Performance Standard 1.1

Students will determine the need for competent agriculture communications, leadership, and policy.

EXCEEDS

STANDARD

• Interact with individuals or groups involved in agriculture communications, leadership, and/or policy.

MEETS

STANDARD

1.1.1        Define agriculture literacy and its importance in agriculture.

1.1.2        List the local sources for agriculture communications, leadership, and policy.

APPROACHES

STANDARD

• Demonstrate awareness of the importance of agriculture communications, leadership, and policy.

Performance Standard 1.2

Students will identify major changes in agriculture communications, leadership, and policy.

EXCEEDS

STANDARD

• Analyze and predict changes in agriculture communications, leadership, and policy.

• Develop a plan for the use of new technology in agriculture communications, leadership, and policy.

MEETS

STANDARD

1.2.1        Compare and contrast changes in agriculture communications, leadership, and policy.

1.2.2        Identify new technology used in agriculture communications, leadership, and policy.

APPROACHES

STANDARD

• Demonstrate awareness of the changes in agriculture communications, leadership, and policy.

Performance Standard 1.3

Students will identify historical events in agriculture  communications, leadership, and policy.

EXCEEDS

STANDARD

• Develop a presentation of historical events in agriculture communications, leadership and/or policy.

MEETS

STANDARD

1.3.1        Chart the historical progress in agriculture communications.

1.3.2        List important historical leaders in agriculture.

1.3.3        Chart important historical events in agriculture policy. 

APPROACHES

STANDARD

• Be aware of historical events in agriculture communications, leadership, and policy.

Performance Standard 1.4

Students will explore the future of agriculture communications, leadership, and policy.

EXCEEDS

STANDARD

• Analyze events that will affect the future of agriculture communications, leadership, and policy.

MEETS

STANDARD

1.4.1        Predict events that will affect the future of agriculture communications, leadership, and policy.

1.4.2        Investigate the addition of emerging technologies in agriculture communications, leadership, and policy.

APPROACHES

STANDARD

• Recognize changes that will affect the future of agriculture communications, leadership, and policy.

Performance Standard 2.1

Students will analyze various definitions of leadership.

EXCEEDS

STANDARD

• Attend a meeting of an organization outside of the FFA Chapter.

• Identify specific local leaders and their leadership qualities.

MEETS

STANDARD

2.1.1        Identify the qualities of a leader.

2.1.2        Identify organizations that promote agriculture leadership.

APPROACHES

STANDARD

• Be aware of the organizations that promote agriculture leadership.

• Identify local leaders.

Performance Standard 2.2

Students will investigate and discuss personal leadership development.

EXCEEDS

STANDARD

• Apply for an FFA Office.

MEETS

STANDARD

2.2.1        Identify methods for developing personal leadership abilities.

2.2.2        Develop a personal plan for becoming a leader.

2.2.3        Compare and contrast qualities which make an individual a leader.

APPROACHES

STANDARD

• Demonstrate awareness of leaders as important to an organization.

Performance Standard 2.3

Students will explain the relationship between leadership categories, human behavior and employment.

EXCEEDS

STANDARD

• Develop a plan to match careers with leadership abilities.

MEETS

STANDARD

2.3.1        Identify elements of leadership development.

2.3.2        Define and explain the seven (7) accepted categories of leadership.

2.3.3        Compare and contrast the types of personal behaviors associated with leadership categories in the workplace.

2.3.4        Match leadership styles and their affects on groups.

APPROACHES

STANDARD

• Be aware of leadership abilities as they relate to job placement.

Performance Standard 2.4

Students will describe the various leadership styles.

EXCEEDS

STANDARD

• Model the four (4) personality types.

• Develop a survey to identify an individual’s personality type and leadership style.

MEETS

STANDARD

2.4.1        Define the four (4) personality types.

2.4.2        Identify the factors that affect leadership styles and abilities according to personality types.

APPROACHES

STANDARD

• List the four (4) personality types.

• List the leadership styles and traits.

Performance Standard 2.5

Students will identify the qualities of successful leaders.

EXCEEDS

STANDARD

• Interview a local leader regarding his/her leadership development

• Evaluate their own leadership qualities.

MEETS

STANDARD

2.5.1        Define the ten (10) steps to becoming a successful leader.

2.5.2        Compare and contrast historical leaders in agriculture.

2.5.3        Define three (3) traits of successful leaders.

APPROACHES

STANDARD

• List the ten (10) steps to becoming s successful leader.

• Demonstrate awareness of individuals that have had an impact on agriculture’s history.

• List three (3) traits of successful leaders.

Performance Standard 2.6

Students will identify the need for teamwork in group settings.

EXCEEDS

STANDARD

• Serve on or chair an FFA Chapter Committee.

MEETS

STANDARD

2.6.1        Define roles in a group endeavor.

2.6.2        Explain the value of human relationships in group settings.

2.6.3        Attend FFA Chapter meetings as assigned.

APPROACHES

STANDARD

• Demonstrate awareness of different roles taken in group endeavors.

• Demonstrate awareness of group dynamics in FFA Chapter meetings.

Performance Standard 3.1

Students will identify basic research techniques.

EXCEEDS

STANDARD

• Present findings of the research project.

MEETS

STANDARD

3.1.1        Select a broad agriculture topic for research.

3.1.2        Develop information about the broad agriculture topic.

3.1.3        Use information to narrow the focus of the broad agriculture topic.

3.1.4        Accurately credit sources used in researching the agriculture topic.

3.1.5        Practice source credibility and fact checking techniques.

APPROACHES

STANDARD

• List basic research techniques.

Performance Standard 3.2

Students will identify and apply effective interviewing techniques. 

EXCEEDS

STANDARD

• Conduct an interview of a person involved in the agriculture industry.

MEETS

STANDARD

3.2.1        Explain interview techniques.

3.2.2        Create a list of interview questions.

3.2.3        Acquire background information on the interview subject and the person(s) to be interviewed.

APPROACHES

STANDARD

• List the techniques used in interviewing individuals and groups.

Performance Standard 4.1

Students will explain the types and importance of verbal communication. 

EXCEEDS

STANDARD

• Demonstrate verbal communication in occupational, social and/or civic settings.

MEETS

STANDARD

4.1.1        Identify the types of verbal communication.

4.1.2        Identify situations where verbal communication is used in agriculture.

4.1.3        Explain the importance of verbal communication and its relationship to career success.

APPROACHES

STANDARD

• Be aware of how and why verbal communication is important in agriculture.

Performance Standard 4.2

Students will demonstrate the principles of verbal communication.

EXCEEDS

STANDARD

• Participate in an activity utilizing verbal communication above the FFA Chapter level.

MEETS

STANDARD

4.2.1        Prepare and deliver a public speech at the local level.

4.2.2        Present an extemporaneous speech.

4.2.3        Participate in a panel/group discussion.

4.2.4        Prepare and participate in an interview.

4.2.5        Prepare and present an occupational presentation, (i.e., sales, marketing, etc.).

4.2.6        Utilize proper telephone etiquette.

4.2.7        Demonstrate respect and interest while listening to a speech.

APPROACHES

STANDARD

• List the various forms in which verbal communication is used in agriculture.

Performance Standard 5.1

Students will identify the types of written agriculture communication. 

EXCEEDS

STANDARD

• Develop a portfolio of articles from various agriculture publications.

MEETS

STANDARD

5.1.1        Describe the various types of agriculture publications.

5.1.2        Explain the various styles of agriculture writing, (i.e., persuasive, informative, entertaining, etc.).

APPROACHES

STANDARD

• List agriculture publications germane to their area.

Performance Standard 5.2

Students will demonstrate the basics of journalistic writing.

EXCEEDS

STANDARD

• Submit a news story or a press release to an agriculture publication.

MEETS

STANDARD

5.2.1        Explain the five (5) “W’s and the H Technique” of journalistic writing, (who, what, why, where, when and how).

5.2.2        Explain the anatomy of a news story, (inverted pyramid).

5.2.3        Write a press release.

5.2.4        Write a news story.

5.2.5        Identify effective methods for editing journalistic writing.

APPROACHES

STANDARD

• List the types of journalistic writing.

Performance Standard 5.3

Students will demonstrate the basics of group correspondence.

EXCEEDS

STANDARD

• Send correspondence to a public official regarding an agriculture issue.

MEETS

STANDARD

5.3.1        Write a “thank you” letter.

5.3.2        Explain the benefits of quality group correspondence.

5.3.3        Demonstrate appropriate correspondence etiquette.

5.3.4        Write a letter of invitation to a civic, occupational and/or social event.

APPROACHES

STANDARD

• List the types of correspondence used in group settings.

Performance Standard 5.4

Students will demonstrate the basics of writing for employment.

EXCEEDS

STANDARD

• Participate in a CDE above the FFA Chapter level that requires employment writing.

• Develop a personal employment portfolio.

MEETS

STANDARD

5.4.1        Develop a cover letter for a resume’.

5.4.2        Build a resume’.

5.4.3        Complete a job application.

5.4.4        Create a follow-up letter after a job interview.

5.4.5        Write a letter regarding a customer service issue.

5.4.6        Write a letter of grievance to their supervisor.

APPROACHES

STANDARD

• List the written items needed for seeking employment.

Performance Standard 5.5

Students will demonstrate the basics of technical writing.

EXCEEDS

STANDARD

• Develop a portfolio of the various technical writing(s) in the agriculture industry.

• Attend an agriculture based seminar and write a summary.

MEETS

STANDARD

5.5.1        Write a summation of an article from an agriculture publication.

5.5.2        Write a business agreement for their SAE (Supervised Agriculture Experience).

5.5.3        Write a set of directions for a procedure.

5.5.4        Write a summary of an agriculture television or radio broadcast.

APPROACHES

STANDARD

• Recognize the importance of technical writing.

• List the types of technical writing used in agriculture.

Performance Standard 5.6

Students will demonstrate the basics of page layout and design.

EXCEEDS

STANDARD

• Publish and distribute an agriculture publication.

MEETS

STANDARD

5.6.1        Identify the proper techniques used in publication layout and design.

5.6.2        Manually design and layout a publication, (brochure, newsletter, poster, advertisement, etc.).

5.6.3        Design and layout a publication using electronic media.

APPROACHES

STANDARD

• List the steps of page layout and design.

Performance Standard 6.1

Students will explore the importance of/and impact of mass media on the agriculture industry.

EXCEEDS

STANDARD

• Research and present effective uses of the mass media in relation to the agricultural industry.

• Participate in a Career Development Event (“CDE”) that incorporates the use of mass media.

MEETS

STANDARD

6.1.1        Identify and describe the mass media areas as they pertain to agriculture. (Internet, print, television, radio)

6.1.2        Analyze the impact of the various mass media outlets and their relationship to the agricultural industry.

6.1.3        Research and present on one (1) area of the mass media as it relates to agriculture.

6.1.4        Research the use of advertising in agriculture.

6.1.5        Explore current communication technology.

APPROACHES

STANDARD

• Describe the use of mass media outlets in relation to the agricultural industry

Performance Standard 6.2

Students will utilize the Internet in agriculture communication.

EXCEEDS

STANDARD

• Create a web site for an agriculture project.

• Set up and use an e-mail list for chapter operations.

MEETS

STANDARD

6.2.1        Examine the use of the internet for agriculture communications.

6.2.2        Be able to create and manipulate (forwarding, attachments, etc.) e-mails for communication.

6.2.3        Construct a web page with text and images by using email, file transfers and/or file sharing.

6.2.4        Research an agriculture issue using the internet.

6.2.5        Utilize the internet for proper and ethical purposes.

APPROACHES STANDARD

• Describe the use of the internet for agricultural communication

• Use e-mail and the internet.

Performance Standard 6.3

Students will develop print, broadcast and electronic media projects.

EXCEEDS

STANDARD

• Prepare an electronic media portfolio.

• Produce a video, print/electronic publication and/or radio broadcast.

• Participate in a career development event that incorporates print broadcast and/or electronic media.

MEETS

STANDARD

6.3.1        Compare and contrast the print, broadcast and electronic media for agriculture communications.

6.3.2        Write and format a press release for internet release, (e.g., e-mail).

6.3.3        Write and format a public service announcement for broadcast media.

6.3.4        Write a press release for the print media.

6.3.5        Develop an electronic media presentation.

6.3.6        Prepare an advertisement script for a radio broadcast.

6.3.7        Prepare a storyboard for video advertisement.

APPROACHES

STANDARD

• Outline the use of the print, broadcast and electronic media for agriculture communications.

Performance Standard 7.1

Students will discuss the importance and ingredients of self-concept.

EXCEEDS

STANDARD

• Use a prescribed strategy to develop a positive self-concept.

MEETS

STANDARD

7.1.1        Investigate the factors that affect the development of self-concept.

7.1.2        Describe the characteristics of people of having a high self-concept.

7.1.3        Identify the characteristics of their personal self-concept.

7.1.4        Explore personal ethics as related to self-concept.

APPROACHES

STANDARD

• Be aware of the importance of positive self-concept.

Performance Standard 7.2

Students will demonstrate the importance of self-concept in social, occupational and civic settings.

EXCEEDS

STANDARD

• Serve as an FFA Chapter Officer.

MEETS

STANDARD

7.2.1        Recognize the conditions needed to empower self confidence in social, occupational and civic settings.

7.2.2        Model positive self-concepts and learn to mitigate negative behaviors.

APPROACHES

STANDARD

• List positive behaviors and how they influence self-concept.

Performance Standard 7.3

Students will compare diversity in relationships.

EXCEEDS

STANDARD

• Make a presentation on a different culture’s agriculture.

• Participate in a FFA Chapter mentoring program.

MEETS

STANDARD

7.3.1        Identify steps in dealing with conflict resolution.

7.3.2        Compare cultural diversity and how it affects agriculture.

7.3.3        Identify how special populations have been integrated into the agriculture industry.

7.3.4        Define opportunities within the FFA that incorporates diversity.

APPROACHES

STANDARD

• List the different cultures that have contributed to the agriculture industry within Nevada.

Performance Standard 8.1

Students will demonstrate the principles of effective meeting management.

EXCEEDS

STANDARD

• Serve as chairman during a meeting.

• Participate in a parliamentary procedure demonstration above the FFA Chapter level.

MEETS

STANDARD

8.1.1        Chart the historical development of meeting rules of order, (Parliamentary Procedures, Robert’s Rules of Order, etc.).

8.1.2        Discuss the differences in the rules of order for various organizations and groups.

8.1.3        Identify differences in agenda structures based on the type of meeting.

8.1.4        Identify the proper methods for recording the minutes of a meeting.

8.1.5        Identify the proper room arrangement for various meeting types.

8.1.6        Identify the proper audio/visual equipment used in different types of meeting.

8.1.7        Manage a meeting using the appropriate rules of order.

APPROACHES

STANDARD

• Demonstrate an awareness of the rules of order used in meetings.

• Participate in a parliamentary procedure demonstration in class.

Performance Standard 8.2

Students will investigate local and political agriculture policy issues.

EXCEEDS

STANDARD

• Present a local Agriculture Issues Forum above the FFA Chapter level.

• Participate in a Farm Bureau Discussion Meet.

MEETS

STANDARD

8.2.1        Identify five (5) local non-agriculture policy issues.

8.2.2        Identify five (5) local agriculture policy issues.

8.2.3        Document the progression of a local agriculture policy issue.

8.2.4        Present a solution/outcome to a local agriculture policy issue based on research.

8.2.5        Prepare a paper on the pros and cons of an agriculture policy issue.

APPROACHES

STANDARD

• List agriculture and non-agriculture policy issues that affect their local area.

Performance Standard 8.3

Students will identify the steps of the political process.

EXCEEDS

STANDARD

• Organize a political campaign.

• Actively participate in the political process.

• Register to vote at the appropriate age.

MEETS

STANDARD

8.3.1        Identify the steps of how laws are made on all levels of government.

8.3.2        Identify the steps to serving as a public official.

8.3.3        Chart the process of a political campaign.

8.3.4        Identify the appropriate etiquette used in political settings.

8.3.5        Identify how citizens can become active in the political process.

8.3.6        List the local and state elected officials.

8.3.7        Identify the sources available for examination of public policy.

APPROACHES

STANDARD

• Recognize the steps in the political process.

• List the local elected offices.

Performance Standard 8.4

Students will identify the various organizations involved in agriculture policy.

EXCEEDS

STANDARD

• Attend a meeting of an agriculture interest group.

MEETS

STANDARD

8.4.1        Identify local policy making agencies.

8.4.2        Define differences in agriculture interest groups and organizations.

8.4.3        Identify how agriculture interest groups influence policy.

8.4.4        Present ways in which citizens can contribute through agriculture interest groups.

APPROACHES

STANDARD

• List agriculture interest groups.

Performance Standard 8.5

Students will examine legal and ethical aspects of agriculture policy.

EXCEEDS

STANDARD

• Research and present findings on a breach of agriculture policy.

• Research and present findings on how agriculture policy has improved a local community.

MEETS

STANDARD

8.5.1        Discuss the legal/ethical procedures used in a policy making meeting.

8.5.2        Discuss the code of ethics that elected officials must follow and the ramifications for failure to do so.

8.5.3        Identify the importance of organizational bylaws/constitutions used within agriculture organizations.

APPROACHES

STANDARD

• Be aware of organizational bylaws.

• Be aware of FFA Chapter bylaws and constitution.

• Discuss laws and ethics of agriculture policy.

Performance Standard 9.1

Students will actively engage in and manage an SAE, which enables them to develop work-based skills.

EXCEEDS

STANDARD

·        Qualify for the Silver State FFA Degree.

·        Develop a career plan for accomplishing occupational objectives.

MEETS

STANDARD

9.1.1        Identify and describe a career interest in agriculture business or related occupation.

9.1.2        Actively participate in and manage an individual SAE.

9.1.3        Keep accurate records as prescribed by the Nevada State FFA policies and procedures.

9.1.4        Show progress with individual achievement and growth in a SAE.

APPROACHES

STANDARD

·        Define SAE.

·        Plan an individual SAE.

·        Differentiate between the types of SAE.

Performance Standard 10.1

Students will recognize the traits of effective leaders and participate in leadership training through involved participation in the FFA.

EXCEEDS

STANDARD

·        Apply for an office.

·        Perform a speech for six to eight minutes on an agriculture business-related topic.

·        Serve on or chair a standing committee.

·        Demonstrate ten procedures of Parliamentary Law.

·        Participate in a Career Development Event above the local level.

MEETS

STANDARD

10.1.1    Recognize opportunities in high wage, high skill agriculture business careers.

10.1.2    Demonstrate appropriate attitudes and behaviors for effective leadership.

10.1.3    Describe the types of individuals who emerge as a group’s leader.

10.1.4    Explain the importance of verbal and nonverbal communication skills in leadership.

10.1.5    Select qualities of an effective leader.

10.1.6    Describe technical leadership qualities and skills.

APPROACHES

STANDARD

·        Identify opportunities in high wage, high skill agriculture business careers.

·        Identify technical leadership qualities and skills.

·        Explain the qualities of a good leader.

·        Differentiate between verbal and nonverbal communication skills in leadership.

Performance Standard 11.1

Students shall demonstrate problem-solving skills.

EXCEEDS

STANDARD

·     Solve three problems using the seven steps of problem solving.

·     Incorporate problem-solving skills through a Career Development Event in FFA.

MEETS

STANDARD

11.1.1    List and describe the seven steps to problem solving.

11.1.2    Identify leadership styles used in problem solving.

11.1.3    Demonstrate brainstorming techniques.

11.1.4    Examine and explain the advantages and disadvantages of alternative solutions to one or more problems.

11.1.5    Create an action plan based upon a solution to a work-related problem.

11.1.6    Identify the benefits of solving a work-related problem.

APPROACHES

STANDARDS

·        Explain the importance of problem solving.

Performance Standard 11.2

Students shall demonstrate critical-thinking skills.

EXCEEDS

STANDARD

·     Demonstrate critical-thinking skills in a Career Development Event.

·     Demonstrate the skills necessary to identify, analyze, and offer solutions for agriculture business issues.

·        Formulate, implement, and evaluate an action plan.

MEETS

STANDARD

11.2.1    Demonstrate critical-thinking skill through the planning and implementation of their SAE program.

11.2.2    List and describe the skills necessary to identify, analyze, and offer solutions for agriculture business issues.

11.2.3    Use critical-thinking processes to support solving problems and making decisions.

11.2.4    Demonstrate critical-thinking skills necessary in the workplace.

11.2.5    Explain how emotional thinking and logical thinking affect decision-making in the workplace.

11.2.6    Explain the difference between reliable and unreliable observations and statements of facts.

11.2.7    Recognize patterns or relationships through observation and discovery.

APPROACHES

STANDARD

·     Identify the importance of critical-thinking skills in identifying, analyzing, and offering solutions for agriculture business issues.

Performance Standard 11.3

Students shall demonstrate the ability to speak, write, and listen effectively.

EXCEEDS

STANDARD

·  Identify ways to adapt their communication style to that of others.

·  Describe and use techniques to improve listening, reading, writing, speaking, and nonverbal communication skills.

·  Explain assertive communication.

MEETS

STANDARD

11.3.1  Recognize and overcome communication barriers.

11.3.2  Describe characteristics of four communication styles.

11.3.3  Discuss the importance of self-communication and interpersonal communication.

11.3.4  Identify, research, prepare, and present an agriculture business-related speech.

11.3.5  Explain the benefits of effective communication skills in the workplace.

11.3.6  Effectively interpret and respond to verbal and nonverbal messages.

11.3.7  Demonstrate proper telephone etiquette.

11.3.8  Effectively communicate thoughts, ideas, and information in writing.

11.3.9  Organize ideas and communicate orally; is able to effectively demonstrate job skills to others.

11.3.10  Locate, understand, and interpret written information in documents such as manuals, graphs, and schedules.

11.3.11  Select and utilize an appropriate medium for conveying messages with dignity and respect.

11.3.12  Organize information into the appropriate format in accordance with standard practices, which includes prewriting, drafting, proofreading, editing/revising, and preparing a final copy.

11.3.13  Demonstrate sensitivity to cultural diversity in communication.

11.3.14  Identify common communication barriers and methods for improving communication.

APPROACHES

STANDARD

·         Define communications.

·         Explain the relationship between communication and leadership.

·         Explain the purpose of communication.

·         Explain the communication process.

Performance Standard 11.4

Students shall demonstrate the ability to select, apply, and maintain appropriate technology.

EXCEEDS

STANDARD

·     Complete a computer-based application for an FFA awards program.

·     Complete a computer-based record book program.

·     Conduct agriculture research using print, multimedia, and Internet resources and use graphs, charts, and/or diagrams to describe trends related to the topic.

MEETS

STANDARD

11.4.1    Operate a database program as it relates to agriculture business.

11.4.2    Operate a spreadsheet application related to agriculture business.

11.4.3    Operate a word-processing program.

11.4.4    Construct a multimedia presentation.

11.4.5    Access and demonstrate use of the Internet by accessing and exploring the Nevada State Agriculture Web site and related agriculture business sites.

11.4.6    Demonstrate ability to utilize basic keyboarding techniques.

11.4.7    Demonstrate ability to utilize other input devices.

11.4.8    Demonstrate ability to utilize various electronic research methods.

11.4.9    Demonstrate knowledge of the basic technology systems currently available and how they apply to your field.

11.4.10Investigate and explain the use, benefits, and costs of technological developments in the workplace and school.

11.4.11Identify and demonstrate the appropriate use of technology to enhance the efficiency of the workplace and school.

11.4.12Demonstrate routine maintenance and repair of technological equipment.

APPROACHES

STANDARD

·     Recognize the importance of information technology in agriculture.

·      List and describe the types of applications used in information technology.

Performance Standard 11.5

Students shall demonstrate leadership and teamwork skills.

EXCEEDS

STANDARD

·     Demonstrate ten procedures of parliamentary law.

·     Lead a group discussion.

·     Analyze five stages of group development.

MEETS

STANDARD

11.5.1    Participate in a group-panel discussion.

11.5.2    Participate in one of the seven FFA leadership development conferences.

11.5.3    Demonstrate five procedures of parliamentary law.

11.5.4    Participate in planning and conducting at least three official functions in the FFA Chapter Program of Activities.

11.5.5    Explain the importance of democratic group leadership.

11.5.6    Describe the characteristics of functional, task, and informal groups.

11.5.7    Work cooperatively with others when given a group project.

11.5.8    Explain traits necessary to effectively lead and influence individuals and groups.

11.5.9    Demonstrate appropriate attitudes and behaviors for effective leadership.

11.5.10Demonstrate respect for team members, team processes, and team goals.

11.5.11Participate in the implementation0 of a group’s decision and evaluate the results.

11.5.12Demonstrate the qualities of an effective leader and team member.

11.5.13Describe the importance of a proper dress code.

APPROACHES

STANDARD

·        Explain the importance of groups.

·        Explain how to organize groups.

·        Participate in FFA activities at the local level.

Performance Standard 11.6

Students shall demonstrate sound workplace ethics.

EXCEEDS

STANDARD

·        Model the eleven points of FFA Code of Ethics while participating in school, community, or FFA activities.

MEETS

STANDARD

11.6.1    Identify and understand the eleven points to the FFA code of Ethics.

11.6.2    Develop personal work ethics through participation in their SAE.

11.6.3    Discuss the importance of ethics practiced in the workplace.

11.6.4    Develop personal work ethics through work experience.

11.6.5    Describe the importance of ethics practiced in the workplace.

11.6.6    Demonstrate regular attendance, promptness, and the willingness to follow instructions and complete an assigned task.

11.6.7    Demonstrate appropriate personal and professional attitudes and behaviors.

11.6.8    Maintain a safe, clean, and organized work area.

11.6.9    Demonstrate awareness of legal responsibilities related to individual performance, safety, and customer satisfaction.

11.6.10Demonstrate knowledge of various types of harassment.

APPROACHES

STANDARD

·        List the important ethics in the workplace.

Performance Standard 11.7

Students shall demonstrate the ability to effectively manage resources in high-performance workplaces.

EXCEEDS

STANDARD

·        Discuss the factors that affect the development of resources in high-performance workplaces.

·        Hold an office or position in the agriculture business or FFA program.

MEETS

STANDARD

11.7.1    Identify the important resources needed in a workplace.

11.7.2    Develop skills in evaluating themselves and others in a workplace environment.

11.7.3    Discuss the importance of managing resources in high-performance workplaces.

11.7.4    Identify and organize the human resources needed to complete a job assignment.

11.7.5    Identify and organize the material resources and space requirements needed to complete a job assignment.

11.7.6    Effectively use the highest available technology to complete a job assignment.

11.7.7    Demonstrate cooperation and leadership in a team at school or in a workplace setting.

11.7.8    Use the basic components of effective time management.

11.7.9    Recognize the need for management skills in the workplace with regard to stress, anger management, and substance abuse.

11.7.10Estimate costs and prepare a detailed work order for an agriculture business.

11.7.11Develop a time schedule and prioritized task list to complete a job assignment.

APPROACHES

STANDARD

·        Define “high-performance workplace.”

·        Discuss the ingredients and resources included in managing resources in high-performance workplaces.

Performance Standard 11.8

Students shall demonstrate career planning and development skills.

EXCEEDS

STANDARD

·        Develop a plan to match careers with their personal characteristics.

·        Utilize the resources found in the Career Information System to describe careers in an agriculture business.

·        Construct a career portfolio.

·        Participate in a job interview.

MEETS

STANDARD

11.8.1    Develop an employment resume.

11.8.2    Complete a sample job application.

11.8.3    Undergo a mock employment interview.

11.8.4    Demonstrate career planning through the development of their SAE.

11.8.5    Prepare a job application and personal resume.

11.8.6    Complete a personal aptitude and interest inventory.

11.8.7    Establish short-term and long-term career goals.

11.8.8    Use the Nevada Career Information System or a similar computer-based program to research careers in a chosen field.

11.8.9    Participate in an organized job-shadowing and community service activity.

APPROACHES

STANDARD

·        Differentiate between work, job, occupation, and career.

·        Explain the diversity of agriculture education job placement.

·        List sources used in finding employment.

Performance Standard 11.9

Students shall demonstrate job-retention and lifelong-learning skills.

EXCEEDS

STANDARD

·        Discuss how to merit employment promotions.

·        Develop a portfolio based on participation in SAE and leadership activities.

·        Participate in a school-based enterprise.

·        Maintain an employment/career portfolio.

MEETS

STANDARD

11.9.1    Identify and develop employability skills.

11.9.2    Discuss and develop employable personal management skills.

11.9.3    Discuss and develop employable academic and technical skills.

11.9.4    Identify strategies for balancing work and family roles.

11.9.5    Demonstrate understanding of the need for lifelong learning in a rapidly changing job market.

11.9.6    Identify strategies to maintain employment in the face of job reductions.

11.9.7    Develop long-term career planning strategies.

11.9.8    Identify various educational options needed for job advancement.

11.9.9    Demonstrate interpersonal skills needed for job retention.

11.9.10Identify and model sound workplace ethics, such as loyalty, punctuality, and initiative.

APPROACHES

STANDARD

·        Explain the importance of positive response to authority.

·        Explain the proper procedure for leaving employment.

Performance Indicators

Mathematical Academic Standards

3.1.2, 5.4.3, 5.5.2, 5.5.3, 5.6.2, 5.6.3, 6.1.4, 6.2.3, 6.3.6, 6.3.7

1.12.3  Apply the properties and theories of the real number system to everyday situations.

3.1.2

1.12.5  Perform simple operations on matrices.

3.1.2, 5.5.3, 5.6.2, 5.6.3

2.12.2  Represent and solve problems using discrete structures including graphs and matrices, with and without technology.

3.1.2

2.12.3  Create and use different forms of a variety of equations, proportions, and/or formulas (e.g., I=PRT or R=I/PT), solving for the needed variable as necessary in given situations.

1.2.1, 1.2.2, 1.3.1, 1.4.1, 1.4.2, 3.1.2, 5.5.3, 5.6.2, 5.6.3, 6.1.4, 6.2.3, 6.3.6, 6.3.7

2.12.5 Model practical problems from everyday situations with a variety of models that includes matrices, translating among tabular, symbolic and graphical representations of functions, with and without technology.

3.1.2, 5.5.3

2.12.6 Determine the domain and range of linear relations given a graph or a set of ordered pairs; explain their importance in problem s1olving situations.

5.5.3, 5.6.2, 5.6.3, 6.1.4, 6.2.3, 6.3.6, 6.3.7

3.12.1  Convert between customary and metric systems; convert among monetary systems.

3.1.2, 5.5.2, 5.5.3, 5.6.2, 5.6.3, 6.1.4, 6.2.3, 6.3.6, 6.3.7

3.12.2  Select and use measurement tools, techniques, and formulas to calculate and compare rates, cost, distances, interest, temperatures, and weight/mass.

3.1.2, 5.5.3, 5.6.2, 5.6.3, 6.1.4, 6.2.3, 6.3.6, 6.3.7

3.12.3  Distinguish and differentiate among the structures, language and uses of systems of measures (e.g., linear, square units, cubic units); justify and communicate the differences between accuracy, precision, error, and tolerance in measurement; describe how each of these can affect solutions found in problem situations.

3.1.2, 5.4.3, 5.5.2, 5.5.3, 6.1.4, 6.2.3, 6.3.6, 6.3.7

3.12.4  Use and interpret consumer data (e.g., amortization tables, tax tables, and compound interest charts) to make informed financial decisions related to practical applications such as budget.

3.1.2, 5.6.2, 5.6.3, 6.2.3

3.12.5  Use relationships (e.g., proportions) and formulas (indirect measurement) to determine the measurement of unknown dimensions, angles, areas, and volumes to solve problems.

5.6.2, 5.6.3, 6.2.3

4.12.1  Identify and use the properties of polygons (including interior and exterior angles) and elements of circles (e.g., angles, arcs, chords, secants and tangents) to solve practical problems.

5.6.2, 5.6.3, 6.2.3

4.12.8  Use tools, technology, and models to sketch, draw, and construct geometric figures in order to solve problems and to demonstrate the properties of geometric figures.

1.4.1, 1.4.2, 3.1.2, 5.5.2, 5.5.3, 6.6.2, 5.6.3, 6.1.4, 6.2.3, 6.3.6, 6.3.7

4.12.9  Construct, justify and defend mathematical conclusions using logical, sequential, deductive reasoning supported by established mathematical principles.

1.3.1, 1.3.3, 1.4.1, 8.1.1, 8.3.3

5.12.1  Use calculators and computers to create and manipulate tables, graphs, and matrices to communicate statistical information; use the shape of graphs of normal distributions to compare and analyze information.

3.1.2, 3.1.3

5.12.4  Select and use the measures of central tendency such as mean, median, mode and variability including range, distribution and possible outliers that are appropriate for given situations.

3.1.1, 3.1.2, 3.1.3, 3.1.4, 3.1.5

5.12.5  Analyze the validity of statistical conclusions noting various sources of bias, misuse, and abuse of data caused by a wide variety of factors including choices of scale, probability versus odds, inappropriate uses of measures of central tendency, inaccurate curve fitting and inappropriate uses of controls or sample groups.

3.1.1, 3.1.2, 3.1.3, 3.1.4, 3.1.5

5.12.6  Design, construct, analyze, and select an appropriate type of graph to represent data to communicate the results of statistical experiments (e.g., write a survey question and analyze and communicate the findings).

1.4.1, 1.4.2, 5.4.1, 5.4.2, 5.4.3, 5.4.4, 5.4.5, 5.4.6, 5.5.3, 6.2.1, 6.2.2, 6.2.3, 6.2.4, 6.2.5, 8.2.4, 8.2.5, 8.5.1, 8.5.2, 8.5.3

6.2 Apply previous experience and knowledge to new problem-solving situations.

5.4.1, 5.4.2, 5.4.3, 5.4.4, 5.4.5, 5.4.6, 5.5.3, 8.2.4, 8.2.5, 8.5.1, 8.5.2, 8.5.3

6.5 Verify, interpret, and evaluate results with respect to the original problem situation, determining an efficient strategy for the given situation.

5.4.1, 5.4.2, 5.4.3, 5.4.4, 5.4.5, 5.4.6, 6.2.1, 6.2.2, 6.2.3, 6.2.4, 6.2.5, 8.2.4, 8.2.5

6.6 Try more than one strategy when the first strategy proves to be unproductive.

5.5.3, 6.1.2, 8.2.4, 8.2.5, 8.5.1, 8.5.2, 8.5.3

6.9  Generalize solutions and strategies from earlier problems to new problem situations.

5.5.3, 8.2.4, 8.2.5, 8.5.1, 8.5.2, 8.5.3

6.11 Apply combinations of proven strategies and previous knowledge to solve non-routine problems.

1.2.2, 1.4.2, 5.6.1, 5.6.2, 5.6.3, 6.2.1, 6.2.2, 6.2.3, 6.2.4, 6.2.5, 6.3.1, 6.3.2, 6.3.3, 6.3.4, 6.3.5, 6.3.6, 6.3.7, 8.2.4, 8.2.5

6.13  Use technology, including calculators, to solve problems and verify solutions

1.2.2, 6.2.1, 6.2.2, 6.2.3, 6.2.4, 6.2.5, 8.2.4, 8.2.5

6.14  Use technology, including calculators, to investigate, define, and describe quantitative relationships such as patterns and functions.

3.1.1, 3.1.2, 3.1.3, 3.1.4, 3.1.5, 3.2.1, 3.2.2, 3.2.3

7.2 Use inquiry techniques (e.g. discussion, questioning, research, data gathering) to solve mathematical problems.

5.5.3, 8.2.4, 8.2.5

7.16 Express mathematical ideas and use them to define, compare, and solve problems orally and in writing.

6.1.2, 8.2.4, 8.2.5

8.3  Construct, justify, and defend mathematical conclusions using logical arguments, in situations related to mathematics, science, and technology.

3.1.1, 3.1.2, 3.1.3, 3.1.4, 3.1.5, 4.2.1, 4.2.2, 4.2.3, 8.2.4

8.5  Follow a logical argument and judge its validity.

1.4.1, 3.1.1, 3.1.2, 3.1.3, 3.1.4, 3.1.5, 4.2.1, 4.2.2, 4.2.3, 5.5.3, 8.2.4, 8.2.5

8.7 Recognize and apply deductive and inductive reasoning in both concrete and abstract contexts.

3.1.1, 3.1.2, 3.1.3, 3.1.4, 3.1.5, 5.1.5, 5.5.4, 8.1.2, 8.5.1, 8.5.2, 8.5.3

8.8  Ask questions to reflect on, clarify, and extend thinking.

1.4.1, 1.4.2, 5.5.3, 6.1.1, 6.1.2, 6.1.3, 6.1.4, 6.1.5, 6.3.1, 6.3.2, 6.3.3, 6.3.4, 6.3.5, 6.3.6, 6.3.7, 8.1.1, 8.1.2, 8.1.3, 8.1.4, 8.1.5, 8.1.6, 8.1.7, 8.2.4, 8.2.5

9.1  Link new concepts to prior knowledge.

5.5.3, 6.3.1, 6.3.2, 8.1.1, 8.1.2, 8.1.3, 8.1.4, 8.1.5, 8.1.6, 8.1.7, 8.3.3

9.3  Use models to explain the relationship of concepts to procedures.

1.3.3, 1.4.1, 3.1.1, 3.1.2, 3.1.3, 3.1.4, 3.1.5, 5.5.3, 5.6.1, 5.6.2, 5.6.3, 6.2.1, 6.2.2, 6.2.3, 6.2.4, 6.2.5, 6.3.1, 6.3.2, 6.3.3, 6.3.4, 6.3.5, 6.3.6, 6.3.7, 7.3.1, 8.2.4, 8.2.5

9.7  Apply mathematical thinking and modeling to solve problems that arise in other disciplines (e.g., rhythm in music and motion in science).

Performance Indicators

Science Academic Standards

2.3.3, 4.2.3, 7.1.1, 7.1.2, 7.1.3, 7.1.4

7.12.1  Investigate and describe how some broad patterns of behavior exhibited by animals have evolved to ensure survival of the species.

2.4.1, 2.4.2, 2.6.2, 4.2.3, 7.1.1, 7.1.2, 7.1.3, 7.1.4, 7.2.1, 7.2.2

7.12.2  Investigate and describe how plant and animals have mechanisms that allow them to respond to changes in their environment.

11.12.3 Investigate, design, and use contour maps.

11.12.4  Define location on the Earth in terms of latitude, longitude, and time zones.

12.12.1 Explain how catastrophic events have occurred and greatly influenced Earth’s history.

1.2.1, 1.4.1

16.12.1  Evaluate the consequences of changing patterns of resources use.

1.4.1

16.12.4 Analyze and describe the limitations of the Earth’s ability to respond to stresses produced by human or natural activities.

1.4.1

16.12.5  Analyze and evaluate the effects that increases in human populations can cause (e.g., resource depletion and environmental degradation).

1.4.1, 6.2.4

17.12.1 Analyze and evaluate how consumption patterns, conservation efforts, and cultural or social practices in countries have varying environmental impacts.

1.4.1, 6.2.4, 8.2.4, 8.2.5

17.12.2  Investigate and describe how human actions may impact the dynamic equilibrium of global systems (e.g., global warming, ozone depletion).

6.2.4, 8.2.4, 8.2.5

17.12.4  Evaluate and describe actions which affect the global environment in terms of trade-offs that may have effects on local environments or economics.

2.6.2, 4.1.1, 4.1.3, 4.2.3

18.12.1 Explain that the scientific way of knowing uses a critique and consensus process (e.g., peer review, openness to criticism, logical argument, skepticism).

1.4.1, 6.2.5, 8.2.1, 8.2.2, 8.2.3, 8.2.4, 8.2.5

18.12.2 Investigate and explain how research emphasis is influenced by economic and public policy.

1.4.2

18.12.5  Explain that technological problems create a demand for new scientific knowledge and new technologies which make it possible for scientists to extend their research in new ways or to undertake entirely new lines of research.

8.5.1, 8.5.2

18.12.7  Explain that scientists have ethical procedures, violations of which have consequences.

3.1.5

19.12.1  Identify and determine the credibility of sources of information based on the techniques used to gather that information.

3.1.1, 3.1.2, 3.1.3, 3.1.4, 3.1.5

19.12.4  Distinguish between hypotheses, laws, theories and rules, and explain the level of their limitations.

3.1.1, 3.1.2, 3.1.3, 3.1.4, 3.1.5

19.12.5  Determine the limits of generalizations, assumptions, analogies, and models.

3.1.1, 3.1.2, 3.1.3, 3.1.4, 3.1.5

20.12.2  Use models to identify and predict cause-effect relationships (e.g., effect of temperature on gas volume, effect of carbon dioxide level on the greenhouse effect).

3.1.1, 3.1.2, 3.1.3, 3.1.4, 3.1.5

20.12.4  Compare groups of data, taking into account both percentages and actual numbers.

3.1.1, 3.1.2, 3.1.3, 3.1.4, 3.1.5

21.12.3  Evaluate multiple explanations for the same evidence.

4.2.1, 4.2.3, 4.2.5, 5.6.2, 5.6.3

22.12.2  Use tables, charts, and graphs in making arguments and claims in oral and written presentations.

3.1.4, 4.2.1, 4.2.2, 4.2.3, 4.2.5, 5.5.1, 5.5.4

22.12.3  Discuss scientific topics by restating or summarizing accurately what others have said; ask for clarifications or elaborations, and express alternative positions using available multimedia resources.

5.5.3

24.12.3  Inspect, manipulate, and describe the functions of various parts of technical and scientific equipment.

5.5.3

24.12.4  Maintain a permanent record of procedures, data, analyses, decisions, and understandings of scientific investigations.

5.5.3

24.12.5  Write procedures for the investigation of delegated or original scientific problems.