The Agriculture and Natural Resource Science Standards project was drafted and reviewed by Nevada agriculture education instructors. The document was reviewed by the Nevada Agriculture Education Advisory Board that consisted of Secondary Education, Postsecondary Education, Administration, Business and Industry, parents, and students. The Nevada Department of Education and the Agriculture Education Consultant wishes to acknowledge the contributions of those who worked on the development of these standards.

University of Nevada, Las Vegas Center for Workforce Development Staff:

Occupations associated with agriculture production, natural resources, processing and distribution of food and fiber are important to the national interests and provide significant employment opportunities. Occupational education and training in agriculture and agri-business are essential to the continued economic health of Nevada and the nation, as it provides the needed competent and trained work force.

The advent of corporate agriculture and decline of the family-operated agriculture venture mandate the maintenance, expansion and improvement of occupational agriculture education. Through agriculture education, students are prepared for employment in the field of agriculture through planning and managing agriculture, food, fiber, and natural resources systems. Production of agricultural commodities, including food fiber, wood products, horticultural crops, and other plant and animal products. Financing, processing, and marketing and distribution of agriculture products; farm production and supply and service industries; horticulture and landscaping services, and the use and conservation of land and water resources; development and maintenance of recreational resources. It also includes mining and extraction operations and related environmental management services. Source: USDOE/OVAE Brochure

Agriculture education provides high school students with technical and specialized knowledge in production agriculture and natural resources as well as other specific agriculture occupations. The programs are designed to meet students' occupational objectives, interests, and abilities for entry into chosen occupations and can prepare them for advanced education and training. Agriculture education is a coordinated program of group and individual instructional activities consisting of classroom instruction, laboratory experiences, and leadership development. Integral to these activities are FFA (leadership development) and Supervised Agriculture Experience (work-based learning), Nevada Revised Statute 385.110. Federal/Public Law #105-225 which was passed in August, 1998, states "Congress of the United States, recognizes the importance of the FFA as an integral part of the program of Vocational Agriculture." All students enrolled in Agriculture Education will be recognized as members of the FFA organization. All secondary agriculture education programs and school districts will purchase a curriculum packet consisting of the New Horizons agriculture career and technical magazine, the FFA manual, and the Nevada Record Book on a yearly basis for every student enrolled in agriculture education in their program. Areas of study at the secondary level are divided into Agriculture Science and Specialized Advanced Agriculture Career and Technical Areas.

Agriculture and Society, Plant and Soil Science, Agriculture Mechanical Engineering and Technology, Animal Science, Leadership/FFA, Agriculture Business, Sales, Marketing and Supervised Agriculture Experience, Natural Resources, and Employability are included in the Agriculture Science introduction division.

Instruction in business/specialized agriculture provides training in specific occupational skills, duties, and tasks, as determined by the business and industry needs. Specialized career and technical agriculture programs will include, but are not limited to, the following: ornamental horticulture, floriculture design, turf and landscape management, equine science and technology, forestry technology, wildlife management and enforcement, food science and processing, feedlot management, animal science, veterinary science, agriculture power systems, natural resources and reclamation, mining science and operations, nursery and greenhouse management, landscape architecture, irrigation and chemical management, lawn care and maintenance, and agriculture construction.

Introduction to Animal Science........................................................................................................... 7

Anatomy and Physiology.................................................................................................................. 12

Animal Evaluation and Selection....................................................................................................... 17

Animal Genetics............................................................................................................................... 21

Animal Reproduction Management................................................................................................... 25

Feeds/Nutrition................................................................................................................................ 29

Animal Health.................................................................................................................................. 33

Facility/Equipment/Handling............................................................................................................. 39

Animal Welfare................................................................................................................................ 44

Animals and Society........................................................................................................................ 47

Animals and Environment................................................................................................................. 51

Non-Traditional and Specialty Animals............................................................................................. 54

SAE................................................................................................................................................ 55

Leadership/FFA.............................................................................................................................. 56

Employability Standard.................................................................................................................... 57

Academic Crosswalk..………………………………………………..…………………………..67

Animal Science/Veterinary Medicine

Performance Level Descriptors

Content Standard 4.0: Animal Genetics: Students will understand the basic theory of inheritance and the genetic basis for animal selection.

Performance Standard 4.2		Students will be able to explain the process of cellular division and how it relates to the transference of genetic information.
EXCEEDS STANDARD		Summarize the role of genetic material in the processes of meiosis and mitosis. Predict a phenotypic outcome based on genetic pairings. Explain the existence of complex pairings and how they relate to genetic conditions.
MEETS STANDARD		Describe the process of meiosis. Describe the process of mitosis. Identify and describe genetic material components. Classify genetic pairing as either being dominant or recessive.
	APPROACHES STANDARD	Identify the difference between meiosis and mitosis. Review basic cellular structures and functions. Indicate why genes are important in breeding animals. Define dominant and recessive genes.

Nevada Academic Standards Correlation:

English: 1.0, 4.0, 5.0, 6.0, 7.0, 9.0, 11.0

Math: 2.0, 6.0, 7.0, 8.0, 9.0

Science: 8.0, 9.0

Animal Science/Veterinary Medicine

Performance Level Descriptors

Content Standard 4.0: Animal Genetics: Students will understand the basic theory of inheritance and the genetic basis for animal selection.

Performance Standard 4.3		Students will be able to explain linkage, crossover and mutation as they relate to the transmission of characteristics.
EXCEEDS STANDARD		Predict potential genetic outcomes based on linkage, crossover, and mutations given specific information.
MEETS STANDARD		Diagram how sex is determined in various species of animals. Examine common mutations found in domesticated animals. Explain how linkage and crossover affect genetic outcomes.
	APPROACHES STANDARD	Define linkage, crossover, and mutation.

Nevada Academic Standards Correlation:

English: 4.0, 5.0, 6.0, 7.0, 9.0, 11.0

Math: 1.0, 2.0, 5.0, 6.0, 7.0, 8.0, 9.0

Science: 8.0, 23.0, 24.0

Animal Science/Veterinary Medicine

Performance Level Descriptors

Content Standard 4.0: Animal Genetics: Students will understand the basic theory of inheritance and the genetic basis for animal selection.

Performance Standard 4.4		Students will be able to discuss genetic engineering and its effects on animal production and performance.
EXCEEDS STANDARD		Justify the application of genetic engineering methods to improve production and performance. Summarize potential implications involved with genetic engineering and its effect on society.
MEETS STANDARD		Differentiate between various methods used in genetic engineering. Summarize modern developments in genetic engineering for the improvement of animal production and performance.
	APPROACHES STANDARD	Identify and describe several systems of genetic engineering.

Nevada Academic Standards Correlation:

English: 4.0, 5.0, 6.0, 7.0, 9.0, 10.0, 11.0

Math: 1.0, 2.0, 3.0, 6.0, 7.0, 8.0, 9.0

Science: 8.0, 18.0, 24.0

Animal Science/Veterinary Medicine

Performance Level Descriptors

Content Standard 5.0: Animal Reproduction Management: Students will understand the structure and function of the endocrine and reproductive systems and how they relate to reproductive management practices and fetal development.

Performance Standard 5.1		Student will be able to describe the factors that affect fertility and the process of fertilization.
EXCEEDS STANDARD		Explain processes that can be used to manipulate the estrus cycle and fertility. Correlate various animal conditions to reproductive efficiency.
MEETS STANDARD		Explain the processes of fertilization. Explain components of the estrus cycle for various breeds and species. Explore the causes of reproductive failures.
	APPROACHES STANDARD	Outline the process of fertilization. List types of reproductive failures.

Nevada Academic Standards Correlation:

English: 4.0, 5.0, 6.0, 7.0, 9.0, 11.0

Math: 1.0, 2.0, 6.0

Science: 8.0, 24.0

Animal Science/Veterinary Medicine

Performance Level Descriptors

Performance Standard 5.2		Student will be able to describe the stages of fetal development and gestation.
EXCEEDS STANDARD		Explore methods of predicting and examining stages of fetal development. Compare embryological development between the various stages of fetal development.
MEETS STANDARD		Outline the various gestation periods of different breeds and species of animals. Illustrate the various stages of fetal development. Explain the causes and prevention of abnormal fetal development. Investigate the physiology associated with the maternal functions during gestation.
	APPROACHES STANDARD	Generalize the steps of the gestation process. Explore the steps of fetal development.

Nevada Academic Standards Correlation:

English: 4.0, 5.0, 6.0, 9.0, 10.0, 11.0

Math: 1.0, 2.0, 5.0, 6.0, 8.0

Science: 24.0

Animal Science/Veterinary Medicine

Performance Level Descriptors

Performance Standard 5.3		Student will be able to describe the process of parturition and lactation.
EXCEEDS STANDARD		Prescribe remedies for dystocia. Explain methods used to increase milk production. Compare and contrast differences of species' milk composition. Explain the correlation of animal health management as related to lactation quality.
MEETS STANDARD		Discuss the stages of parturition. Identify and describe the factors contributing to dystocia. Describe the process of lactation. Identify the major components of the mammary gland. Identify and describe a typical lactation curve. Discuss factors that affect milk production.
	APPROACHES STANDARD	List types of mammary systems. List the stages of parturition. Define dystocia.

Nevada Academic Standards Correlation:

English: 1.0, 4.0, 5.0, 6.0, 7.0, 9.0, 11.0

Math: 3.0, 6.0

Science: ---

Animal Science/Veterinary Medicine

Performance Level Descriptors

Performance Standard 5.4		Student will be able to describe the common breeding systems used in animal reproduction.
EXCEEDS STANDARD		Calculate the percent of parental stock in offspring using various breeding systems. Explore the various methods of assisted reproduction.
MEETS STANDARD		Explain the effects, advantages, and disadvantages of various breeding systems. Identify the factors involved in selecting a breeding system. Define heritability.
	APPROACHES STANDARD	List the common breeding systems used in livestock production.

Nevada Academic Standards Correlation:

English: 4.0, 5.0, 6.0, 7.0, 9.0, 11.0

Math: 1.0, 2.0, 5.0, 6.0

Science: 24.0

Animal Science/Veterinary Medicine

Performance Level Descriptors

Content Standard 6.0: Feeds/Nutrition: Students will understand the nutritional requirements and feeding practices of animals.

Performance Standard 6.1		Students will be able to differentiate the types of gastrointestinal tracts and their dietary requirements.
EXCEEDS STANDARD		Explain the physiology of digestion and absorption in ruminant and nonruminant animals.
MEETS STANDARD		Describe the components of various gastrointestinal tracts. Describe the different nutrient and feed requirements between species.
	APPROACHES STANDARD	Identify parts of gastrointestinal tract. List the various types of feeds. List the nutrients required by animals.

Nevada Academic Standards Correlation:

English: 5.0, 6.0, 7.0, 9.0, 11.0

Math: 2.0, 6.0

Science: 2.0, 3.0, 6.0

Animal Science/Veterinary Medicine

Performance Level Descriptors

Content Standard 9.0: Animal Welfare: Students will develop an understanding of animal issues and uses in today's society.

Performance Standard 9.1		Students will be able to discuss the philosophies surrounding animal welfare.
EXCEEDS STANDARD		Develop and defend a position regarding animal welfare issues.
MEETS STANDARD		Compare and contrast animal welfare versus the concept of animal rights. Breadboard the basis for general concerns regarding animal welfare.
	APPROACHES STANDARD	Define animal welfare. Define the concept of animal rights.

Nevada Academic Standards Correlation:

English: 4.0, 5.0, 6.0, 7.0, 9.0, 10.0, 11.0

Math: 5.0, 6.0, 8.0

Science: ---

Animal Science/Veterinary Medicine

Performance Level Descriptors

Content Standard 9.0: Animal Welfare: Students will develop an understanding of animal issues and uses in today's society.

Performance Standard 9.2		Students will be able to discuss historical events, changing attitudes, and legislation regarding animal use.
EXCEEDS STANDARD		Relate the effects of historical events and legislation that have influenced attitudes regarding animal use.
MEETS STANDARD		Explore the historical events that contribute to the evolution of attitudes regarding animal use. Examine legislation regarding current animal usage.
	APPROACHES STANDARD	Recognize the significance of historical events and legislation toward animal usage.

Nevada Academic Standards Correlation:

English: 1.0, 4.0, 5.0, 7.0, 9.0, 11.0

Math: 6.0

Science: ---

Animal Science/Veterinary Medicine

Performance Level Descriptors

Content Standard 9.0: Animal Welfare: Students will develop an understanding of animal issues and uses in today's society.

Performance Standard 9.3		Students will be able to discuss controversial practices and cultural differences in animal use.
EXCEEDS STANDARD		Validate an opinion regarding animal use based on reliable sources. Outline different animal uses as related to specific cultures.
MEETS STANDARD		Compare and contrast current controversial issues in animal usage. Distinguish between fact and propaganda when analyzing animal usage issues. Compare and contrast cultural differences and their impact on animal use.
	APPROACHES STANDARD	Recognize that differences of opinions exist regarding animal use, and their impact on society. Recognize differences in cultural perceptions regarding animal use.

Nevada Academic Standards Correlation:

English: 1.0, 4.0, 5.0, 6.0, 7.0, 9.0, 10.0, 11.0

Math: 6.0, 8.0

Science: 20.0

Animal Science/Veterinary Medicine

Performance Level Descriptors

Content Standard 10.0: Animals and Society: Students will develop an awareness of the relationship and interaction of animals in society.

Performance Standard 10.1		Students will be able to describe how domesticated animals are used as sources of food and fiber.
EXCEEDS STANDARD		Distinguish the differences in products derived from different species.
MEETS STANDARD		List and describe the various products derived from various species of production animals. List and describe the process of harvesting food and fiber from production animals. Discuss the economic importance of products derived from production animals.
	APPROACHES STANDARD	Recognize how animals are used by humans as a source of food and fiber.

Nevada Academic Standards Correlation:

English: 4.0, 5.0, 6.0, 7.0, 9.0, 11.0

Math: 2.0, 3.0, 5.0, 6.0, 7.0, 8.0, 9.0

Science: ---

Animal Science/Veterinary Medicine

Performance Level Descriptors

Content Standard 10.0: Animals and Society: Students will develop an awareness of the relationship and interaction of animals in society.

Performance Standard 10.2		Students will be able to discuss food safety as it relates to animal products and by-products.
EXCEEDS STANDARD		Outline quality assurance programs for the production animal industry.
MEETS STANDARD		Describe the complexities of the food safety issues facing the foods industries. Describe the magnitude of the issues relating to food safety. Identify the most important of the food-borne pathogens. Identify and describe various methods of processing animal product.
	APPROACHES STANDARD	Recognize the importance of food safety to society. Discuss methods of processing animal product.

Nevada Academic Standards Correlation:

English: 4.0, 5.0, 6.0, 9.0, 11.0

Math: 1.0, 5.0, 6.0, 7.0

Science: 2.0, 3.0, 20.0

Animal Science/Veterinary Medicine

Performance Level Descriptors

Content Standard 10.0: Animals and Society: Students will develop an awareness of the relationship and interaction of animals in society.

Performance Standard 10.3		Students will be able to discuss current government regulations concerning animal use.
EXCEEDS STANDARD		Outline specific government agencies and their roles in animal use.
MEETS STANDARD		Differentiate between the roles of various agencies in providing for a safe food supply. Differentiate between the roles of various agencies regulating animal use. Explore current government regulations regarding animal use.
	APPROACHES STANDARD	Recognize the importance of government involvement in food safety. Recognize the importance of government agencies in regulating animal use.

Nevada Academic Standards Correlation:

English: 5.0, 6.0, 7.0, 9.0, 10.0, 11.0

Math: 5.0, 6.0

Science: ---

Animal Science/Veterinary Medicine

Performance Level Descriptors

Content Standard 10.0: Animals and Society: Students will develop an awareness of the relationship and interaction of animals in society.

Performance Standard 10.4		Students will be able to recognize the existence and importance of the human-animal bond.
EXCEEDS STANDARD		Create potential methods for enhancing human-animal interactions.
MEETS STANDARD		Identify the physical, psychological, therapeutic, and service roles that animals have in society. Identify the human emotions associated with animal ownership.
	APPROACHES STANDARD	Define the human-animal bond. Recognize that human-animal associations have many beneficial effects on humans. Explain how human social interrelationships can be influenced by appropriate contact with animals.

Nevada Academic Standards Correlation:

English: 1.0, 4.0, 5.0, 6.0, 7.0, 9.0, 11.0

Math: 6.0, 7.0

Science: ---

Animal Science/Veterinary Medicine

Performance Level Descriptors

Content Standard 11.0: Animals and Environment: Students will understand the roles and impacts animals have within the ecosystem.

Performance Standard 11.1		Students will be able to describe sustainable agriculture practices associated with animal production.
EXCEEDS STANDARD		Summarize various phases of animal production and uses as it relates to the environment. Relate areas of concern for making livestock systems more sustainable.
MEETS STANDARD		Compare and contrast the different methods of agriculture sustainability. Describe animal production benefits and problems relating to the environment. Explain owner liability under animal production and ownership. Describe the federal and state laws that affect animal production as it relates to environmental issues (i.e., air, water, and soil quality). Describe methods of handling animal wastes that reduce environmental pollution and are within the guidelines of current laws and regulations. Describe the proper way to dispose of dead animals.
	APPROACHES STANDARD	Recognize that animals have an impact on the environment.

Nevada Academic Standards Correlation:

English: 4.0, 5.0, 6.0, 7.0, 9.0, 10.0, 11.0

Math: 5.0, 6.0, 7.0, 8.0

Science: 2.0, 3.0, 13.0, 16.0, 17.0, 20.0, 24.0

Animal Science/Veterinary Medicine

Performance Level Descriptors

Content Standard 11.0: Animals and Environment: Students will understand the roles and impacts animals have within the ecosystem.

Performance Standard 11.2		Students will be able to discuss various aspects of range management practices and their relationship to the land.
EXCEEDS STANDARD		Develop a sustainable rangeland management plan for a specific livestock species.
MEETS STANDARD		Identify appropriate sustainable range management practices. Compare and contrast the various animal species' impact on rangelands.
	APPROACHES STANDARD	Recognize the impact that livestock production has on rangelands. Define rangelands as a renewable resource.

Nevada Academic Standards Correlation:

English: 4.0, 5.0, 6.0, 7.0, 9.0, 10.0, 11.0

Math: 1.0, 2.0, 3.0, 5.0, 6.0, 7.0, 8.0, 9.0

Science: 10.0, 11.0, 24.0

Animal Science/Veterinary Medicine

Performance Level Descriptors

Content Standard 11.0: Animals and Environment: Students will understand the roles and impacts animals have within the ecosystem.

Performance Standard 11.3		Students will be able to discuss various aspects of domesticated animal management and their relationship to wildlife management.
EXCEEDS STANDARD		Interface management practices for wildlife and domesticated animals.
MEETS STANDARD		Correlate the relationship between wild animals and domesticated animals in an ecosystem.
	APPROACHES STANDARD	Recognize the relationship between wildlife and domesticated animals in an ecosystem.

Nevada Academic Standards Correlation:

English: 4.0, 5.0, 6.0, 7.0, 9.0, 11.0

Math: 6.0, 7.0, 8.0

Science: 20.0

Animal Science/Veterinary Medicine

Performance Level Descriptors

Content Standard 12.0: Non-Traditional and Specialty Animals: Students will understand the significance of non-traditional and specialty animals.

Performance Standard 12.1		Students will develop an understanding of husbandry practices of non-traditional and specialty animals.
EXCEEDS STANDARD		Summarize specific uses of non-traditional and specialty animals in society.
MEETS STANDARD		List and describe species of non-traditional and specialty animals. Discuss the management, feeding practices, health maintenance, facilities and equipment, and marketing of non-traditional and specialty animals (i.e., zoo, entertainment, ornamental, and aquatic animals).
	APPROACHES STANDARD	Define non-traditional and specialty animals. Recognize the importance of non-traditional and specialty animals in society.

Nevada Academic Standards Correlation:

English: 5.0, 6.0, 7.0, 9.0, 11.0

Math: 6.0

Science: ---

Animal Science/Veterinary Medicine

Performance Level Descriptors

Content Standard 13.0: SAE: Students will explain the relationship between a Supervised Agriculture Experience (SAE) and their preparation for a career in Agriculture.

Performance Standard 13.1		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		Identify and describe a career interest in agriculture industry or related occupation. Actively participate in and manage an individual SAE. Keep accurate records as prescribed by the Nevada State FFA policies and procedures. Show progress with individual achievement and growth in an SAE.
	APPROACHES STANDARD	Define SAE. Plan an individual SAE. Differentiate between the types of SAE.

Nevada Academic Standards Correlation:

English: 4.0, 5.0, 6.0, 7.0, 9.0, 11.0

Math: 1.0, 2.0, 3.0, 5.0, 6.0, 7.0, 8.0, 9.0

Science: 19.0, 23.0, 24.0

Animal Science/Veterinary Medicine

Performance Level Descriptors

Content Standard 14.0: Leadership/FFA:Students will recognize the importance of leadership skills including interpersonal relations, group management, and communication.

Performance Standard 14.1		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 animal-industry 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		Recognize opportunities in high wage, high skill animal industry careers. Demonstrate appropriate attitudes and behaviors for effective leadership. Describe the types of individuals who emerge as a group's leader. Explain the importance of verbal and nonverbal communication skills in leadership. Select qualities of an effective leader. Describe technical leadership qualities and skills.
	APPROACHES STANDARD	Identify opportunities in high wage, high skill animal-industry careers. Identify technical leadership qualities and skills. Explain the qualities of a good leader. Differentiate between verbal and nonverbal communication skills in leadership.

Nevada Academic Standards Correlation:

English: 4.0, 5.0, 6.0, 7.0, 9.0, 11.0

Math: 6.0, 7.0, 8.0, 9.0

Science: 18.0

Animal Science/Veterinary Medicine

Performance Level Descriptors

Content Standard 15.0: Employability Standard: Students shall achieve competence in workplace readiness, career development, and lifelong learning.

Performance Standard 15.1		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		List and describe the seven steps to problem solving. Identify leadership styles used in problem solving. Demonstrate brainstorming techniques. Examine and explain the advantages and disadvantages of alternative solutions to one or more problems. Create an action plan based upon a solution to a work-related problem. Identify the benefits of solving a work-related problem.
	APPROACHES STANDARD	Explain the importance of problem solving.

Nevada Academic Standards Correlation:

English: 1.0, 2.0, 4.0, 5.0, 6.0, 7.0, 9.0

Math: 6.0, 7.0

Science: 18.0

Animal Science/Veterinary Medicine

Performance Level Descriptors

Content Standard 15.0: Employability Standard: Students shall achieve competence in workplace readiness, career development, and lifelong learning.

Performance Standard 15.2		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 animal industry issues. Formulate, implement, and evaluate an action plan.
MEETS STANDARD		Demonstrate critical-thinking skills through the planning and implementation of their SAE program. List and describe the skills necessary to identify, analyze, and offer solutions for animal industry issues. Use critical-thinking processes to support solving problems and making decisions. Demonstrate critical-thinking skills necessary in the workplace. Explain how emotional thinking and logical thinking affect decision making in the workplace. Explain the difference between reliable and unreliable observations and statements of facts. Recognize patterns or relationships through observation and discovery.
	APPROACHES STANDARD	Identify the importance of critical-thinking skills in identifying, analyzing, and offering solutions for animal industry issues.

Nevada Academic Standards Correlation

English: 1.0, 2.0, 4.0, 5.0, 6.0, 7.0, 9.0, 11.0

Math: 5.0, 6.0, 7.0

Science: 18.0, 19.0, 21.0, 22.0, 24.0

Animal Science/Veterinary Medicine

Performance Level Descriptors

Content Standard 15.0: Employability Standard: Students shall achieve competence in workplace readiness, career development, and lifelong learning.

Performance Standard 15.3		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		Recognize and overcome communication barriers. Describe characteristics of four communication styles. Discuss the importance of self-communication and interpersonal communication. Identify, research, prepare, and present an animal-industry-related speech. Explain the benefits of effective communication skills in the workplace. Effectively interpret and respond to verbal and nonverbal messages. Demonstrate proper telephone etiquette. Effectively communicate thoughts, ideas, and information in writing. Organize ideas and communicate orally; is able to effectively demonstrate job skills to others. Locate, understand, and interpret written information in documents such as manuals, graphs, and schedules. Select and utilize an appropriate medium for conveying messages with dignity and respect. Organize information into the appropriate format in accordance with standard practices, which includes prewriting, drafting, proofreading, editing/revising, and preparing a final copy. Demonstrate sensitivity to cultural diversity in communication. 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.

Nevada Academic Standards Correlation:

English: 1.0, 2.0, 4.0, 5.0, 6.0, 7.0, 8.0, 9.0, 11.0

Math: 1.0, 5.0, 6.0

Science: 20.0, 22.0

Animal Science/Veterinary Medicine

Performance Level Descriptors

Content Standard 15.0: Employability Standard: Students shall achieve competence in workplace readiness, career development, and lifelong learning.

Performance Standard 15.4		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		Operate a database program as it relates to the animal industry. Operate a spreadsheet application related to the animal industry. Operate a word-processing program. Construct a multimedia presentation. Access and demonstrate use of the Internet by accessing and exploring the Nevada State Agriculture Web site and related animal industry sites. Demonstrate ability to utilize basic keyboarding techniques. Demonstrate ability to utilize other input devices. Demonstrate ability to utilize various electronic research methods. Demonstrate knowledge of the basic technology systems currently available and how they apply to your field. Investigate and explain the use, benefits, and costs of technological developments in the workplace and school. Identify and demonstrate the appropriate use of technology to enhance the efficiency of the workplace and school. Demonstrate 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.

Nevada Academic Standards Correlation:

English: 4.0, 6.0, 7.0, 9.0, 11.0

Math: 1.0, 2.0, 3.0, 5.0, 6.0

Science: 22.0, 23.0

Animal Science/Veterinary Medicine

Performance Level Descriptors

Content Standard 15.0: Employability Standard: Students shall achieve competence in workplace readiness, career development, and lifelong learning.

Performance Standard 15.5		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		Participate in a group panel discussion. Participate in one of the seven FFA leadership development conferences. Demonstrate five procedures of parliamentary law. Participate in planning and conducting at least three official functions in the FFA Chapter Program of Activities. Explain the importance of democratic group leadership. Describe the characteristics of functional, task, and informal groups. Work cooperatively with others when given group project. Explain traits necessary to effectively lead and influence individuals and groups. Demonstrate appropriate attitudes and behaviors for effective leadership. Demonstrate respect for team members, team processes, and team goals. Participate in the implementation of a group's decision and evaluate the results. Demonstrate the qualities of an effective leader and team member. Describe 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.

Nevada Academic Standards Correlation:

English: 4.0, 5.0, 6.0, 7.0, 9.0, 11.0

Math: 6.0

Science: ---

Animal Science/Veterinary Medicine

Performance Level Descriptors

Content Standard 15.0: Employability Standard: Students shall achieve competence in workplace readiness, career development, and lifelong learning.

Performance Standard 15.6		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		Identify and understand the eleven points to the FFA Code of Ethics. Develop personal work ethics through participation in their SAE. Discuss the importance of ethics practiced in the workplace. Develop personal work ethics through work experience. Describe the importance of ethics practiced in the workplace. Demonstrate regular attendance, promptness, and the willingness to follow instructions and complete an assigned task. Demonstrate appropriate personal and professional attitudes and behaviors. Maintain a safe, clean, and organized work area. Demonstrate awareness of legal responsibilities related to individual performance, safety, and customer satisfaction. Demonstrate knowledge of various types of harassment.
	APPROACHES STANDARD	List the important ethics in the workplace.

Nevada Academic Standards Correlation:

English: 5.0, 6.0, 7.0, 9.0, 11.0

Math: 6.0

Science: ---

Animal Science/Veterinary Medicine

Performance Level Descriptors

Content Standard 15.0: Employability Standard: Students shall achieve competence in workplace readiness, career development, and lifelong learning.

Performance Standard 15.7		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 FFA program.
MEETS STANDARD		Identify the important resources needed in a workplace. Develop skills in evaluating themselves and others in a workplace environment. Discuss the importance of managing resources in high-performance workplaces. Identify and organize the human resources needed to complete a job assignment. Identify and organize the material resources and space requirements needed to complete a job assignment. Effectively use the highest available technology to complete a job assignment. Demonstrate cooperation and leadership in a team at school or in a workplace setting. Use the basic components of effective time management. Recognize the need for management skills in the workplace with regard to stress, anger management, and substance abuse. Estimate costs and prepare a detailed work order for an animal supply service, veterinary office, or any other related business. Develop 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.

Nevada Academic Standards Correlation:

English: 5.0, 6.0

Math: 1.0, 3.0, 6.0, 7.0, 8.0, 9.0

Science: ---

Animal Science/Veterinary Medicine

Performance Level Descriptors

Content Standard 15.0: Employability Standard: Students shall achieve competence in workplace readiness, career development, and lifelong learning.

Performance Standard 15.8		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 the animal industry. Construct a career portfolio. Participate in a job interview.
MEETS STANDARD		Develop an employment resume. Complete a sample job application. Undergo a mock employment interview. Demonstrate career planning through the development of their SAE. Prepare a job application and personal resume. Complete a personal aptitude and interest inventory. Establish short-term and long-term career goals. Use the Nevada Career Information System or a similar computer-based program to research careers in a chosen field. 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.

Nevada Academic Standards Correlation:

English: 2.0, 4.0, 5.0, 6.0

Math: 6.0

Science: ---

Animal Science/Veterinary Medicine

Performance Level Descriptors

Content Standard 15.0: Employability Standard: Students shall achieve competence in workplace readiness, career development, and lifelong learning.

Performance Standard 15.9		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		Identify and develop employability skills. Discuss and develop employable personal management skills. Discuss and develop employable academic and technical skills. Identify strategies for balancing work and family roles. Demonstrate understanding of the need for lifelong learning in a rapidly changing job market. Identify strategies to maintain employment in the face of job reductions. Develop long-term career planning strategies. Identify various educational options needed for job advancement. Demonstrate interpersonal skills needed for job retention. Identify 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.

Nevada Academic Standards Correlation:

English: 5.0, 6.0, 7.0, 9.0, 11.0

Math: 6.0

Science: ---

Crosswalk of Animal Science/Veterinary Medicine and Science Academic Standards

Performance Indicators	Science Academic Standards
8.1.4, 8.2.1, 8.2.2, 8.2.3, 8.5.4, 8.5.5	1.12.3 Investigate and describe that the usefulness of a simple machine such as a wheel or axle is based on its function, mechanical advantage, and efficiency.
8.1.2, 8.1.5	1.12.4 Investigate and describe the relationship that exists between force, pressure, and area in general, and between pressure and depth in liquids.
3.2.1, 3.2.2, 3.2.3	2.12.1 Investigate and describe intrinsic (color, odor, density) and extrinsic (e.g., size, mass, volume) physical properties of matter.
6.1.2, 6.2.3, 6.3.1, 6.3.2, 6.3.3, 6.3.4, 6.3.5, 6.3.6, 6.4.1, 6.4.2, 6.4.4, 6.4.5, 8.1.5, 8.5.4, 10.2.1, 10.2.2, 10.2.3, 10.2.4, 11.1.1, 11.1.2, 11.1.4, 11.1.5, 11.1.6	2.12.5 Explain the properties of phases of matter in terms of the kinetic molecular theory and forces of attraction between particles.
6.1.2, 6.2.3, 6.3.1, 6.3.2, 6.3.3, 6.3.4, 6.3.5, 6.3.6, 6.4.1, 6.4.2, 6.4.4, 6.4.5, 8.1.5, 8.5.4, 10.2.1, 10.2.2, 10.2.3, 10.2.4, 11.1.1, 11.1.2, 11.1.4, 11.1.5, 11.1.6	2.12.6 Explain that carbon atoms can bond to one another to form a large variety of structures, including the molecules essential to life.
6.1.2, 6.2.3, 6.3.1, 6.3.2, 6.3.3, 6.3.4, 6.3.5, 6.3.6, 6.4.1, 6.4.2, 6.4.4, 6.4.5, 8.1.5, 8.5.4, 10.2.1, 10.2.2, 10.2.3, 10.2.4, 11.1.1, 11.1.2, 11.1.4, 11.1.5, 11.1.6	3.12.1 Explain that the transformation of energy usually results in some energy in the form of heat, which spreads by radiation, conduction, and sometimes convection into cooler places.
8.1.5, 8.5.4	3.12.2 Investigate and describe how pressure may affect changes of state.
8.1.5, 8.5.4	3.12.3 Investigate and describe how waves can superimpose on one another, bend around corners, reflect off surfaces, be absorbed by materials they enter, and change direction when entering a new material.
8.5.1, 8.5.2, 8.5.3, 8.5.4, 8.5.5	3.12.4 Describe the properties of electrical circuits in terms of moving electrons, conductivity, resistance, and electrical potential energy.
8.1.5	3.12.5 Investigate and describe how matter and energy may be changed and energy can be transferred in many ways, but the entire mass-energy budget of the universe remains constant.
8.1.2, 8.1.4, 8.1.5	3.12.6 Investigate and describe how systems tend to become less ordered over time.
6.3.2, 6.3.6, 6.3.7, 8.1.5	4.12.1 Investigate and describe how, in chemical reactions, elements combine in predictable ratios, and the numbers of atoms of each element do not change.
6.3.2, 6.3.6, 6.3.7, 8.1.5	4.12.2 Investigate and describe how chemical reaction rates depend on conditions in the reacting system, the properties of reacting materials, and the presence of certain rate-regulating chemicals.
8.1.2, 8.1.4	5.12.1 Predict how light interacts with matter (e.g., reflection and refraction).
1.2.1, 1.2.2	5.12.2 Simulate how the predictable rates of nuclear reactions can be used to estimate the age of some materials.
8.1.5	5.12.5 Explain how the forces that hold the nucleus of an atom together are usually stronger than other forces that could make the nucleus fly apart.
1.1.1, 1.1.2, 1.1.4, 2.1.1, 2.1.2, 2.1.3, 2.2.1, 2.2.2, 2.2.3, 2.2.4, 2.2.5, 2.3.1, 2.3.2, 2.3.3, 2.4.1, 2.4.2, 2.5.1, 2.5.2, 2.5.3, 7.1.1, 7.1.2, 7.1.3, 7.1.4, 7.1.5, 7.2.1, 7.2.2, 7.3.1, 7.3.2, 7.4.1, 7.5.1, 7.6.1, 8.5.2	6.12.1 Explain how disease disrupts the equilibrium that exists in a healthy organism.
2.3.1, 2.3.2, 6.1.1, 6.1.2, 6.2.1, 6.2.2, 6.2.3, 6.3.1, 6.3.3, 6.3.4, 6.3.5, 6.3.6, 6.3.7, 6.4.1, 6.4.2, 6.4.4, 6.4.5, 6.4.6	6.12.3 Investigate and describe how food molecules are broken down through a series of chemical reactions to provide energy and the material to make new molecules.
1.1.1, 1.1.2, 1.1.4	6.12.4 Investigate and describe how every cell is covered by a cell membrane and most cells also have specialized parts for the transport of materials, energy, transfer, protein building, waste disposal, information feedback, and movement.
1.1.1, 1.1.2, 1.2.2, 1.4.1, 1.4.2, 8.3.1	7.12.1 Investigate and describe how some broad patterns of behavior exhibited by animals have evolved to ensure survival of the species.
1.1.1, 1.1.2, 1.2.2, 1.4.1, 1.4.2, 8.3.1	7.12.2 Investigate and describe how plant and animals have mechanisms that allow them to respond to changes in their environment.
2.2.3, 2.2.5	7.12.3 Investigate and describe how multicellular animals have nervous systems that receive input through sensory organs and generate behavioral responses.
7.1.2	7.12.4 Explain how certain viral diseases make the body vulnerable to multiple infectious agents and cancerous cells by destroying critical cells of the immune system.
3.1.1, 3.1.2, 3.1.3, 4.2.1, 4.2.2, 4.2.3, 4.2.4, 5.1.1, 5.1.2, 5.1.3	8.12.1 Explain how all body cells in an organism are developed from a single cell and contain essentially identical genetic instructions. Explain how different parts of the instruction are used in different kinds of cells.
1.2.1, 1.2.2, 1.3.1, 2.2.1, 2.2.2, 2.2.3, 2.2.4, 2.2.5, 2.3.1, 2.3.2, 2.3.3, 2.4.1, 2.4.2, 2.5.1, 2.5.2, 2.5.3, 4.2.1, 4.2.2, 4.2.3, 4.2.4	8.12.2 Explain how relatedness among organisms can be estimated from the similarity of their DNA sequences.
1.2.1, 1.2.2, 2.2.1, 2.2.2, 2.2.3, 2.2.4, 2.2.5, 2.3.1, 2.3.2, 2.3.3, 2.4.1, 2.4.2, 2.5.1, 2.5.2, 2.5.3, 4.2.1, 4.2.2, 4.2.3, 4.2.4, 4.4.1, 4.4.2	8.12.3 Investigate and describe how sorting and recombination of genes in sexual reproduction results in a great variety of possible gene combinations.
1.4.2, 4.1.1, 4.1.2, 4.2.1, 4.2.2, 4.2.3, 4.2.4, 5.1.1, 5.1.2, 5.1.3	8.12.4 Explain how genetic information from parents is encoded in DNA molecules and provides instruction for assembling protein molecules.
1.2.1, 1.2.2, 3.1.1, 3.1.2, 3.1.3, 4.1.1, 4.1.2, 4.2.1, 4.2.2, 4.2.3, 4.2.4	8.12.5 Investigate and describe how patterns of inheritance are described by laws of segregation and independent assortment.
1.1.1, 1.1.2, 1.1.3, 1.1.4, 1.2.1, 1.2.2, 3.2.1, 3.2.2, 3.2.3, 4.2.1, 4.2.2, 4.2.3, 4.2.4	8.12.6 Explain how diversity of species and variation among organisms within a species increase the chances for survival of life when large changes occur in the environment.
1.2.1, 1.2.2, 3.2.1, 3.2.2, 3.2.3, 4.2.1, 4.2.2, 4.2.3, 4.2.4, 4.3.1, 4.3.2, 4.3.3	8.12.7 Explain how gene mutations may be caused by a variety of influences, when mutations occur in sex cells, they can be passed on to offspring.
1.2.1, 1.2.2, 2.2.1, 2.2.2, 2.2.3, 2.2.4, 2.2.5, 2.3.1, 2.3.2, 2.3.3, 2.4.1, 2.4.2, 2.5.1, 2.5.2, 2.5.3, 5.1.1, 5.1.2, 5.1.3	9.12.1 Investigate and describe the basic idea of the theory of biological evolution is that through genetic and/or environmental influences the Earth's present-day species developed from earlier, distinctly different, but common ancestors.
1.2.2, 1.2.2	9.12.2 Explain the fossil record of ancient life forms by applying the idea of natural selection and its evolutionary consequences.
1.2.1, 1.2.2, 1.3.1, 1.3.2, 1.3.3, 4.1.1, 4.1.2	9.12.3 Simulate and explain how the adaptation of a species can occur over many generations because of the unique characteristics that favor those individuals in an environment.
1.2.1, 1.2.2, 1.3.1, 1.3.2, 1.3.3, 2.1.1, 2.1.2, 2.1.3	9.12.4 Explain how the classification of species is based on similarities (e.g., structural, genetic, molecular) which indicate evolutionary relationships.
1.2.1, 1.2.2	9.12.5. Explain how the extinction of species is a common occurrence and fossil records indicate that most species that have lived on the earth no longer exist.
1.2.1, 1.2.2, 1.3.1, 1.3.2, 1.4.1, 1.4.2	9.12.6. Investigate and describe how the process of evolution is driven by genetic and environmental influences.
4.2.1, 4.2.2, 4.2.3, 4.2.4	9.12.7 Explain how there is evidence that at least a billion years ago, cells with nuclei existed allowing the evolution of increasingly complex multicellular organisms.
11.2.1, 11.2.2	10.12.3 Explain how there is a relationship between the relative densities and states (phases) of Earth materials and the layering on, in, and above the Earth.
11.2.1, 11.2.2	10.12.4 Investigate and describe how soil is derived from weathered rocks and decomposed organic material, and is found in layers.
11.1.2	10.12.5 Explain how the composition of the Earth's atmosphere has changed in the past and continues to change.
11.2.1, 11.2.2	10.12.6 Compare and contrast the geologic features of Nevada and local geological features.
11.2.1, 11.2.2	11.12.3 Investigate, design, and use contour maps.
11.2.1, 11.2.2	11.12.4 Define location on the Earth in terms of latitude, longitude, and time zones.
1.2.1, 1.2.2, 1.3.1	12.12.1 Explain how catastrophic events have occurred and greatly influenced Earth's history.
1.2.1, 1.2.2	12.12.2 Simulate and explain how relative geologic time can be estimated by observing rock sequences and using fossils to correlate the sequences at various locations.
1.2.1, 1.2.2	12.12.3 Compare and contrast the variety of methods by which geologic time is determined, including radioactive dating.
8.1.5	13.12.3 Investigate and describe how water is a solvent, (e.g., how it dissolves minerals and gases as it passes through the water cycle and carries them to oceans and lakes)
1.2.1, 1.2.2, 1.3.1, 1.3.2, 1.3.3	13.12.5 Explain how large-scale, long-term equilibrium can accommodate small-scale changes.
1.2.1, 1.2.2, 1.3.1, 1.3.2, 1.3.3	13.12.6 Investigate and describe how elements necessary for life on Earth pass through both living and non-living cycles in a series of changes that form a global system.
11.1.2	13.12.7 Compare and contrast the relationships between the greenhouse effect and the idea of global warming.
1.1.1, 1.1.2, 1.1.3, 1.1.4, 1.2.1, 1.2.2	15.12.1 Investigate and describe how changes in an ecosystem can affect bio-diversity and bio-diversity contributes to an ecosystem's stability.
1.1.1, 1.1.2, 1.1.3, 1.1.4, 1.2.1, 1.2.2, 1.3.1, 1.4.1, 1.4.2	15.12.2 Investigate and describe how ecosystems change or remain the same in response to different kinds of influences.
1.2.1, 1.2.2, 1.4.1, 1.4.2	15.12.3 Investigate and describe how materials and energy are cycled and recycled through ecosystems via pathways known as food webs.
11.2.1, 11.2.2	15.12.4 Describe the unique geologic, hydrologic, climatic, and biological characteristics of Nevada's bioregions. (e.g., Northern NV cold desert, Southern low warm desert, Mountain).
1.2.1, 1.2.2, 11.1.1, 11.1.2, 11.1.5	16.12.1 Evaluate the consequences of changing patterns of resources use.
13.1.1, 14.1.1	16.12.3 Investigate and describe the career opportunities associated with the study, exploration, extraction, utilization, protection, and restoration of natural resources.
1.1.1, 1.1.2, 1.1.3, 1.1.4, 1.4.1, 1.4.2, 11.1.2	16.12.4 Analyze and describe the limitations of the Earth's ability to respond to stresses produced by human or natural activities.
1.2.1, 1.2.2, 4.1.1, 4.1.2	16.12.5 Analyze and evaluate the effects that increases in human populations can cause (e.g., resource depletion and environmental degradation).
1.2.1, 1.2.2, 1.3.1, 1.3.2, 1.3.3	17.12.1 Analyze and evaluate how consumption patterns, conservation efforts, and cultural or social practices in countries have varying environmental impacts.
1.1.1, 1.1.2, 1.1.3, 1.1.4	17.12.2 Investigate and describe how human actions may impact the dynamic equilibrium of global systems (e.g., global warming, ozone depletion).
1.1.1, 1.1.2, 1.1.3, 1.1.4, 1.3.1, 1.3.2, 1.3.3, 1.4.1, 1.4.2	17.12.3 Explain that there is scientific uncertainty regarding many environmental issues.
11.1.2	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.
14.1.2, 14.1.3, 14.1.4, 14.1.5, 14.1.6, 15.1.1, 15.1.2, 15.1.3, 15.1.4, 15.1.5, 15.1.6	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).
1.1.1	18.12.2 Investigate and explain how research emphasis is influenced by economic and public policy.
1.1.1, 4.4.1, 4.4.2	18.12.3 Investigate and explain how scientific innovations that were originally challenged are now widely accepted.
1.1.1, 1.2.1, 1.2.2, 15.2.1, 15.2.2, 15.2.3, 15.2.4, 15.2.5, 15.2.6, 15.2.7	18.12.4 Explain that scientists work with others to resolve differences in interpretation of observations.
1.1.4, 1.2.1, 1.2.2, 1.4.1, 1.4.2, 4.4.1, 4.4.2	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.
1.2.1, 1.2.2, 1.3.1, 4.4.1, 4.4.2, 15.2.1, 15.2.2, 15.2.3, 15.2.4, 15.2.5, 15.2.6, 15.2.7	18.12.6 Explain that scientific knowledge builds on previous information, and rarely are entire theories completely discarded in favor of new ones.
4.4.1, 4.4.2	18.12.7 Explain that scientists have ethical procedures, violations of which have consequences.
1.2.1, 1.2.2, 15.2.5, 15.2.6	19.12.1 Identify and determine the credibility of sources of information based on the techniques used to gather that information.
1.1.1, 1.1.2, 1.1.2, 1.1.4, 13.1.3	19.12.2 Apply cost benefit and risk analysis in decision-making processes.
1.3.1, 1.3.2, 1.3.3, 2.1.1, 2.1.2, 2.1.3	19.12.3 Recognize and describe situations in which a system is qualitatively different from the parts which comprise it (e.g., how a population differs from an individual).
1.3.1, 1.3.2, 1.3.3, 15.2.2, 15.2.3, 15.2.4, 15.2.5, 15.2.6, 15.2.7	19.12.4 Distinguish between hypotheses, laws, theories and rules, and explain the level of their limitations.
15.2.2, 15.2.3, 15.2.4, 15.2.5, 15.2.6, 15.2.7	19.12.5 Determine the limits of generalizations, assumptions, analogies, and models.
1.1.1, 15.3.4	20.12.1 Use mathematical symbols and formulas to express relationships that behave in the same ways as the objects or processes under investigation.
1.1.1, 1.2.1, 1.2.2, 15.3.4	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).
1.1.1, 1.1.4, 1.4.1, 1.4.2, 2.1.1, 2.1.2, 2.1.3	20.12.3 Identify and describe how systems are often different from their components. (e.g., aquaria or automobiles)
1.2.1, 1.2.2, 1.3.1, 1.3.2, 1.3.3, 15.3.4, 15.3.10	20.12.4 Compare groups of data, taking into account both percentages and actual numbers.
1.2.1, 1.2.2, 9.3.1, 9.3.2, 9.3.3, 10.2.1, 10.2.2, 10.2.3, 10.2.4, 11.1.2, 11.1.5, 11.1.6, 11.3.1,	20.12.5 Identify the type of hazard, estimate the extent and consequences of exposure, and determine the options for reducing or eliminating risks.
1.1.1, 1.1.2, 1.1.3, 1.1.4, 3.1.1, 3.1.2, 3.1.3, 15.2.1, 15.2.2, 15.2.3, 15.2.4, 15.2.5, 15.2.6, 15.2.7	21.12.1 Demonstrate curiosity, honesty, and skepticism in doing science.
15.2.1, 15.2.2, 15.2.3, 15.2.4, 15.2.5, 15.2.6, 15.2.7	21.12.2 Repeat experimentation for statistical analysis and to produce conclusions that are without bias.
1.2.1, 1.2.2, 1.3.1, 1.3.2, 1.3.3, 15.2.1, 15.2.2, 15.2.3, 15.2.4, 15.2.5, 15.2.6, 15.2.7	21.12.3 Evaluate multiple explanations for the same evidence.
15.2.1, 15.2.2, 15.2.3, 15.2.4, 15.2.5, 15.2.6, 15.2.7	22.12.1 Analyze experimental procedures and suggest appropriate revisions for improvement.
1.2.1, 1.2.2, 1.3.1, 1.3.2, 1.3.3, 15.3.10	22.12.2 Use tables, charts, and graphs in making arguments and claims in oral and written presentations.
1.2.1, 1.2.2, 1.4.1, 1.4.2, 15.2.1, 15.3.2, 15.3.3, 15.3.4, 15.3.5, 15.3.6, 15.3.7, 15.3.8, 15.3.9, 15.3.10, 15.3.11, 15.3.12, 15.3.13, 15.3.14, 15.4.1, 15.4.2, 15.4.3, 15.4.4, 15.4.5, 15.4.6, 15.4.7, 15.4.8, 15.4.9, 15.4.10, 15.4.11, 15.4.12	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.
1.1.1, 1.1.2, 1.1.3, 1.1.4, 3.1.1, 3.1.2, 3.1.3, 4.1.1, 4.1.2, 4.3.1, 4.3.2, 4.3.3	23.12.1 Determine if the correlation between variables is high or low.
6.3.1, 6.4.5, 8.1.1, 8.5.2, 13.1.4, 15.4.2	23.12.2 Use algebraic equations when appropriate.
1.1.1, 1.1.2, 1.1.3, 1.1.4, 1.3.1, 1.3.2, 1.3.3	23.12.3 Estimate answers to the correct order of magnitude.
3.3.1, 3.3.2, 3.3.3, 3.4.1, 3.4.2, 6.3.1, 6.3.2, 6.3.3, 6.3.4, 6.3.5, 6.3.6, 6.3.7, 6.4.5, 8.1.1	23.12.4 Use derived quantities, ratios, proportions, and constants.
1.2.1, 1.2.2, 6.3.1, 8.1.1, 13.1.3	23.12.5 Trace the source of differences between an estimate and the calculated answer that exceeds agreed-upon standards for precision.
6.3.7	23.12.6 Select samples by some random system to avoid bias.
8.2.1, 8.2.2, 8.2.3	24.12.1 Demonstrate personal responsibility for using safety equipment and observing all safety standards.
6.3.4	24.12.2 Use the information found in materials safety data sheets to handle, store, and dispose of chemicals properly.
8.2.1, 8.2.2, 8.2.3	24.12.3 Inspect, manipulate, and describe the functions of various parts of technical and scientific equipment.
1.2.1, 1.2.2, 1.3.1, 1.3.2, 1.3.3, 1.4.1, 4.1.2, 4.3.2, 4.3.3, 4.4.1, 4.4.2, 5.1.3, 5.2.4, 5.4.1, 5.4.2, 6.3.1, 6.3.7, 6.4.1, 6.4.6, 8.1.1, 8.1.2, 8.1.5, 11.1.5, 11.1.6, 11.2.2, 13.1.2, 13.1.2, 13.1.3, 13.1.4, 15.2.2, 15.2.3, 15.2.4, 15.2.5, 15.2.6, 15.2.7	24.12.4 Maintain a permanent record of procedures, data, analyses, decisions, and understandings of scientific investigations.
1.2.1, 1.2.2, 1.3.1, 1.3.2, 1.3.3, 1.4.1, 4.1.2, 4.3.2, 4.3.3, 4.4.1, 4.4.2, 5.1.3, 5.2.4, 5.4.1, 5.4.2, 6.3.1, 6.3.7, 6.4.1, 6.4.6, 8.1.1, 8.1.2, 8.1.5, 11.1.5, 11.1.6, 11.2.2, 13.1.2, 13.1.2, 13.1.3, 13.1.4, 15.2.2, 15.2.3, 15.2.4, 15.2.5, 15.2.6, 15.2.7	24.12.5 Write procedures for the investigation of delegated or original scientific problems.
1.2.1, 1.2.2, 1.3.1, 1.3.2, 1.3.3, 1.4.1, 4.1.2, 4.3.2, 4.3.3, 4.4.1, 4.4.2, 5.1.3, 5.2.4, 5.4.1, 5.4.2, 6.3.1, 6.3.7, 6.4.1, 6.4.6, 8.1.1, 8.1.2, 8.1.5, 11.1.5, 11.1.6, 11.2.2, 13.1.2, 13.1.2, 13.

Performance Standard 1.1		Students will be able to define animal science and its components.
EXCEEDS STANDARD		Categorize the areas of animal science and their relationships to other sciences. Explain the interaction of sciences as they relate to the animal industry.
MEETS STANDARD		Compare and contrast animal science to other fields of scientific studies. Compare and contrast animal science to the field of biological science. Compare and contrast animal science to the field of physical science. Identify the roles of animal science as it relates to industry and society.
	APPROACHES STANDARD	Define animal science. Name the sciences associated with the animal industry.

Performance Standard 1.2		Students will be able to describe how, why, and when the domestication of animals occurred.
EXCEEDS STANDARD		Construct a timeline of animal domestication in civilization.
MEETS STANDARD		Explore the history of the domestication of animals. Explain the function of domesticated animals in the development of civilization.
	APPROACHES STANDARD	Identify the types of domesticated animals. Identify the stages of animal domestication.

Performance Standard 1.3		Students will be able to classify animals using accepted nomenclatures.
EXCEEDS STANDARD		Compare and contrast animals based on their anatomical and physiological differences.
MEETS STANDARD		Identify the scientific classifications of common domesticated animals. Classify animal using gender, age, and economic significance. Distinguish the different uses of animal names by regions.
	APPROACHES STANDARD	List the genus, species, and common name of domestic animals.

Performance Standard 1.4		Students will explore global trends and impact of domesticated animals.
EXCEEDS STANDARD		Illustrate domestic animal population worldwide.
MEETS STANDARD		Investigate domesticated animals' role in world population and food supply. Correlate domestic animal uses in various cultures.
	APPROACHES STANDARD	Recognize the role of domestic animals in society.

Performance Standard 2.1		Students will be able to identify the external anatomy of domesticated animals.
EXCEEDS STANDARD		Identify and label the external parts of domesticated production animals using anatomical terminology. Identify and label the external parts of domesticated companion animals using anatomical terminology. Identify and label the external parts of domesticated recreational and draft animals using anatomical terminology. Utilize directional terminology.
MEETS STANDARD		Identify and label the external parts of domesticated production animals using accepted species terminology. Identify and label the external parts of domesticated companion animals using accepted species terminology. Identify and label the external parts of domesticated recreational and draft animals using accepted species terminology.
	APPROACHES STANDARD	Recognize the common names of the external parts of domesticated production animals. Recognize the common names of the external parts of domesticated companion animals. Recognize the common names of the external parts of domesticated recreational and draft animals.

Performance Standard 2.2		Students will be able to identify and describe the anatomy and functions of the musculoskeletal, nervous, and integumentary systems.
EXCEEDS STANDARD		Specify individual muscles within groups and their proper function. Specify individual bones within different skeletal structures using proper anatomic language. Specify individual parts of the central and peripheral nervous systems structures using proper anatomic language and explain their functions. Specify different types of skin tissues based on the microanatomy.
MEETS STANDARD		Identify the major muscle groups and their functions. Identify the skeletal structures and functions. Identify the central and peripheral nervous systems structures and their functions. Identify the different types of skin tissues and their functions. Explain the relationship between the musculoskeletal, nervous, and integumentary systems.
	APPROACHES STANDARD	List the major components of domestic animal anatomy and physiology.

Performance Standard 2.3		Students will be able to identify and describe the anatomy and functions of digestive and urinary systems.
EXCEEDS STANDARD		Explain the process of digestion, absorption, and excretion in ruminant and nonruminant animals. Explain the processes that occur in the urinary system.
MEETS STANDARD		Identify, locate, and describe the parts and functions of digestive systems of ruminant and nonruminant animals. Explain the relationship of types of digestive systems to the ability of ruminants and nonruminants to digest and absorb different classes of feed. Identify, locate, and describe the parts and functions of the urinary system.
	APPROACHES STANDARD	Classify animals as to digestive system types. Define ruminant, monogastric, and avian digestive systems. Recognize the purpose of the urinary system.

Performance Standard 2.4		Students will be able to identify and describe the anatomy and functions of reproductive and endocrine systems.
EXCEEDS STANDARD		Compare and contrast the different reproductive anatomies between species. Relate the endocrine system to physiologic functions.
MEETS STANDARD		Identify, locate, and describe the male and female reproductive organs and their functions based on species. Identify, locate, and describe the endocrine glands and explain their functions.
	APPROACHES STANDARD	Recognize the basic reproductive parts of animals. Explain the importance of hormones and where they come from.

Performance Standard 2.5		Students will be able to identify and describe the anatomy and function of cardiovascular, hemolymphatic and respiratory systems.
EXCEEDS STANDARD		Depict the specific parts and functions of the cardiovascular system. Depict the specific parts and functions of the hemolymphatic system. Depict the specific parts and functions of the respiratory system. Explain the different types of circulation and the direction of blood and lymphatic flow.
MEETS STANDARD		Identify, locate, and describe the parts of the cardiovascular system and their functions based on species. Identify, locate, and describe parts of the hemolymphatic system and explain their functions. Identify, locate, and describe parts of the respiratory system and explain their functions.
	APPROACHES STANDARD	Recognize the importance of the cardiovascular system in animals. Recognize the importance of the hemolymphatic system in animals. Recognize the importance of the respiratory system in animals.

Performance Standard 3.1		Students will be able to recognize and describe the different breeds within the species of domesticated animals.
EXCEEDS STANDARD		Describe the development of modern breeds of production, companion, recreation and draft animals.
MEETS STANDARD		Name and describe the various breeds of production animals giving their origin and breed characteristics. Name and describe the various breeds of recreation and draft animals giving their origin and breed characteristics. Name and describe the various breeds of companion animals giving their origin and breed characteristics.
	APPROACHES STANDARD	List the common breeds of production species. List the common breeds of recreation and draft species. List the common breeds of companion species.

Performance Standard 3.2		Students will be able to identify the various types and conformations of domesticated animals.
EXCEEDS STANDARD		Appraise and critique animals based on their phenotypical characteristics relative to breed/species standards.
MEETS STANDARD		Distinguish the phenotypical differences within a breed or species to determine value based on use. Classify animals and their characteristics as desirable or undesirable based on phenotype. Identify current industry standards for animal selection according to species.
	APPROACHES STANDARD	Recognize that selection of animals and their uses are based on standardized phenotypical characteristics. Recognize differences between breeds and species.

Performance Standard 3.3		Students will be able to analyze and interpret the performance data used in selecting domesticated animals.
EXCEEDS STANDARD		Interpret performance data when selecting animals.
MEETS STANDARD		Classify the different methods that exist when using performance data to select animals and animal products. Use proper terminology when describing performance data. Relate pedigree information to performance data.
	APPROACHES STANDARD	Discuss types of performance data used in selecting animals. Read a pedigree chart.

Performance Standard 3.4		Students will be able to recognize the importance of physical condition in animal evaluation.
EXCEEDS STANDARD		Select animals based on condition scores. Perform measurements on various species of animals.
MEETS STANDARD		Classify body condition scoring systems among the different species. Explain the various methods of measurement used in evaluating animals.
	APPROACHES STANDARD	Recognize the importance of appraising the physical condition of an animal.

Performance Standard 4.1		Students will be able to explain the role genetics play in animal production and performance.
EXCEEDS STANDARD		Summarize how genetics can be used to enhance animal production and performance.
MEETS STANDARD		Describe how variations and traits are passed from parents to offspring. Determine the role genetics has on enhancing animal production and performance.
	APPROACHES STANDARD	List the laws of inheritance. Define genetics.

Performance Standard 6.2		Students will be able to identify the nutrients and the nutritional requirements for animal production and performance.
EXCEEDS STANDARD		Differentiate the various nutrient types (i.e., vitamins, minerals, carbohydrates, and proteins) and their components.
MEETS STANDARD		Classify the nutrients. Discuss the major factors that affect an animal's need for nutrients. Illustrate the difference between dietary essential and nonessential nutrients.
	APPROACHES STANDARD	List the essential nutrients for animal health.

Performance Standard 6.3		Students will be able to identify and classify the common feeds used for animal production and performance including methods of preparation and processing.
EXCEEDS STANDARD		Read and interpret a feed analysis report. Develop a complete feeding program for a prescribed group of animals. Formulate a balanced feed ration using net energy system. Prescribe methods of preventing damage to feed quality. Assess the geographic influences on feed availability.
MEETS STANDARD		Formulate a balanced feed ration. Describe various methods of feed analysis. Describe the functions of an appropriate ration. Read and interpret information from a feed tag. Distinguish between the different types of feedstuffs used in ration formulation. Distinguish between the different types of feed preparation and processing. Examine feed for differences in quality.
	APPROACHES STANDARD	List the types of feeds commonly fed to animals. List the information provided on a feed tag. Identify resources for animal nutrient requirements.

Performance Standard 6.4		Students will be able to explain the role feed additives have in animal nutrition.
EXCEEDS STANDARD		Calculate appropriate levels of feed additives for feed rations. Calculate economic advantages of using feed additives and hormone implants.
MEETS STANDARD		Discuss the general use and purpose of feed additives and hormone implants. Discuss the proper use of feed additives for various species. Describe the proper method of hormone implantation. Discuss labeling and regulation of feed additives. Discuss the proper mixing of feed additives in rations. Discuss health issues and concerns relating to feed additives.
	APPROACHES STANDARD	List common types of feed additives. List common types of hormone implants. Explain reasons for using feed additives and hormone implants.

Performance Standard 7.1		Students will be able to recognize common infectious diseases in domestic animals.
EXCEEDS STANDARD		Prescribe a health management plan for a specific species incorporating the pathophysiology, prevention, and treatment of infectious diseases of domestic animals. Summarize the impact of zoonotic disease in local, state, national, and global settings.
MEETS STANDARD		Describe the etiology, clinical signs, treatment, prevention, pathology, and contagious nature of common bacterial diseases. Describe the etiology, clinical signs, treatment, prevention, pathology, and contagious nature of common viral diseases. Describe the etiology, clinical signs, treatment, prevention, pathology, and contagious nature of common parasitic diseases. Describe the etiology, clinical signs, treatment, prevention, pathology, and contagious nature of common mycotic diseases. Ascertain potential zoonotic diseases.
	APPROACHES STANDARD	List common infectious diseases of domestic animals. List common parasites of domestic animals. Define zoonosis.

Performance Standard 7.2		Students will be able to recognize nutritional diseases in domestic animals.
EXCEEDS STANDARD		Prescribe a health management plan for a specific species incorporating the pathophysiology, prevention, and treatment of nutritional diseases of domestic animals.
MEETS STANDARD		Describe the etiology, clinical signs, treatment, prevention, and pathology of nutritional deficit diseases. Describe the etiology, clinical signs, treatment, prevention, and pathology of nutritional excess diseases.
	APPROACHES STANDARD	List common nutritional diseases in domestic animals.

Performance Standard 7.3		Students will be able to recognize common genetic and congenital diseases in domestic animals.
EXCEEDS STANDARD		Prescribe a health management plan for a specific species incorporating the pathophysiology, prevention, and treatment of genetic and congenital diseases of domestic animals.
MEETS STANDARD		Describe the etiology, clinical signs, treatment, prevention, and pathology of genetic diseases. Differentiate between genetic and congenital diseases.
	APPROACHES STANDARD	List common genetic disorders of domestic animals. Define genetic and congenital diseases.

Performance Standard 7.4		Students will be able to recognize the environmental diseases associated with domestic animals.
EXCEEDS STANDARD		Prescribe a health management plan for a specific species incorporating the pathophysiology, prevention, and treatment of environmental diseases of domestic animals.
MEETS STANDARD		Describe the etiology, clinical signs, treatment, prevention, and pathology of environmental diseases.
	APPROACHES STANDARD	List the common environmental diseases.

Performance Standard 7.5		Students will be able to recognize common developmental diseases in domestic animals.
EXCEEDS STANDARD		Prescribe a health management plan for a specific species incorporating the pathophysiology, prevention, and treatment of developmental diseases of domestic animals.
MEETS STANDARD		Describe the etiology, clinical signs, treatment, prevention, and pathology of developmental diseases.
	APPROACHES STANDARD	List common developmental diseases of domestic animals.

Performance Standard 7.6		Students will be able to recognize common traumatic injuries in domestic animals.
EXCEEDS STANDARD		Prescribe a health management plan for a specific species incorporating the pathophysiology, prevention, and treatment of traumatic injuries of domestic animals.
MEETS STANDARD		Describe the etiology, clinical signs, treatment, prevention, and pathology of traumatic injuries in domestic animals.
	APPROACHES STANDARD	List common traumatic injuries of domestic animals.

Performance Standard 8.1		Students will be able to classify and discuss the different types of housing and penning systems used for domesticated animals.
EXCEEDS STANDARD		Blueprint and estimate costs of appropriate housing and penning systems for a specific species. Recommend a sanitation program for a specific species of domesticated animals.
MEETS STANDARD		Calculate appropriate dimensions for penning and housing facilities for domesticated animals. Recognize optimal location for housing and penning systems in the available environment. Examine the cost factors associated with housing and penning systems for domesticated animals. Compare and contrast various types of housing and penning systems between species. Discuss the importance of sanitation as related to animal health.
	APPROACHES STANDARD	List different types of housing and penning systems used in animal care. Recognize the importance of sanitation in animal housing.

Performance Standard 8.2		Students will be able to identify and describe appropriate methods of restraint and handling of domesticated animals.
EXCEEDS STANDARD		Validate proper use of basic tools for restraint and handling of domesticated animals. Integrate safe methods of handling and restraint when working with domesticated animals.
MEETS STANDARD		Identify and demonstrate the use of basic tools for restraint and handling of domesticated animals. Differentiate between methods of restraint and handling for various species. Identify safety hazards for handlers and animals regarding restraint and handling of domesticated animals.
	APPROACHES STANDARD	List tools used in restraining and handling domesticated animals. Recognize the importance of safety when restraining and handling domesticated animals.

Performance Standard 1.1

Performance Standard 1.2

Performance Standard 1.3

Performance Standard 1.4

Performance Standard 2.1

STANDARD

Performance Standard 2.2

STANDARD

Performance Standard 2.3

STANDARD

Performance Standard 2.4

STANDARD

Performance Standard 2.5

STANDARD

Performance Standard 3.1

Performance Standard 3.3

Performance Standard 3.4

Performance Standard 4.1

Performance Standard 4.2

Performance Standard 4.3

Performance Standard 5.1

Performance Standard 5.2

Performance Standard 5.3

Performance Standard 6.1

Nevada Academic Standards Correlation:

Performance Standard 6.2

Performance Standard 6.3

Performance Standard 6.4

Performance Standard 7.1

Performance Standard 7.2

Performance Standard 7.3

Performance Standard 7.4

Performance Standard 7.5

Performance Standard 7.6

Performance Standard 8.1

Performance Standard 8.2

Performance Standard 8.3

Performance Standard 8.4

Performance Standard 8.5

Performance Standard 9.1

Performance Standard 9.2

Performance Standard 9.3

STANDARD

Performance Standard 10.2

Performance Standard 10.4

Performance Standard 11.1

Performance Standard 11.2

STANDARD

Performance Level Descriptors

Performance Standard 11.3

Performance Standard 12.1

Performance Standard 15.3

Performance Standard 15.4

Performance Standard 15.5

Performance Standard 15.6

Performance Standard 8.4		Students will be able to describe appropriate and safe methods of animal transportation.
EXCEEDS STANDARD		Summarize specific regional laws regarding animal transportation. Outline an appropriate transportation plan for a specific species.
MEETS STANDARD		Explore various safe and accepted methods of animal transportation. Identify differences in transporting species of domesticated animals. Identify common laws governing the transportation of domesticated animals.
	APPROACHES STANDARD	Recognize that there are laws governing the transportation of domesticated animals. List types of animal transportation.