other resource materials (including primary sources and secondary sources) for relevance in answering
research questions.
Science
Social Studies
Writing
EALR 3 The student writes clearly and effectively.
COMPONENTS AND ASSESSMENTS
Public Speaking
Students will learn and recite the FFA creed in class. They will gain understanding of what a creed is as well as what it stands for.
Leadership Alignment: Leadership activity embedded in curriculum and instruction. (Examples: CTSO project or activity, Life Knowledge/Cluster Skills, locally
developed leadership project or activity, embedded 21st Century interdisciplinary theme activity such as global awareness, financial, economic, business &
entrepreneurial literacy, civic literacy, health & safety, environmental literacy)
1.3 The student will demonstrate oral, interpersonal, written, and electronic communication and presentation skills and understands how to apply those
skills.
FFA Creed Speaking CDE
Standards and Competencies
Standard/Unit:
Public speaking
Competencies/Indicators
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Total Learning Hours for Unit: 5
Students will learn about EM Tiffany
Students will decipher the meaning of the FFA creed
The students will recite the FFA creed from memory
The students will be able to answer questions regarding the FFA creed
Students will be able to effectively speak in front of an audience.
Aligned Washington State Standards
Art
Communications
Educational Technology
Health and Fitness
Math
Reading
3.1.1 Applies skills to plan and organize effective oral communication and presentation.
A2.8.B, N3.8F Read and interpret diagrams, graphs, and text containing the symbols, language and conventions of mathematics.
Reading Standard for Literature: Grades 9-10 Craft and Structure 2: Determine a theme or central idea of a text and analyze in detail its
development over the course of the text, including how it emerges and is shaped
EALR 1: The student understands and uses different skills and strategies to read
Component 1.2 Use vocabulary strategies to comprehend text.
1.2.2 Apply strategies to comprehend words and ideas.
Science
Social Studies
Writing
EALR 2 The student writes in a variety of forms for different audiences and purposes.
The 21st Century Skills should be taught and assessed throughout the course.This table should be included at the end of this document.
21st Century Skills
Check those that students will demonstrate in this course:
LEARNING & INNOVATION
INFORMATION, MEDIA & TECHNOLOGY SKILLS
LIFE & CAREER SKILLS
Creativity and Innovation
Think Creatively
Work Creatively with Others
Implement Innovations
Information Literacy
Access and /evaluate Information
Use and Manage Information
Flexibility and Adaptability
Adapt to Change
Be Flexible
Media Literacy
Analyze Media
Create Media Products
Initiative and Self-Direction
Manage Goals and Time
Work Independently
Be Self-Directed Learners
Critical Thinking and Problem Solving
Reason Effectively
Use Systems Thinking
Make Judgments and Decisions
Solve Problems
Communication and Collaboration
Communicate Clearly
Collaborate with Others
Information, Communications and Technology
(ICT Literacy)
Apply Technology Effectively
Social and Cross-Cultural
Interact Effectively with Others
Work Effectively in Diverse Teams
Productivity and Accountability
Manage Projects
Produce Results
Leadership and Responsibility
Guide and Lead Others
Be Responsible to Others