Students who demonstrate understanding can:
• 4. Graph & discuss the change in world population over the last 100 years and its impact on land, medicine, food production and supply, and agriculture technology. (M,E,LA)
• 5. Describe the size, number, and what is grown on farms in Kansas and your home county. (M,E)
• 6. Describe the importance of American agriculture in world food production. (M,E,LA)
Careers in Agriculture
• 2. Research agriculture career opportunities. (LK MS 28) (CD)
• 3. Identify an example of a career in each sector. (LK MS 67) (CD)
• 4. Identify important skills for all careers. (LK MS 30)
• 5. Identify career interests and preferences. (LK MS 29) (CD) Plant Systems
• 1. Define agronomy. (LA,E) Natural Resource Systems
• 4. Define soil. (S,E, LA)
• 1. List causes of erosion to soil. (LA,E)
• 2. List important soil and water conservation practices. (M, LA,E)
• 1. Participate in team activities, and complete team tasks.
• 2. Clarify statements, receive and give information, propose alternative plans, and come up with a workable solution.
Introduction to Agriscience – 18001
• 25. Plant Systems
• 8. List the requirements for plant growth. (S)
• 28. Natural Resource Systems
• 8. List the four components of soil. (S)
• 9. Identify the different soil classes. (S)
• 10. Compare sand, silt, and clay particles in a soil sample. (S)
• 31. Agricultural Issues
• 3. Research a current agriculture issue. (LA)
• 4. Discuss nutritional needs of humans and the food groups they need. (S)
• 5. Cite important relationships between land characteristics and water quality.
• 32. Listening Skills
• Follows oral instructions:
• Listen for and identify key words.
• Listen for words that identify a procedure.
• Listen for steps or actions to be performed.
• Listen for clues regarding the order or sequence in which a task is performed.
• Distinguish fact, opinion, and inference in oral communication.
• Analyze a speaker’s point of view.
• Draw conclusions or make generalizations from another’s oral communication.
Language Arts Grade 6
• RI.6.4. Determine the meaning of words and phrases as they are used in a text, including figurative,
connotative, and technical meanings.
• W.6.4. Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience.
• W.6.7. Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.
• b. Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed.
• c. Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion.
Language Arts Grade 7
• RI.7.11. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on Grade 7 reading and content, choosing flexibly from a range of strategies.
• RI.7.11.a. Use context as a clue to the meaning of a word or phrase.
• W.7.1. Write arguments to support claims with clear reasons and relevant evidence.
• SL.7.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacherled) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
• W.7.7. Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation.
• SL.7.3. Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence.
Language Arts Grade 8
• RI.8.11. Determine or clarify the meaning of unknown and multiple-meaning words or phrases based on Grade 8 reading and content, choosing flexibly from a range of strategies.
• RI.8.11.a. Use context as a clue to the meaning of a word or phrase.
• W.8.1. Write arguments to support claims with clear reasons and relevant evidence. a. Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.
• SL.8.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacherled) with diverse partners on Grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
• SL.8.2. Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation.
• SL.8.3. Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduced.
Math Grade 6
• 6.RP.A.2. Understand the concept of a unit rate associated with a ratio with , and use rate language in the context of a ratio relationship. For example, “This recipe has a ratio of cups of flour to cups of sugar, so there …”.
• 6.NS.5. Understand positive and negative numbers to describe quantities having opposite directions or values (e.g. temperature above/below zero, elevation above/below sea level, credits/debits, positive/negative electric charge).
• 6.SP.5a. Reporting the number of observations.
• 6.SP.5b. Describing the nature of the attribute under investigation, including how it was measured and its units of measurement.
Math Grade 7
• 7.RP.2. Recognize and represent proportional relationships between quantities.
• 7.RP.2a. Determine whether two quantities are in a proportional relationship.
• 7.SP.5. Express the probability of a chance event as a number between 0 and 1 that represents the likelihood of the event occurring. (Larger numbers indicate greater likelihood. A probability near 0
indicates an unlikely event, a probability around 1 2 indicates an event that is neither unlikely nor likely, and a probability near 1 indicates a likely event.)
Math Grade 8
• 8.EE.3. Read and write numbers expressed in scientific notation, including problems where both decimal and scientific notation are used. Use scientific notation and choose units of appropriate size for
measurements of very large or very small quantities (e.g. use millimeters per year for seafloor spreading). Interpret scientific notation that has been generated by technology.