Leslie Carson, School Improvement Consultant, SREB
and
Stan McCallar, Program Specialist, GaDOE
GACTE, July 20, 2010
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To integrate math and science into CTAE
classes
Assist students with an understanding of how
one course may enhance another
Address the Perkins IV legislation math
indicator
Assist schools in meeting AYP and increasing
graduations rates
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12 teams of 5 each; Adm., math, science,
2 CTAE teachers
Six locations in state
Free to schools except travel
57 Schools
274 Participants
Developed unit of instruction for posting on
Georgia Standards.Org
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Math concepts
Science concepts
CT concepts
Product or performance assessment
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Habersham Central High School
◦ Amy Crump, Ag Teacher
◦ Shawn Blackburn, CTAE Instructor
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South Effingham High School
◦ Angela Wood, CTAE Administrator
Amy Crump, Agriculture Teacher &
Krista Ivester, Science Teacher
Habersham Central High School, Mt. Airy, GA
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This unit will introduce various arthropods
(insects, mites, etc.).
Students will research life cycles of
arthropods and the agricultural damage
inflicted by each pest.
Students will investigate prevention and
management options and the effects on their
ecosystem.
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Activity 1
Pre-test and introduction of arthropods
power point
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Activity 2
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Structure of the Arthropod: More
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specifically Insects
Use Microscopes to identify various parts
- draw what they see and label the
structures.
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Activity 3
Classification of Insects
Graphic Organizer for the orders of
insects
Activity 4
Mouthparts Lab
Lab write-up
Activity 5
Metamorphosis Video
Create a poster of an incomplete life
cycle and a complete life cycle
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Activity 6
Discuss insects roles (niches)
Symbiosis: Activity
Activity 7
Predator-Prey relationships
Create food chains and food webs from
magazine picture
Activity 8
PPT:
Importance of insects in the environment
Prevention and Control Methods
Activity 9
Guest Speaker
Activity 10
Assign Baby Book
(A Bug’s Life)
computers/library/books
Activity 11
Post Test
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Science Concepts
◦ SCSh4. Use of tools for
observing
◦ SZ3. Morphological
characteristics (of arthropods)
◦ SZ4. Explain various life cycles
found among animals
(metamorphosis)
◦ SZ4. B. Relate animal
adaptations to the ecological
roles of animals.
◦ SZ5. C. How humans can
preserve animal diversity in
captive and natural
environments.
◦ SB4. Students will assess the
dependence of all organisms
on one another and the flow of
energy and matter within their
ecosystem.
◦ ELA9RC3. The student
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acquires new vocabulary in
each content area and uses it
correctly.
◦ SCSh2. Students will use
standard safety practices for
all classroom laboratory and
field investigations.
CT concepts
◦ AG-GH/PS-8: Students will
define the damage caused to
plants by insects, weeds,
diseases, and physiological
disorders.
◦ A. Indentify common insects,
weeds, diseases, and
physiological disorders.
◦ B. Diagram the external
structure of an insect.
◦ C. Trace the life cycle of
insects
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List data from pre- to post assessment
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Other data indicating achievement gains
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Student or teacher testimonials
◦ Average pre test score- 41.45%
◦ Average post test score- 89.07%
◦ A Bug’s life books and power points
◦ Life cycle poster
◦ Many students did not realize that certain insects
could be used to control destructive insects in the
agricultural environment.
◦ The only control method that they were aware of
was chemical control.
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Provide barriers you encountered
◦ Lack of collaboration time.
◦ If we had the same students, we could have done
more cross-curricular studies.
◦ Did not have some of the needed equipment.
◦ Some of the activities took longer than expected.
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Describe how you overcame barriers
◦ Were unable to get the computer carts during some
of the units that were taught over the year, so we
checked out books from the media center or went to
the media center, if it was available.
◦ Divided the labs to better use our resources.
◦ Use of fruit fly instar stages and adults were used in
Zoology when the slides were not delivered before
the end of the unit.
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Used the Bug’s Life Book as an extra credit
project in AP Biology
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Used the unit in Floriculture classes
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Ordered slides to use for the microscope lab
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Increase our list of possible speakers
Shawn Blackburn (CTAE) & Sam Ivester (Math)
Habersham Central High School – Mt. Airy, Ga
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Area, volume, similar triangles, Pythagorean's
theorem, ratio, & basic math and algebra
skills
Residential construction techniques and
terms along with technical sketching
Product or performance assessment
 House Design Project - Rubric
 Unit Test over Residential Construction
 Math Mini Lesson
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Did not have the same planning time
Did not have the classes we needed at the
same time
Did not have the same students
We discussed what we were doing in each
class before and after school
CTAE classes – Very wide knowledge base
Student Example: House Design Floorplan
Student Example: House Design Elevation
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The project has been taught to new
students/classes
Shared the project with other Math/CTAE
teachers in our school
Looked at other areas (manufacturing/design)
and concepts (math/science) that we might
work together on a similar project
Production, Management and
Marketing of a Bedding Plant Crop
Angie Wood, CTAE Supervisor
Justin Keith, BVP/Engineering Instructor
Bill Eaves, Agriculture Instructor
Michael Cabrera, Science Instructor
Diane Owens, Mathematics Instructor
South Effingham High School, Guyton, GA
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Learning how to grow bedding plants within a commercial greenhouse is
an area of agriculture/horticulture that can be a productive business. In
this project, agriculture students will develop a bedding plant crop
management and marketing plan. This plan will require students to
have knowledge of environmental conditions affecting greenhouse
crops, growing media components and functions, types of irrigation
systems used in greenhouse production, organic and inorganic fertilizers
used in greenhouse crop production, plant growth regulators, integrated
pest management practices, and factors to consider in selecting bedding
plant crops. Broadcast/Video Production students will create a five to
ten minute video which includes interviews, demonstrations, and/or
graphic representations of the scientific and mathematical knowledge
required to develop the plan.
To complete this project, students must use area and volume formulas,
profit margins, percent and rations and a variety of problem solving
strategies. Planting media, plant containers, nutrient requirements,
fertilization, pH, lighting requirements, temperature, relative humidity,
air flow, pest identification, pesticides and irrigation will be key factors
addressed in the unit.
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Agriculture students will be required to present a detailed
bedding plant crop management and marketing plan to their
peers at the end of the unit. This plan will include a description
of all factors and conditions essential for the production of a
healthy plant crop. Additionally, the plan will outline an effective
marketing strategy for the crop. The Broadcast/Video
Production students will be required to produce a video
documenting the procedures for the production and marketing
of healthy bedding plant crops. Each video will outline the
mathematics and science knowledge required to complete the
plan. The video will include interviews and demonstrations of
students in their agriculture, mathematics and science classes.
These videos will be suitable for posting on the school’s website,
where they may be reviewed by the industry professionals and
the community. Furthermore, the videos will be used as an
instructional tool in future agriculture classes. The math teacher
will include contextual word problems on formative and
summative assessments. Chemistry students will participate in
labs related to soil composition and be required to demonstrate
this knowledge on formative and summative assessments.
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For the agriculture students, the unit anchor activity will be the
completion of the bedding plant crop management and marketing
plan. To complete the plan, students will journal daily, complete
vocabulary reviews, demonstrate proficiency in the skills of proper
fertilization, watering, pest control, market analysis and marketing
strategies. In the math class, students will discuss and solve
contextual word problems relating to volume of containers,
percentage of soil mixtures required for plant production, cost of
different fertilizer mixes, net profit/losses and percentage of net
profit/loss. Students will also participate in a group project that
requires them to calculate the percentage of land varying shaped
fields irrigated by a center pivot irrigation system. In the science
classroom, students will participate in a soil/texture lab which will
require them to calculate percent composition in a soil sample.
Students will also relate the elements C, H, N, O, P, and S to organic
fertilizers. Furthermore, the science students will discuss pest
management in the relationship of biological versus chemical. The
Broadcast/Video Production students will create a five to ten minute
video which includes interviews, demonstrations, and/or graphic
representations of the scientific and mathematical knowledge
required to develop the plan.
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The unit was created for students as a Floriculture Production and
Management unit in the General Horticulture/Plant Science class,
which is the second course in the Plant Science Pathway of
Agriculture. The math mini-lessons will be presented to twelfth
grade Algebra 3 students and the science mini-lessons will be
presented to eleventh grade chemistry students. The
Broadcast/Video Production students may be from virtually any
course level for this project as long as they have been introduced to
the basics. This project will aide the students in refining basic video
production pre-production, production, and post-production
techniques.
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Agriculture students will create a detailed bedding plant crop
management plan
Broadcast Video Production (BVP) students will create a video of the
process of creating the bedding plant crop management plan. The video
will include interview, demonstrations and graph representations of the
scientific and mathematical knowledge required for the task.
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Mathematics students will solve contextual word problems as they relate
to agriculture. Some problems will be open ended.
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Science students will participate in a soil texture lab in which students
will calculate percent composition in a soil sample
IMPORTANT NOTE: Prior to beginning this type of small group
collaboration, it is important to identify students who are participating in
more than one of the classes that are part of the small group
collaboration team . If at all possible, it is preferred to have students
scheduled for all of the small group collaborating teachers’ classes
during the same term.
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Ag. is considered to be the “Anchor” of this small group
collaboration.
As students enter classroom, teacher will introduce the unit
“Floriculture Production and Management”. The teacher will
engage the students in a discussion about material to be learned
in this unit. Teacher will provide the students with the anchor
activity for this unit. The students will them complete the preassessment for the unit. Teacher will follow lesson plan from Ga.
DOE found at www.gaaged.org Floriculture Lessons 5.1, 5.3, and
5.4. At the end of class, students will journal about all of the
factors and conditions discussed in class regarding the
production of a healthy bedding plant crop. This will be an
ongoing component of the anchor project which will be due at
the end of the unit.
Students will work on vocabulary terms for the first fifteen
minutes of class. Teacher will follow lesson plan from Ga. DOE
found at www.gaaged.org Floriculture Lessons 6.1 – 6.2. Each
student will include in their management plan the environmental
conditions and factors essential for the production of the
assigned crop.
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Students will work on vocabulary terms for the first fifteen
minutes of class. Teacher will follow lesson plan from Ga. DOE
found at www.gaaged.org Floriculture Lessons 5.2. Students
will select the proper containers and soil media appropriate for
the production of the assigned bedding plant crop. Additionally,
the students will determine the number of containers and
quantity of soil media necessary for production of the crop given
the bench space area of the greenhouse. Students will complete
a journal entry about what guided their decisions for their
container and soil selection.
Students will work on vocabulary terms for the first fifteen
minutes of class. Teacher will follow lesson plan from Ga. DOE
found at www.gaaged.org Floriculture Lessons 9.1, 9.2 and 9.3.
Students will continue work on their anchor projects.
Students will work on vocabulary terms for the first fifteen
minutes of class. Teacher will follow lesson plan from Ga. DOE
found at www.gaaged.org Plant Science and Biotechnology the
lesson on Plant Regulators Lessons (unit 5). Students need to
develop a recommended fertilization schedule for the assigned
bedding plant crop. This will be documented and included in
their anchor project.
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Students will work on vocabulary terms for the first
fifteen minutes of class. Teacher will follow lesson
plan from Ga. DOE found at www.gaaged.org
Floriculture Lessons 11.1 – 11.5. Students will
continue to work on development of their greenhouse
management plan for the bedding plant crop.
Students will work on vocabulary terms for the first
fifteen minutes of class. Teacher will follow lesson
plan from Ga. DOE found at www.gaaged.org
Floriculture Lessons 13.3, 16.1, 16.2 and 16.3.
Students will develop an integrated pest management
program for their assigned crop. \
Students will present their bedding plant crop
management plan to their peers. The final project
will be self-assessed, assessed by their peers and by
the teacher using the developed rubric.
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Students will solve contextual word problems
involving volume of containers and amount of
soil mixture required for plant production.
Students will solve contextual word problems
involving area of center pivot irrigation system
and the percentage of land area irrigated/not
irrigated in a rectangular field.
Students will solve contextual word problems to
calculate the cost of different fertilizer mixes.
Students will calculate net profit/loss and
percentage of profit/loss.
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The science teacher will introduce the students to soil
and engage in a discussion about soil profiling and
its varied horizons. The teacher will relate the soil
horizons to different biomes.
The teacher will engage the students in a discussion
about soil composition and texture. The students will
define soil composition using the soil texture
pyramid.
Students will participate in a soil/texture lab by
calculating percent composition in a soil sample.
Students will learn about the essential elements: C, H,
N, O, P, and S. Students will relate these elements to
organic fertilizers.
Teacher will discuss pest management in the
relationship of biological versus chemical.
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Broadcast/Video Production (BVP): - Students learn lighting techniques
and the science behind light, which will be necessary to film in the green
house.
Students will learn camera angles and the geometry behind those angles.
Students will learn about proper camera care including the science of
condensation, which could be an issue while filming in the greenhouse.
Students will learn the appropriate way to complete video logs and the
mathematic concepts that are used when completing them.
Students will be sent to greenhouse to film raw footage.
Students will video students participating in science lab.
Students will visit math/science classroom to shoot footage of
integrated lessons.
Students will interview Agriculture students about the integrated
math/science that is required to complete their anchor projects.
Students will interview Agriculture students about the integrated
math/science that is required to complete their anchor projects.
Students will film the presentations of the bedding plant projects.
Students will develop a documentary on the entire bedding plant project
that shows the relationship between Math, Science, and CTAE. This
video should be able to be used as an instructional guide for the
instructors in future classes.
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OVERVIEW
◦ TWO pre-assessments should be given at the beginning
of the term in each one of the classes of the
collaborating team.
 Specific Pre-Assessment for the particular class
 Pre-Assessment covering all classes that are part of the
small group collaboration team.
◦ These pre-assessments will be compared to the final
summative assessments given at the end of the course
to gauge how much the students have learned and could
possibly be linked to teacher performance.
◦ TWO summative assessments will be given at the end of
the term in each one of the classes of the collaborating
team.
 Specific summative assessment for the particular class
 Summative assessment covering all classes that are part of
the small group collaboration team.
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Math Pre-Assessment Test Questions
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A rectangular garden has dimensions of 6 feet by 8 feet. Find the area of the garden.
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a. 14 feet
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Which measurement below is not equivalent to 52”?
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a. 4 feet 4 inches b. 4 1/3 feet
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A 50 pound bag of fertilizer contains 10% nitrogen. How many pounds of nitrogen are
contained in the bag of fertilizer?
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a. 5 pounds
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Volume of a sphere is calculated using 4/3 π r3 . Find the volume of a sphere with radius
equal to 8 feet. Round the answer to the nearest unit.
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a. 3478 cubic feet b. 2145 cubic feet
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The wholesale cost of geranium is $2.37. Mustang Nursery would like to make a 40% profit.
What should be the retail cost of each geranium to make this profit?
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a. $3.32
b. 48 square feet
b. 2.5 pounds
b. $.95
c. 28 feet
c. 1 4/9 yards
c. 10 pounds
c. 268 cubic feet
c. $1.42
d. 48 feet
d. 5 feet 2 inches
d. 6 pounds
d. 1267 cubic feet
d. $2.77
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Math Summative Assessment Questions
A greenhouse is in the shape of a hemisphere. The formula for finding
the volume of a hemisphere is 2/3 pi r cubed. If the radius of the
hemisphere is 6 feet, what is the volume of the greenhouse?
If the radius of the greenhouse in problem number 1 is doubled, how
would this affect the volume of the greenhouse?
The greenhouse has two benches that are rectangular in shape. Each
bench measures 16 feet by 4 feet. Plants are grown on the benches in
groups of 6 in a packet. Each packet measures 8 inches by 6 inches.
How many total plants can be grown in the greenhouse?
Fertilizer is composed of nitrogen, phosphorous, and potassium. There
is three times as much nitrogen as phosphorous and twice as much
potassium as nitrogen in each bag of fertilizer. Mr. Eaves purchases 75
pounds of fertilizer. How much of each component of fertilizer did Mr.
Eaves purchase?
Mr. Eaves invested $629.75 in materials to grow flowers in the
greenhouse. At the end of the season, Mr. Eaves collected $1246.89 in
total. Calculate his percent of profit.
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Science Pre-Assessment Test Questions
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What is the elemental symbol for nitrogen?
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a. N
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What would be considered neutral pH?
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a. 5.5
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When leaves of a plant turn yellow, this is what type of deficiency?
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a. water
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What type of soil is best for growing crops?
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a. loam
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Which of the following is a macro nutrient?
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a. Nitrogen
b. C
b. 8.7
b. nitrogen
b. sand
b. Copper
c. K
d. P
c. 7.0
d. 12.0
c. phosphorus
c. clay
c. Zinc
d. light
d. silt
d. manganese
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Science Summative Assessment Test Questions
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1. What is the percentage of clay, according to the chart, in a sample of sandy-clay-loam?
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a. 50%
b. 30%
c. 10%
d. 60%
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2. What is the percentage of sand in loam?
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a. 20%
b. 90%
c. 70%
d. 40%
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3. What type of soil has a mixture of sand, silt, and clay in these proportions; 10% sand, 30%
clay and 60% silt?
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a. sandy loam
b. clay loam
c. silty clay loam
d. clay
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4. Of the following, what would be the best soil pH for growing crops?
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a. 3.5
b. 6.8
c. 10.5
d. 8.7
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5. If a farmer is using calcium carbonate (lime) on a field, the farmer is try to?
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a. increase the pH b. decrease the pH
c. kill pests
d. decrease weeds
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Ag. Pre-Assessment Test Questions
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Define the photosynthesis process by selecting from the terms below and properly placing them in the formula
below.
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In the presence of _______
_________+_________ ==================== ________ +_________
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C6H12O6
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The process by which oxygen and carbon dioxide is exchanged in a plant is known as _____________________.
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a. transpiration
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6O2
6H2O
b. respiration
6CO2
Sunlight
c. translocation
d. propagation
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The primary site of photosynthesis in plants is the ________________.
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a. stems
b. roots
c. leaves
d. nodes
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An enclosed structure that provides plants an climate controlled growth environment is called a
___________________________.
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a. cold frame
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From the list below, which one is NOT a plant pest.
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a. insects
b. hot house
b. fertilizer
c. barn
c. weeds
d. greenhouse
d. fungus
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Ag. Summative assessment test Questions
Using the top table (provided in the handout) that reflects nutrient availability at various pH levels of a soil less
mixture, respond to the following questions:
a. At what pH level is nitrogen the least available?______________
b. At what pH level does magnesium availability begin to decline from its maximum availability? ______________
c. In what pH range is phosphorus the most available ( to the nearest .5 pH)? ________________________
Using the bottom table above that reflects nutrient availability at various pH levels of a mineral soil, respond to the
following questions:
a. At what pH is phosphorus the least available?________________
b. At what pH range is sulfur the most available? _______________
The growth process in plants by which oxygen is taken in and carbon dioxide is given off is known as
______________________.
a.
b.
c.
d.
translocation
transportation
respiration
propagation
If a pH test of the growing media shows the pH to be 5.5 and the crop being grown in a media of 6.5, what should
be added to the media to change the pH level?
a.
b.
c.
d.
sulfur
potassium
zinc
calcium
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Ag. Summative assessment test Questions
BEDDING PLANT PRODUCTION GRADING RUBRIC
Germination percentage and transplant survival percentage
20 pts.
Demonstrated consideration skills in selection of the crop production
container
10pts.
Demonstration of proficiency in use of proper watering techniques
10 pts.
Demonstration of proficiency in the identification of plant pests and the
proper prescriptive use of controls
10 pts.
Demonstrated proficiency in the proper use of plant nutrients and
management of deficiencies
10 pts.
Crop Schedule, Daily Journal, Quiz Grades, demonstrated employability
skills and Marketing Plan
40 pts.
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BVP Pre-Assessment
◦ Due to the nature of this project, students should
have completed at least BVP I. Students who have
successfully completed the BVP I course have
demonstrated that they have the basic knowledge
to complete this project.
◦ The instructor may choose to give a Preassessment comprised of math, science and
agriculture questions.
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BVP Summative assessment test Questions
VIDEO PRODUCTION AGRICULTURE CHALLENGE GRADING
RUBRIC
Production, Management and Marketing of a Bedding Plant
Crop
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EVALUATION CRITERIA
POINTS EARNED
Preproduction (25 pts)
Cover page…………………………………………….………..1 pt.
Purpose & Description of Project (clearly stated and well
written).......4 pts.
Self-Evaluation (thoughtful, intelligent)……………………….4
pts.
Story board………………………………………………….…8 pts.
Script…………………………………………………………...8 pts.
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Documentation (15 pts)
Completeness (all sections of notebook are thoroughly
completed, including reference section)…………………….…5
pts.
Organization …………………………………………………..5 pts.
Appearance (the documentation is visually appealing and
well organized)…………………………………………………5 pts.
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Production (20 pts.)
Story concept
………………………………………………….5 pts.
Stylistic value
…...……...……………………………………..5 pts.
Camera
techniques…………………………………………….5
pts.
Transitions and
pace…………………………………………...5pts.
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Impression (40 pts.)
Creativity and
originality……………………………………..10 pts.
Technical Attributes (including sound)
…………………...…10 pts.
Artistic and/or social
value………………………...…………10 pts.
Overall impact……………………………………
………...10 pts.
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Rules
violation………………………………………minus 20
pts.
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TOTAL…………………………………………………….
100 pts.
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COMMENTS:
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The overall pre-assessment and summative
assessment covering information from all of
the classes involved in the small group
collaboration team will be made up of
questions from each classes individual preassessment and summative assessment
questions.
CTAE courses may also choose to use their
project rubric as part of the summative
assessment grade.
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Academic/CTAE teachers work collaboratively to integrate curricula
Math and science students experience application of concepts
taught in academic content courses
Assignments are authentic
Students in academic classes are provided opportunities to answer
the question “When will I ever use this?”
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Time, time and time… to plan, assess and teach unit
No common students between CTAE, Math and Science content
areas
Scheduling of the unit is critical to work around the days that the
agriculture teacher is off campus for livestock shows and FFA
activities
Implementation
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The mathematics teacher integrated the problem solving into the
regular curriculum
The soil lab was part of the regular curriculum for chemistry
The agriculture and broadcast video production teachers are
planning to teach this unit next semester
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Due to the time of year and other obligations
our team was not able to implement our
collaborative unit. We plan on implementing
this next year if possible.
Our team has discussed other collaborations
since our training, such as a projects dealing
with green energy, hydroponics (tomatoes &
Lettuce), vermiculture (worms), Aquaculture
(Fish), and manufacturing of fly fishing lures.
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Sept. 21-22 & Nov. 9 Douglas Co. Annex,
Douglasville
Sept. 23-24 & Nov. 10 Fulton Co. Instructional
Technology Center, Milton
Sept. 28-29 & Nov. 16 Central Georgia Technical
College, Macon
Sept. 30-Oct.1 & Nov. 17 Woodville-Thompkins
Career Institute, Savannah
Oct. 4-5 & Nov. 19 Chattahoochee Technical
College, N. Metro Campus, Acworth
Oct. 11-12 & Nov. 18 Wiregrass Georgia Technical
College, Valdosta
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Thanks to schools for presenting
Thanks to Leslie Carson
Mark the tentative dates for next year
Have a great school year
Go forth and integrate