agriscience 801a curriculum guide · the agriscience 801a course should provide students with an...

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Acknowledgments The creation of this curriculum guide has become a reality due to the efforts of the AgriscienceCurriculum Committee. Their effort is acknowledged with sincere thanks from the PrinceEdward Island Department of Education.

Agriscience Curriculum Committee:Charlottetown Rural High School Bonnie RogersonColonel Gray Senior High School Sandra SkeffingtonKensington Intermediate Senior School Brian GardSouris Regional High School Karen PowerWestisle Composite High School Marilyn Hudson Department of Education Consultant Eric GallantDepartment of Education Consultant Brenda MillarPEI Agricultural Human Resources Development Council Dr. Rose Mary Garrett

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Table of Contents

I For You the Teacher . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1Purpose of this Guide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1People to Know . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1Contact for Further Information . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

II Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2Background . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2Program Rationale . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2Course Rationale . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2

III Program Design and Components . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3Specific Curriculum Outcomes (SCOs) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

IV Cross Curriculum Specific Items . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3Meeting the Needs of All Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3Gender Inclusive Curriculum . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4Valuing Social/Cultural Diversity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4Engaging All Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5Links to the Community . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6Role of Parents/Guardians . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6Homework . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6The Senior High School Learning Environment . . . . . . . . . . . . . . . . . . . . . . . . . . 7Safety . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

V Motivation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

VI Teaching Strategies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10Instructional Strategies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11

VII Assessment and Evaluation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12Assessment/Evaluation Techniques . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13Using Varied Assessment Strategies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13Assessment Strategies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14

VIII Support Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15

X Curriculum Content . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17

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I For You, the Teacher

Purpose of this Guide

Transitions is a new concept on Prince Edward Island and as outlined in the1999 Report of the Senior High School Transitions Advisory Committee, the goal of the Transitions initiative is “to encourage and foster an increase in theeducation attainment of students and to provide students with the opportunityto obtain academic, personal, social and experiential foundations that willsustain life long learning, the ability to access further training (either on thejob or continuing their education), and to equip them in their role as citizensin our society.”

C A major commitment has been made by the Department of Education.

C It is recognized that the teacher is a key element to the success of thisinitiative.

C The information in this guide has been created by teachers for teacherswith practical suggestions to support you in the delivery of the curriculum.

People to Know

• Curriculum Committee Members and ConsultantSandra Skeffington - Colonel Gray High SchoolBonnie Rogerson - Charlottetown Rural High SchoolBrian Gard - Kensington Intermediate Senior HighMarilyn Hudson - Westisle Composite High SchoolKaren Power - Souris Regional High SchoolBrenda Millar - Department of Education

• School Transitions Department Head• Secondary Coordinator, Department of Education• Director of English Programs, Department of Education

Contacts for further information

• your principal regarding mentoring opportunities• the consultant regarding in service, resources, and additional support

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II Introduction

Background

The Agriscience curriculum has been developed to respond to the continuousand evolving educational needs of students and society while preparingstudents for the challenges they will face throughout their lives. Ongoingchanges in society such as the expanding use of technology requires acorresponding shift in learning opportunities for students to develop relevantknowledge, skills, strategies, processes, and attitudes that will enable them tofunction well as individuals, citizens, workers, and learners. To functionproductively and participate fully in our increasingly sophisticated,technological, information-based society, citizens will be required to beflexible and versatile as they apply their broad literacy abilities withcompetence.

Program Rationale

The mission of the Prince Edward Island Department of Education is toensure high quality educational, cultural, and recreational programs andservices to all Islanders to promote their social and economic participation totheir fullest potential and enhance their well-being and quality of life.

Course Rationale

The Agriscience 801A course should provide students with an activity-based,meaningful science course. The key is not what we teach, but how we teach.Content is important, but not as important as having students engaged inrelevant learning. It is our belief that a motivated student who is activelylearning will be more likely to stay on task, be less disruptive, and attendmore regularly. Establishing a classroom climate that is student centered is ofutmost importance for the success of this program.

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III Program Design and Components

Specific Curriculum Outcomes (SCOs):

Specific Curriculum Outcomes are statements identifying what students areexpected to know and be able to do at the end of this course. These outcomesstatements also describe the knowledge, skills, and attitudes students areexpected to demonstrate at the end of certain key stages in their education.They are found in the first column of the four column spread in the curriculumsection of this guide. They serve as a framework for students to achieve theGeneral Curriculum Outcomes stated in bold print at the top of the samecolumn.

IV Cross-Curriculum Specific Items

Meeting the Needs of all Students

This curriculum is inclusive and is designed to help all learners reach theirpotential through a wide variety of learning experiences. The curriculumseeks to provide equal entitlements to learning opportunities for all learners.The development of students’ literacy is shaped by many factors includinggender, social and cultural background, and the extent to which individualneeds are met. In designing learning experiences for students, teachers shouldconsider the learning needs, experiences, interests, and values of all students.

In recognizing and valuing the diversity of students, teachers should considerways to: • provide a climate and design learning experiences to affirm the dignity

and worth of all learners in the classroom community• redress educational disadvantage - for example, as it relates to students

living in poverty• model the use of inclusive language, attitudes, and actions supportive of

all learners• adapt classroom organization, teaching strategies, assessment strategies,

time, and learning resources to address learners’ needs and build on theirstrengths by:- providing opportunities for learners to work in a variety of learning

contexts, including mixed-ability groupings- identifying and responding appropriately to diversity in students’

learning styles- building upon students’ individual levels of knowledge, skills, and

attitudes- designing learning and assessment tasks that correspond to diverse

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learning styles- using students’ strengths and abilities to motivate and support learning- offering multiple and varied avenues to learning

• celebrate the accomplishments of learning tasks by students

Gender-Inclusive Curriculum

In a supportive learning environment, male and female students receiveequitable access to teachers’ assistance, resources, technology, and a range ofroles in group activities. It is important that the curriculum, classroompractice, and learning resources reflect the interests, achievements, andperspectives of both males and females.

Teachers promote gender equity in their classrooms when they:• articulate equally high expectations for male and female students• provide equal opportunity for input and response from male and female

students• model gender-fair language and respectful listening in all their interactions

with students• promote critical thinking and challenge discrimination

Valuing Social/Cultural Diversity

In order to engage in and maximize learning, all students need to see theirsocial/cultural identities reflected and affirmed in curriculum and classroompractices. It is important to recognize that students in Prince Edward Islandcome from increasingly diverse ethnic, racial, cultural, and socialbackgrounds. In addition, they communicate with the wider multiculturalworld through technology, media, travel, and family and business connectionsin order to understand their own and others’ customs, histories, traditions,values, beliefs, and ways of seeing and making sense of the world. Throughexperiential learning and through reading, viewing and discussing authentictexts that reflect diverse social and cultural voices, students from differentsocial and cultural backgrounds can come to understand each other’sperspectives, to realize that their own ways of seeing and knowing are not theonly ones possible, and to probe the complexities of the ideas and issues theyare examining. Curriculum, classroom practices, and learning resourcesshould reflect the diverse and multicultural nature of our society, examineissues of power and privilege, and challenge stereotypes and discrimination.

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Engaging All Students

One of the greatest challenges to teachers is engaging students who feelalienated from learning — students who lack confidence in themselves aslearners, who have a potential that has not yet been realized. Among them arestudents who seem unable to concentrate, who lack everyday motivation foracademic tasks, who rarely do homework, who fail to pass in assignments,who choose to remain on the periphery of small-group work, who cover uptheir writing attempts fearing the judgements of peers, who are mortified ifasked to read aloud, and who keep their opinions to themselves. Thesestudents are significantly delayed when it comes to learning. Some, thoughnot all, exhibit behaviours in classrooms that further distance them fromlearning. Others are frequently absent from classes. Cumulatively, these aredisengaged students.

All students need the experiences that engage them in authentic andworthwhile situations that:• allow them to construct meaning, connect, collaborate, and communicate

with each other• help them form essential links between the world of Agriscience and their

own world• give them a sense of ownership of learning and assessment tasks

They need additional experiences as well - experiences designed to engagethem personally and meaningfully, to make their learning pursuits relevant. They need substantial support in reading and writing, and positive andmotivational feedback. All of these experiences should be within purposefuland interactive learning contexts. Ultimately, the agriscience curriculum forstudents should help prepare them for adult life.

Preparing students means engaging them with resources and with people fromwhom they can learn more about themselves and their world. Many studentsfeel insecure about their own general knowledge and are reluctant to take partin class discussions, deferring to their peers who seem more competent. Through the curriculum, the students must find their own voices. Thelearning environment must be structured in such a way that all students,alongside their peers, develop confidence and gain access to information andto community.

The greatest challenge in engaging learners is finding an appropriate balancebetween supporting their needs by structuring opportunities for them toexperience learning success and challenging them to grow as learners. Teachers need to have high expectations for all students and to articulateclearly these expectations.

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Links to Community

A complete curriculum allows for the flexibility of inclusion of thecommunity through various means. Such activities as guest speakers, fieldtrips, and historical presentations allow the students to become more aware ofthe influence of the community on their lives. Students gain insight into thecurrent workings of their local society, as well as observe role models andestablish contacts with the community.

This agriscience curriculum guide provides suggestions, wherever possible,for community involvement to become an integrated part of the course.

Role of Parents and Guardians

Parents and guardians play a crucial role in the educational focus of thestudents. Although parents and guardians may or may not necessarily feelcomfortable to help in specific subject learning with their children, their roleis an important link to the development of the students. It is most importantthat the parents and guardians understand and support the school policies. Parents and guardians are a vital component in the facilitation of the learningof student responsibility in such areas as attendance, safe school policies, goalsetting, and career investigations. Schools need parents and guardians toshare in their children’s successes.

Teachers should invite opportunities for parents and guardians to discuss thesematters. Frequent parent-teacher conferences are encouraged viatelecommunications and/or school-based meetings.

Involvement in the school councils, home and school associations, and/orother school-based organizations enable parents and guardians to play anactive role in the educational development of their children. Parents andguardians may become actively involved as guest speakers in the classroomfor students to understand the community in which they live or as spokespersons on particular careers.

Homework

Homework can extend the opportunity to think and reflect on ideasinvestigated during class time. Meaningful homework experiences can allowthe students to learn self-discipline and team responsibility while acquiring asense of self-worth.

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Homework provides an effective means to model classroom practice. Thismight involve seeking community input, constructing a model, discussing ingroups to prepare a presentation, or answering questions for assessmentpurposes.

Teachers use their professional judgement to assign homework as a means ofreinforcement, assessment and/or further investigation. There should be alimited amount of ‘traditional homework” and the home assignments givenshould relate to the students’ interests in real life.

Homework is another channel for parents and guardians to be involved. It is atool for parents and guardians to understand the focus of their children’seducation in specific subject areas. In some cases, it opens the opportunity forparents and guardians to become actively involved in the homework process.

The Senior High School Learning Environment

Learning environment for grades 10-12 is: • participatory, interactive, and collaborative• inclusive• caring, safe, challenging• inquiry based, issues oriented• a place where resource-based learning which includes and encourages the

multiple uses of technology, the media, and other visual texts as pathwaysto learning and as avenues for representing knowledge.

The teacher structures the learning situation and organizes necessaryresources. In assessing the nature of the task, the teacher may find that thesituation calls for teacher-directed activities with the whole class, smallgroups of students, or individual students. Such activities include directinstruction in concepts and strategies and brief mini-lessons to create andmaintain a focus.

As students develop a focus for their learning, the teacher moves to theperimeter to monitor learning experiences and to encourage flexibility andrisk taking in the ways students approach learning tasks. The teacherintervenes, when appropriate, to provide support. In such environments,students will feel central in the learning process.

As the students accept more and more responsibility for learning, the teacher’srole changes. The teacher notes what the students are learning and what theyneed to learn, and helps them to accomplish their tasks. The teacher can be acoach, a facilitator, an editor, a resource person, and a fellow learner. Theteacher is a model whom students can emulate, a guide who assists,

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encourages, and instructs the student as needed during the learning process. Through the whole process, the teacher is also an evaluator, assessingstudents’ growth while helping them to recognize their achievements and theirfuture needs.

Learning environments are places where teachers:• integrate new ways of teaching and learning with established effective

practices• have an extensive repertoire of strategies from which to select the one

most appropriate for the specific learning task• value the place of dialogue in the learning process• recognize students as being intelligent in a number of different ways and

encourage them to explore other ways of knowing by examining theirstrengths and working on their weaknesses

• value the inclusive classroom and engage all learners in meaningfulactivities

• acknowledge the ways in which gender, race, ethnicity, and culture shapeparticular ways of viewing and knowing the world

• structure repeated opportunities for reflection so that reflection becomesan integral part of the learning process

The physical learning environment should not be restricted to one classroom.There should be ample physical space for students to use cooperative learningtechniques as well as other learning styles. There should be access to otherlearning centres in the school building such as labs and gymnasiums. Learning should be extended to community facilities, allowing field trips andguest speakers to expand the learning environment, while appreciating thefocus of the community in their education.

Safety

Students and teachers need to feel safe, both physically and emotionally, inthe school setting. In a learning environment where cooperative, active andcollaborative teaching strategies are utilized, students must becomeknowledgeable of their role in enabling a safe environment to exist.

Empowering students to take ownership for their own safety and that of theirpeers is an essential component of the classroom learning. Teachers canprovide students with the knowledge needed to prevent unnecessary risks intheir learning environment. By educating students about the risk factorsinvolved in the classroom setting, they can become active participants in theownership of their own safety. In all learning situations, the teacher needs toencourage a positive, responsible student attitude toward safety.

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“To risk is to grow”, but to minimize the chance of harm the student mustbecome a conscious participant in ensuring a healthy, safe learningenvironment. Complacent attitudes regarding safety reflect a behaviour whichinvites a less protected setting.

While physical safety is of utmost importance in the classroom setting,emotional safety is equally important. Students need to know theunacceptable behaviours and the consequences that ensue. Students should beencouraged to be active learners without being intimidated by others. Inevery learning environment, teachers foster cooperative, respectful verbaldialogue and physical presence. Student consequences to the contrary areessential components to the learning process.

V Motivation

Motivation plays a very important role in student understanding andsuccessful completion of curriculum. Motivation for the student is heightenedwhen the emphasis within the classroom is placed on the “whole person”. This environment provides a focus to recognize achievements accomplishedand initiates the growth of a safe place to belong.

Many factors are cited as instruments that foster student motivation. Clearexpectations and flexibility of structure enhance the desire to learn. When students have a structure which enables them to accomplish goals, themotivation increases.

Support must exist for both the teacher and the student. A motivationalsetting encompasses positive reinforcement as the passionate, energeticteacher promotes curriculum relevant to real life. Daily support for teachersvia such modes as “pairing and sharing” techniques, education web sites, andprofessional development should be available.

Student support should include career awareness. Promoting student goal-setting strategies enables her or him to develop higher self-esteem which is anatural motivator to success.

Varied instructional strategies within the class time also excites motivation.Students need variety, choices, and opportunities to take ownership of theirlearning.

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VI Teaching Strategies

Learning theory research clearly indicates that teachers need to employ a widevariety of instructional strategies to address the learning styles of all learners. Moreover, the nature of certain content or processes can only be taughteffectively if specific instructional strategies are employed. In order toachieve this objective, students must have an opportunity to co-operativelybrainstorm, discuss, evaluate information and make informed decisions. Students often point to experiential activities as the best part of a program asthey have the chance to work cooperatively and be actively involved in thelearning process.

Teachers are ultimately responsible for determining the best teaching methodsfor their students, the best way of grouping them, and the best way to presentmaterial to make it relevant and interesting. Exemplary teachers use a varietyof instructional strategies and have the flexibility to call upon several differentstrategies both within one period and during a unit of study. Adolescentlearners need a balance between practical work, listening, discussing, andproblem-solving.

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Direct Instruction is highly teacher-directedconsisting of lectures, explicit teaching anddemonstrations. It is effective for providinginformation and developing step-by-step skills.

Indirect Instruction involvesinquiry, induction, problem-solving, decision-making anddiscovery. It is mainly student-centered and is used to generatealternatives and solve problems. The teacher acts as facilitator,supporter and resource person,while the student is highlyinvolved observing, investigating,inferring information from data orforming hypothesis.

Interactive Instruction reliesheavily on discussion and sharingamong participants. For theteacher it involves managementand organizational skills to set upthe activities which may involvesmall groups to class situations. The teacher must observe thestudents in action and have goodrecord keeping methods. Thestudents will learn from peers andteacher through interactions withboth.

Independent Study includes therange of instructional strategieswhich are intended to developindividual student initiative, self-reliance, self-improvement, andresponsibility for his or her ownlearning.

INSTRUCTIONAL STRATEGIES

Experiential Learning is learnercentered, activity orientated, andfocussed on the process of learning andnot on the product. Experientiallearning can be viewed as a cycleconsisting of five phases, all of whichare necessary - experiencing, sharing,analyzing, inferring, and applying.

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VII Assessment and Evaluation

The terms “assessment” and “evaluation” are often used interchangeably. However, they are not exactly the same. “Assessment” refers to the process ofcollecting and gathering information about student performance as it relates tothe achievement of curriculum outcomes. “Evaluation” refers to thesystematic process of analyzing and interpreting information gathered throughthe process of assessment. Its purpose is to make judgements and decisionsabout student learning. Assessment provides the data. Evaluation bringsmeaning to the data. Assessment must reflect the intended outcomes, beongoing, and take place in authentic contexts.

Meaningful learning involves reflection, construction, and self-regulation. Students are seen as creators of their own unique knowledge structures, not asmere recorders of factual information. Knowing is not just receivinginformation but interpreting and relating the information to previouslyacquired knowledge. In addition, students need to recognize the importanceof knowing not just how to perform, but when to perform and how to adaptthat performance to new situations. Thus, the presence or absence of discretebits of information - which has been the traditional focus of testing - is nolonger the focus of assessment of meaningful learning. Rather, what isimportant is how and whether students organize, structure, and use thatinformation in context to solve problems.

Evaluation may take different forms depending on its purpose. Diagnosticevaluation will identify individual problems and suggest appropriatecorrective action. Evaluation may be formative in that it is used during theinstructional process to monitor progress and to make necessary adjustmentsin instructional strategies. Summative evaluation is intended to report thedegree to which the intended curriculum outcomes have been achieved. It iscompleted at the end of a particular instructional unit.

Since the specific curriculum expectations indicate behaviours involvingknowledge, skills, and attitudes, assessment must reflect student performancein each of these areas. The learning outcomes specific to the cognitivedomain emphasize the acquisition of cognitive skills at three taxonomiclevels: knowledge, understanding, and higher-order thinking. This will helpto ensure that the focus on instruction goes beyond the lower levels oflearning - recalling facts, memorizing definitions, solving problems, and soon. Likewise, the focus of evaluation should also go beyond testing at theknowledge level.

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Assessment/Evaluation Techniques

The evaluation plan should include a wide variety of assessment methods. Any single item of information about a student’s learning is only a minusculesample of that individual’s accomplishments. All types of learning outcomescannot adequately be evaluated with a single type of instrument. Notionsabout students having different learning styles also apply to their performanceon items designed for purposed of evaluation.

Evaluation strategies must closely resemble the nature of the instructionalprogram, curriculum, and modern learning theory. There is significantmovement toward authentic assessment or performance assessments. Thesecould include such strategies as open-ended questions, exhibits,demonstrations, hands on execution of experiments, computer simulations,writing, and portfolios of students work over time.

A multifaceted plan is needed to respond to the differences in the intendedlearning outcomes, the learning styles of students, and to reflect the APEFEssential Graduation Learning.

Individual learning outcomes, the criteria for success and the form thatassessment and evaluation will take, should be clearly understood by teachers,students, and parents. This involves clearly describing unit and lessonobjectives and how the achievement of these objectives will be assessed. Ifstudents are to see themselves as responsible for their own learning, therequirements for attaining success in a unit of work must be clearlyunderstood. The assessment and evaluation of the unit should contain nosurprises.

Using Varied Assessment Strategies

Teachers must realize they are preparing students for a world where knowledge is expanding at a rate we can no longer track. This requires thatwe shift emphasis from content knowledge to information processing skills. Our students need to be able to select, process, and evaluate knowledge.

This knowledge does not always need to be tested directly on evaluations thatrely strictly on recall of facts during tests; rather it can be encompassed inhigher level objectives such as comprehension, synthesis, or application. These could be better measured through a problem-solving approach.

It is therefore important to emphasize a variety of strategies in evaluationplans. These must reflect the teaching strategies employed in the delivery ofthe specific topic.

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Testing assesses the student’sknowledge and understanding of thesubject matter. The most commonmethods include: essay, columnmatching, true/false, and multiplechoice questions. Also included areproblem solving, interpretation andproduction of graphs, data tables,and illustrations.

Anecdotal Records are positively writtenreflections of a student’s actions and workwhile activities are occurring. Each informalassessment entry is typically based on notesor a check list with space for writingcomments, used when appropriate.

Teacher Student Conferencesare valuable evaluationtechniques to gather informationabout students not obtained inother ways. Since moreinformation is shared throughconversation than throughwriting, conferencing allowsteachers to assess progress moreaccurately through questioningcontent and feelings on selectedtopics. Written records of theconferences are advised.

Student Work Samples are meansfor students to communicate whatthey are learning through a variety ofexperiences including:

portfolios - a collection ofstudent’s work

laboratory reports - documentationof experientialactivities

written reports - further researchon topics

homework - opportunity forparent/guardianinvolvement

learning journals - individualperceptions ofprogress

oral presentations - individual orgroup form ofcommunicating ideas

Checklists: Student self-evaluation of:

interestattitudessocialgroup skillsunderstanding

Teacher evaluation of:laboratory skillsgroups skillsinterestsattitudes

Group self-evaluation of:group skillsachievement

ASSESSMENT STRATEGIES

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VIII Support Resources

Note: The following bullets denote where the resources is located

- In-school Resources˜ Internet Resources4 Video Resources (at Media Centre unless otherwise stated)

Note: Island Focus Videos are listed at the Media Centre

Resources that can be used throughout the course:- Educator’s Guide to Ag Awareness - Book 1- Educator’s Guide to Ag Awareness - Book 2- The Business of Agriculture - Science- The Business of Agriculture - Social Studies- The Business of Agriculture - Career and Life Management- Agriscience 801A CD˜ www.gov.pe.ca/ag/agweb/ ˜ www.edu.pe.ca/agriculture/˜ www.agr.ca ˜ www.aitc.ca

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Agriscience 801A

Curriculum Guide

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Overview

SCO: By the end of this coursestudents will be expected to:

Elaboration - Instructional Strategies/Suggestions

Describe the role played by themajor sciences in thedevelopment, existence, andimprovement of living things.

• summarize the historicalcontribution of agriscienceto the social, economic, andcultural development ofPrince Edward Island

• analyze the importance ofagriscience to PrinceEdward Island’s economy

• identify the diversity ofagriculture on PrinceEdward Island

• define agriscience and itsmajor divisions

• identity examples of agriscience in the worldaround us

• relate agriscience toagriculture, agribusiness,and renewable naturalresources

• state the major sciences thatsupport agriscience

• describe basic and appliedsciences that relate toagriscience

Studying the evolution of agriscience from the earliestsettlers to present day developments can help studentsappreciate the important role it had in the development ofthe four major areas of study in agriscience.

It is essential for students to be aware that Agriscience isbased in agriculture but includes a wider scope of topicsfrom a global, national, or local perspective.

Explain how important agriculture is to Prince EdwardIsland in terms of jobs and economic importance.

Emphasize the many value-added products from agricultureresulting in a variety of industries of which agriculture isthe base.

Show how farming has changed over the decades due to anincrease in the use of equipment and technology.

Overview the commodities produced on Prince EdwardIsland, their economic significance, and the amount offarming taking place on Prince Edward Island (size andnumbers of farms).

Provide examples of Island agribusinesses and places thatsupport the divisions of agriscience.

Suggested time: 5-6 classes

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Worthwhile Tasks for Instruction and/or Assessment Suggested Resources

Resource notes on “Maritime Agriculture: A Brief History”and “Maritime Agriculture: Social Importance” willprovide a background on Prince Edward Island history. See Appendix 1

For background information show the “Prince EdwardIsland Agriculture 2003" slide show on the Agriscience801A CD under Presentations Slide Shows

Fact Sheets on all topics of agriscience can be found on thePEI Agriculture, Fisheries, Aquaculture and Forestryweb site.

Develop a glossary of terms to know related to anintroduction to agriscience.See Agriscience CD under Notes (Unit 1)

Have students individually or in groups scan Islandnewspapers in search of articles/items they perceived to berelated to agriscience.See Agriscience CD under Projects (NewspaperClippings)

Trivia questions related to the Island and Canadian Agri-food industry. 1. Agri-Food Trivia Challenge: Agriculture and Food

Science Facilitators guide, p. 18-19 or www.agriscience.ca

2. A Piece of Agriculture Trivia Game

Guided Reading Questions:1. “Agri-Food Quiz” for use with All About Food:

Agri-Food Facts Booklet.See Appendix 2

2. Agriculture “Keeping Good Things Growing” pamphletand questions.

See Appendix 3Note: Both videos suggested will provide some historicalbackground.

Agriscience Fundamentals andApplications, Unit 1

In-school Resources:- PEI Agriculture 2003 on the

Agriscience 801A CDunder Presentations SlideShows

- All About Food: Agri FoodFacts Booklet

- Canadian Agriculture at aGlance: Statistics CanadaBook, 1999

- A Piece of Agriculture - Trivia Game- Agriculture “Keeping Good

Things Growing” Pamphlet

Internet Resources:˜ www.agr.ca˜ www.gov.pe.ca/af/agweb/˜ www.agriscience.ca

Video Resources:4 Agriculture is Everybody’s

Business 4 Island Clay

Agriculture on Prince EdwardIsland fact sheets - Dept. ofAgriculture and Forestry

Agriculture & Agri-FoodCanada, All About Canada’sAgri-food Industry. PO Box2949, 440 University Avenue,Charlottetown

20

Overview



Determine the significance ofinternational interdependenceas it relates to agriculturalsustainability.

Global issues • describe the conditions of

desirable living spaces

• compare the developed andunder-developed nations inrelation to agriscience andthe surrounding issues

• identify some significantworld population trends

Having focussed on the fact that agriscience cannot remainisolated at the local/provincial levels, discuss with studentssome recognizable links that tie us to the global front. Useexamples such as:• international marketing in which Prince Edward Island

is a player seed potatoes, mussels, tuna, oysters,blueberries

• the many information technology businesses based onPrince Edward Island that serve the global community

• aid programs in developing countries that are PrinceEdward Island initiatives (i.e. Farmers HelpingFarmers).

Bring the global perspective to a personal level for thestudents by making reference to the expensive brand nameclothing items that many of them buy and who/where theseitems are produced. Using case studies (Nike, Wal-Mart) tofollow the multinational paths from consumer back to thethird world producer populations of child labourers, slavewages, etc.

Have students generate a list of what they perceive to bebasic human rights (Oxfam Basic Human Rights). Lead thestudents back to the realization that poverty is the universalfactor that denies these rights. Overheads - graphical statistics emphasizing imbalance ofworld food production versus distribution, globalpopulation trends.


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Use “A Glossary of Economic Terms” related toagriculture and international development (i.e.globalization, subsistence farming, multinational, cashcropping, monoculture, etc.). See Appendix 4

Background notes are available on the Agriscience CDunder Notes (Unit 2).

Activity:Use the simulation game of jelly-beans and/or candy called“Who are the Lucky Ones?” See Appendix 5

The Farmers Helping Farmers organization will come toschools for presentations.

Video Response:The “Farmers Helping Farmers” video allows students toprepare a comparison chart between Kenyan farming lifeand Prince Edward Island farming life. Use the VideoResponse sheet. See Appendix 6

Overheads can be made of the following:• “World: A community of 1000" analogy. See Appendix 7

• “Basic Human Rights.” Also included with thisoverhead is “A World of Jeopardy: Food Quiz” game.

See Appendix 8


Oxfam Booklet

Farmers Helping Farmers - contact The Farm Centre

Internet Resource:˜ http://www.farmershelping

farmers.ca/

Video Resources: 4 Seeds of Change

(Biodiversity)4 Burden on the Land (Large Corporation)4 Farmers Helping Farmers 4 Roots of Hunger, Roots of

Change (Cash Cropping, SubsistenceFarming and the Cycle ofPoverty and Drought)

22

Overview



Determine important elementsof a sustainable environment,and explore efforts made toimprove the environment.

Biodiversity and Sustainable Development

• examine the problems of aninadequate environment

• identify recent significanthistorical developments inagriscience

Identify and discuss the complex issues surrounding thebalance of the following three key areas:• sustainable development• environment• economy and health of society

Question the definition of a “good life” if there was nomonetary system. Discuss the factors that determine a goodquality of life such as:• air • water• shelter • food

Identify various ways Prince Edward Island is workingtoward sustainable development, such as:• Foodtrust • legislation • environmental farm plans

Suggested time: 3 classes

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Develop a glossary for related terms on sustainabledevelopment and biodiversity.

Internet Assignment:The “Sustainable Agricultural on Prince Edward Island.”activity deals with the following:• Environmental Farm Plans• Maple Plains Abri-Environ Farm• FoodtrustSee Appendix 9

Reading:“Agricultural Biodiversity” article and question sheet.See Appendix 10


Video Resources: 4 Seeds of Change

(Biodiversity)4 The Diversity of Life

(Biodiversity)

Video Rental: local outlet4 Medicine Man (Sean Connery Movie on rainforest destruction)

24

Overview

SCO: By the end of this course studentswill be expected to:

Elaboration - InstructionalStrategies/Suggestions

Determine important elements of asustainable environment, and exploreefforts made to improve the environment.

Biotechnology• evaluate practices in biotechnology used in

agriscience

• identify important issues related tobiotechnology

Biotechnology has a broader scope than justgenetic engineering and includes suchpractises as the use of enzymes, bacteriacultures, yeast, silage and brewing.


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Develop a glossary for terms related to biotechnology andgenetics.

A fact sheet on Biotechnology can be found on theAgriscience 801A CD under Notes (Unit 3).

For background information show the “FoodBiotechnology” slide show on the Agriscience 801A CD under Presentations Slide Shows

Lab Activity:“DNA Extraction: Invisible to Visible”. See Appendix 11

Activity:Use the “ Structure of DNA” information worksheet andthe making a “Candy model of DNA” activity.See Appendix 12

Jigsaw Activity: Group students in 3's and assign one “Dining on DNA”article per group to read and complete the accompanyingquestion sheet. Have each group present their article information to the restof class. See Appendix 13

Note: Teachers can add new articles as they see fit.See the PEI Agriculture, Fisheries, Aquaculture andForestry web site.


In-school Resources:Presentation Show:- Food Biotechnology on the

Agriscience 801A CD Booklets:- Genetically Modified

Organisms: Time line for Biotechnology- A Growing Appetite for

Information: Food Biotechnology in Can.- From Both Sides:

A booklet on GMO’s

Internet Resource:˜ http://www.biotech.ca/˜ http://www.inspection.gc.ca

/english/toce.shtml˜ www.gov.pe.ca/af/agweb/˜ www.whybiotech.com/inde

x.asp?.id=2603#canada

Video Resource:4 Food For Thought: A video about Genetically Altered Food.

26

Overview



Survey the variety of career opportunities in agriscience,observe how they areclassified, and consider howthey can prepare for careers inagriscience.

• describe opportunities forcareers in agriscience

• compare the scope of jobopportunities in farm andoff-farm agriscience jobs

• identify resource people forobtaining career assistance inagriscience

• explore the areas ofAgricultural Leadership

Introduce the steps to career choices (self assessment, studyof careers and decision making process). For informationon this, check with the guidance counsellor for resources.

Teachers should provide information on percentages of jobsin the agriscience area on a provincial and national level. Itis important that students should be made aware of thecontribution of these careers to the national economy andquality of life.

This may be accomplished by:• pointing out that minerals, lumber and food are the only

items that have a positive trade balance in Canada• The productivity of people that work in agriscience is so

great that only 11% of Canadians’ income is spent onfood thereby giving us one of the best lifestyles in theworld

An Overhead of the Career Wheel in the AgriscienceFundamentals and Applications Resource Box ofTransparencies may be used. These eight areas should beexamined in regard to education, rewards, challenges andopportunities.

Students should recognize the percentage of jobs in primaryproduction and that it is at the centre of all other careers andhas unique challenges and rewards.

Considering the interactions between agriscience and thecommunity, students should recognize the importance ofleadership skills and should be able to:C list the traits of a good leaderC list the national and provincial organizations which play

leadership rolesC know the requirements of Robert’s Rules of Order in

business meetings

Suggested time: 1-2 class

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Organize a career panel to discuss opportunities andrequirements for careers in Agriculture.

Students can brainstorm job opportunities within theirown county that are agriculture related but do not includeworking on a farm.

Students look through the “Careers It’s A Way of Life”pamphlet and select a career they would like to have basedon the information. Students describe the career and givereasons for their choice.

Activity:• After introducing traits of effective leaders, have

students conduct a meeting based on the requirementsof a good meeting (p. 102 of text).

• Have the students do a “Career Future Road Map”activity on self-assessment.

See Appendix 14

• By using the HRDC and Agriscience websites,students will be able to find agriculture careers withinformation including:

• education requirements, • wages, • responsibilities, etc.. Use the “Agriscience Career Profile” worksheet.See Appendix 15.

Note: It is worthwhile to introduce specific careers tostudents in each topic area.

A project “ Career Oral Presentation” can be found on theAgriscience 801A CD under Projects


In-school Resources:Brochures: - Where to Study Agriculture

and Agri-Science in Canada- Career Opportunities in

Agriculture and Agri-Science- Scholarships in Agriculture

and Agri-Science CareerGrowth It’s A Way of Life

- Environ-Careers package(CD, video and teacher’sguide) available from schoolcounselling office

Internet Resources: ˜ http://www.nsac.ns.ca/csa/jo

b_listings.htm ˜ http://www.hrdc-drhc. gc.ca/hrsd/home.shtml˜ http://www.agriscience.ca/st

udentguide/e_profile_toc.html

˜ www.gov.pe.ca/af/agweb/˜ http://www.peiia.ca/index.

html ( PEI Institute of Agrologist )

Video Resources: (In-school) 4 Awful Awesome

(Related Careers withDegrassi JH actors)

4 Careers in Agriculture

A Careers in Agriculture Panel (Agricultural Human ResourcesCouncil, 892-2591)

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Atmospheric Quality



Determine major sources ofatmospheric pollution andidentify procedures formaintaining and improving airquality.

• define air and identify itsmajor components

• analyse the relationshipbetween air quality andhuman health

• describe common threats toair quality

• describe importantrelationships between plantlife and air quality

• discuss the greenhouse effectand global warming

• illustrate practices that leadto improved air quality

Students need to be aware that air is made up of nitrogen,oxygen, and other gases. Oxygen is essential for human andanimal life as well as for plant growth and functions.Therefore the need to identify potential threats toatmospheric quality is critical.

The greenhouse effect and its relation to atmosphericquality need to be covered. As more pollutants are releasedinto the atmosphere, more sunlight is being trapped aboveearth. As a result, we are experiencing global warmingcausing climate changes. This trend has potential risks forhuman, animal, and plant health; therefore, it is necessaryfor students to recognize effective practises to improveatmospheric quality such as alternative energy sources andthe Kyoto Accord.

An overhead of the components of air in graph form wouldbe a useful visual tool.


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A fact sheet on “Maintaining Air Quality” can be found onthe Agriscience 801A CD under Notes (Unit 7).

Activity: Have students brainstorm practises that threaten air qualityand list or illustrate in poster form. From these practises,have students provide potential ways to reduce oreliminate these threats. Poster may be split front and backor left and right to display threats and solutions.

Video responses:Earth at Risk: Global Warming (Video #7)See Appendix 16.Earth at Risk: The Ozone Layer (Video #3)See Appendix 17.Earth at Risk: Clean Air (Video #5)N/A Note: It is suggested to use only one of the above videos.


In-school Resources:- Experiment on Biogas:

Agri-Science Resources forHigh School Biology

Video Resources:4 Earth at Risk An Environmental series of ten videos

Air quality contact:• Environmental Health

(Queen’s Region HealthAuthority) 1-800-237-6148

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Water Quality



Determine major sources ofwater pollution and identifyprocedures for maintainingand improving water quality.

• describe the water cycle

• distinguish between surfacewater and ground water

• interpret importantrelationships between waterquality and landcharacteristics

• identify major threats towater quality and list waterconservation practices

C explain the various issuessurrounding water usage andcontrol

Review the water cycle with the use of an overhead.

Students should be made aware of the percentages of saltversus fresh water availability on the earth to gain anappreciation for the limited amount of fresh water and theimportance of protecting it. This is shown in graphical formon page 17 of the Challenges for Change booklet.

Bring to the attention the criteria for safe drinking water inCanada. This can help to identify various pollutants andthreats to water. A water test report from the lab could beused as an overhead to show the types of pollutants andlegal limits.

Emphasize that Prince Edward Island is the only provincein Canada that relies 100% on ground water for its drinkingwater whereas the rest of Canada relies mostly on surfacewater.

Several issues to discuss could include:• water bottling companies• who owns the water• exporting water• water diversion • irrigation• legislative controls and/or guidelines.


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Background information on “Prince Edward Island’sFreshwater Resource.” See Appendix 18.

A fact sheet “Water and Soil Conservation” can be foundon the Agriscience 801A CD under Notes (Unit 8)

Develop a glossary of terms which might include: • run-off• leaching • sink-hole • nitrates, salt • water infusion• eutrophication, etc.

For background information show the “ AgriculturalImpacts on Groundwater Quality in PEI” slide show onthe Agriscience 801A CD under Presentations SlideShow.

Activity:Students can conduct a “Personal Water Use Inventory”for a limited time to help develop an awareness of wateroveruse. See Appendix 19.

The role play activity “Waterville” which examines howwater should be distributed within a community whenwater levels must be rationed. A variety of adaptations canbe made or found to teach this concept. See pages 17-20 inthe “Challenges of Change” Booklet.

Video response:Earth at Risk: Clean Water (Video #6)See Appendix 20.


In-school Resources:Booklets:- Agricultural Impacts on

Groundwater Quality in PEIon the Agriscience 801A CD

- Water and Canada -Preserving A Legacy ForPeople And The Environment

- A Primer on Fresh Water- Water is Life - Challenges of Change

Internet Resource:˜ http://www.ec.gc.ca/water/en

/manage/poll/e_poll.htm˜ www.gov.pe.ca/af/agweb/

Video Resources: 4 Earth At Risk

Environmental Series

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Soil Quality



Determine the origin andclassification of soils, andidentify effective proceduresfor soils and hydroponicsmanagement.

C define terms in soils,hydroponics, and other plant-growing media management

C identify types of plant-growing media

C describe the origin andcomposition of soils

C discuss the principles of soilclassification, soil textureand structure

C determine appropriate amendments forhydroponics media

C discuss fundamentals offertilizing and limingmaterials

C discuss the effects of soil pHon nutrient availability

C describe types ofhydroponics systems

Instruct students on the limited supply and the importanceof soil. Identify the factors of soils formation from parentmaterials (physical, chemical, and biological).

Instruct students on the relationship between soils and plantgrowth media. Review/discuss other plant growth media.

Students should be aware of the different soil types andreasons thereof.

Explain the impact climate and vegetation have on soildevelopment.

Create overheads including: • sand• silt and clay comparisons, • soil texture triangle • soils, origins and compositions• soil horizons

Students should be made aware of the use and purpose ofsoil amendments.

Hydroponics and hydroponic systems should also bediscussed


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A fact sheet “Soil Structure” can be found on theAgriscience 801A CD under Notes (Unit 9).

Activity:Students can do the “Comparing an Apple to the Earth”activity. See the Lunch Kit, page 71 or use the “EarthApple” Activity found on the Agriscience 801A CDunder Soil.

Perform a screen test to identify soil textures using the“Soil Texture” Lab and Triangle. See Appendix 21.

Determine the pH of soils using a pH indicator kit.Note: have students supply their own soil and suggestprize for the best texture and pH for growing a predetermined crop.

Internet Assignment:Complete “Soils and Soil Composition” assignment. See Appendix 22.

Observe different soil types of PEI. See the Lunch Kitactivity #5, “ Red Island Soil”, page 41.

Complete the “Water/Soil Jar” test on soil particlepercentages. A demonstration in AgriscienceFundamentals and Applications, page 159

Lab Activities:Use the three Soils Labs:• “Pore Space” • “Water Holding Capacity of the Soil”• “Capillarity of Soil” See Appendix 23.

Use the “Earthworm” Lab. • “Notes and Prep class Questions”• “External” • “Internal” See Appendix 24.


In-school Resources:- A Lunch Kit for growing plants

kit, teacher’s guide and Islandmap.

- Soil Conservation Kit (pinebox) from Island Nature Trust.

- Soils Map of PEI

Internet Resources: ˜ www.gov.pe.ca/daff/soilfeed˜ www.gov.pe.ca/af/agweb/

Fact Sheets:• Soil pH and Liming Facts• Why and How of Soil Testing

Hydroponics:• Tomatoes - VanKampen

Greenhouse: 4 Allen St.,Charlottetown, CharlieVanKampen, Speaker

• Dept. of Agriculture &Forestry Resource Person: Soil& Feed Lab, 368-5600

Agri-business Contacts: • Island Fertilizers: Kensington,

Brudenell, CharlottetownRollo Bay

• Malpeque Fertilizers• McCain Fertilizers:

Elmsdale, New Perth,Middleton

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Natural Resource Management - Soil Conservation



Determine the relationshipbetween water and soil in ourenvironment and therecommended practises forconserving these resources.

C evaluate examples ofenormous erosion problemsworldwide

C describe key factors affectingthe different types of soilerosion

C explain the factors thatcontribute to Prince EdwardIsland’s soil erosionproblems

C list important soilconservation practices

Students should be made aware of existing Prince EdwardIsland legislation established to help reduce erosionincluding:• water course buffer zone legislation • cattle access to streams • three year crop rotations

Discuss the reasons behind the enactment of the LandProtection Act (ie: limited amount of land ownership forcompanies and non-residents versus residents).

Identify how attitudes towards erosion control havechanged over the years. For example, in the 1970's, farmerswere paid to remove hedgerows to make bigger fields. Inthe 1990's, programs were implemented to replacehedgerows to reduce wind erosion.

Students should recognize that erosion is a global issue.Use Agriscience Fundamentals and Applications,examples on page 137.


35


For background information show the “PEI Soil Erosion”slide show on the Agriscience 801A CD underPresentations Slide Show.

For background information show the “Nitrate Build-up inGroundwater” slide show on the Agriscience 801A CDunder Presentations Slide Show.

Identify problems and suggest erosion control methods tocombat these problems. To help get students thinking askquestions such as:• What problems do you see on this property? • What would you do with Field 1? • How could you protect the stream? • What practises are needed around the farm buildings? • Where do you handle pesticides?

Use the class set of “PEI Land On-line Farm Maps” todemonstrate areas of erosion. See Appendix 25.

The Prince Edward Island Land On-line website offers anopportunity to select any property on Prince Edward Islandto research.


In-school Resources:- Integrated Pest Management

for Potato Production, page 34-37

- Integrated Erosion Control inPotato Land in AtlanticCanada

- PEI Soil Erosion on theAgriscience 801A CD

- Nitrate Build-up inGroundwater on the

Agriscience 801A CD- PEI Land On-line Farm Map- Hedgerows...Can Help Internet Resources:˜ www.peilandonline.com˜ www.gov.pe.ca/af/agweb/

Video Resources: 4 This Borrowed Land

Video Resources: from the Island Nature Trust’s Soil Kit 4 Just Trying to Make a Living4 If You Love This Land

Booklet:• Conserving the Land

Client Information Centre,Dept. of Agriculture &Forestry, 1-800-959-8929

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Natural Resource Management - Forestry



Determine the importance offorests to our environment andthe management practices forutilizing forest resources.

• describe the process ofsuccession

• describe the forest regions ofCanada and PEI

• discuss importantrelationships among forests,wildlife, and water resources

• identify important types andspecies of trees

• discuss important propertiesof wood and the diversity ofwood products

• discuss principles of goodwood lot management

The Forest: Understanding It, Using It, Keeping Workbookprovides excellent background information as well aspossible activities to address the suggested topics.

Discuss PEI’s forest region by pointing out that we areunique in the fact that Prince Edward Island is consideredan Acadian Forest but in reality a very small portion of trueAcadian Forest remains.

Discuss Prince Edward Island’s uniqueness in that 90% offorested land is privately owned and 10% is crown landwhereas Canada is the opposite; 90% is crown land versus10% privately owned. This fact is important in regards tointernational trade tariffs as Prince Edward Island isexempt.

Having wood samples to hand around to students is usefulto show properties such as:• grain• hardness• colour • density

These can be obtained for minimal cost through scientificsupply houses like Boreal.

Tree cookies are also useful to show growth rates and theimpact of various management practises on these rates.


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A fact sheet “Forestry Management” can be found on theAgriscience 801A CD under Notes (Unit 10).

Activity:• Students are asked to identify the various forest regions

using the reading “Forest Regions of Canada” andcompleting the accompanying activity . Also, havestudents locate these regions with the “Mapping ourForests” activity.

See Appendix 26.

• “How To Thin A Forest Stand” activity would helpstudents understand the components of standmanagement.

See Appendix 27.

Video Response:The “Succession” video is a Canadian example of how aforest goes through the stages of succession from beach toclimax forest. Video response questions are provided. See Appendix 28.


In-school Resources:- The Forest: Understanding It, Using It, Keeping Workbook”- Tree Identification; PEI Department of Forestry- Native Trees and Woodland

Shrubs of PEI- Canada’s Forest Heritage

Internet Resource:˜ www.canadianforestry.com˜ http://www.macphailwoods.

org/index.html˜ www.gov.pe.ca/af/agweb/

Video Resources: (In-school)4 Succession4 A Forest More Than Just a

Bunch of Trees

Irving Forestry Discovery Box(St. Jean’s Teacher ResourceCentre and the Little RedSchoolhouse)

Field Trips:• Wellington Forestry Centre• J. Frank Gaudet Nursery,

Upton Road• Provincial Wood Lots (6)

Provincial Dept. of Forestry• MacPhail’s Woodlot

38

Natural Resource Management - Wildlife



Determine the relationshipbetween wildlife enterprises.

• define wildlife terms

• identify the wildlife survivalrequirements within a habitatand how they affect wildlife populations

• identify relationshipsbetween types of wildlife

• identify the relationshipsbetween wildlife and humans

• describe classifications ofwildlife management

• identify approved practicesin wildlife management in:• stream and river• lake and pond• farm• forest• wetlands

• discuss the future of wildlifein Canada and PrinceEdward Island

Students should be made aware of the various types ofwildlife on Prince Edward Island including:• predominant mammals • upland game• waterfowl

Students should also understand why some species are nolonger found on Prince Edward Island and why some newspecies have now been introduced here.

Discuss the relationships between animals and humans andthe types of habitats required for survival and use.Understand that an effective management plan must be integrated and include all of the user groups and theirneeds.

Suggested time: 5 days

39


Students can make a glossary of wildlife terms including:• parasitism• commensalisms• predation• integrated management

A fact sheet “Wildlife Management” can be found on theAgriscience 801A CD under Notes.

For background information show “PEI WildlifeManagement” slide show on the Agriscience 801A CDunder Presentations Slide Show.

Activity:• The “Checks and Balances” game provides students

with the opportunity to manage a herd of deer andrecognize the factors effecting herd populations.

See Appendix 29.

• The “Food Fight” activity explains characteristics ofgood habitat and how species co-habitat or competewithin a habitat. Reasons endangered and extinctspecies occur can also be explained.

See Appendix 30.

• The “Oh Deer!” activity found in the Project Wildresource depicts the cycling of wildlife populations.

Internet Assignment:The “Species at Risk” assignment introduces students to avariety of species and the levels of endangerment. See Appendix 31.

The “Wildlife Habitat” assignment introduces students to avariety of habitats and the organisms which make up thehabitat. See Appendix 32.

The Forest: Understanding It, Using It, Keeping WorkbookActivity 6.4 Role Play: Management Plan for a PrinceEdward Island Woodlot will help students understand theresponsibility of owning a woodlot.Note: The Project Wild activity book may be located witha teacher who has been in-serviced in your school.


In-school Resources:- PEI Wildlife Management on the Agriscience 801A CD- Great Outdoors 4 H five booklet set.- PEI Forest Wildlife Manual- “Canada’s Forestry: A Fine

Balance” Species At RiskTeaching Kit Booklet

- The Forest: UnderstandingIt, Using It, KeepingWorkbook

- The Piping Plover in EasternCanada

Internet Resources:˜ www.hinterland.org˜ www.wildeducation.org ˜ www.speciesatrisk.gc.ca/˜ http://www.atl.ec.gc.ca/

index_e.html˜ http://www2.ec.gc.ca/

soer-ree/English/vignettes/Terrestrial/terr.cfm

˜ www.canadianforestry.com˜ http://www.peiforests.ca/

publications.htm˜ www.gov.pe.ca/af/agweb/

40

Natural Resource Management - Aquaculture



Recognize the biologicalrequirements necessary for theproduction of aquatic plantsand animals.

• explain the food chain in anaquatic environment

• discuss water quality and listeight measurable factors

• describe Prince EdwardIsland’s three majoraquaculture productionsystems:• hatcheries• semi-natural rearing

ponds• shellfish - bays and

estuaries

• identify the major speciesinvolved with aquacultureand their productionrequirements

• discuss major threats to theaquaculture industry

• identify general anatomicalfeatures of finfish andshellfish

Introduce aquaculture and its similarities to agriculture suchas:• nutrient requirement• diseases• environment• management

The use of the videos Aquaculture on PEI and Island Bluesare helpful in introducing these topics to students.

Explain the differences between aquaculture and fisheriessuch as:• start up costs (harvesting versus holding facilities)• manipulation of nutrients• environment to increase growth rates and production• labour costs are higher in Aquaculture• licenses and permits vary

To aid in the teaching of anatomy, overheads anddemonstration dissections of students labs are suggested.

Suggested time: 5-8 days

41


The “Fishing and Aquaculture Industry of PEI” fact sheetprovides excellent notes for students. See Appendix 33.

Several fact sheets on Aquaculture can be found on theAgriscience 801A CD under Aquaculture.

Transparency 12-1 “Aquatic Food Chain in a FreshwaterPond” from Agriscience Fundamentals and ApplicationsResource Box is useful while explaining the food chain.

Internet Assignment:Students will learn about the history and process ofshellfish aquaculture in “Aquaculture on PEI” assignment.See Appendix 34.

Video Response:A video response sheet for Island Blues and MusselCulture: Step By Step can be found on the Agriscience801A CD under Aquaculture.

After the Island Blues and Mussel Culture: Step by Stepvideo and/or the “Collections” website have studentscomplete the “Aquaculture Restaurant” activity. See Appendix 35.

General anatomical features of finfish and shellfish areinvestigated in the “Fish Labelling” activity. See Appendix 36.

Lab Activity: Note: To study the Lobster in a cost efficient manner.Use the “Crayfish” Lab• “Prep Class”• “Crayfish Dissection”• “Labelling”• “external anatomy”• “making Biological Drawings”• “Appendages”• ‘Compound Eye”• “Internal Anatomy”See Appendix 37.


In-school Resources:- Videos: (In-school)4 Island Focus “Aquaculture

Excerpts”44 Island Blues: A Cultivated

Success4 PEI Oysters Promotional

Video- Fisheries and Oceans Canada

“By the Sea” Lesson Plans CD

Internet Resources:˜ http://collections.ic.gc.ca/peif

isheries/scitech/aqua.asp˜ http://www.glf.dfo-mpo.gc.c

a/sci-sci/inva-enva/index-e.html

˜ http://www.huntsmanmarine.ca/

˜ http://www.aquaculture.ca/EnglishWeb.html

˜ www.gov.pe.ca/af/agweb/

Resource person(s):• AVC: Fish Health• Dept. of Environment,

Fisheries & AquacultureDivision, 368-5524

• NSAC: Aquaculture

Field Trip:• PEI Mussel Growers• Island Blue Mussels in New

London• AVC Fish Hatchery in

Cardigan

42

Plant Science



Identify major parts of plantsand state the importantfunctions of each.

C identify the major parts ofplants

C describe the major functionsof roots, stems, flowers,fruits, and leaves

C identify the parts of a typicalroot, stem, flower, fruit, andleaf

C explain some of thevariations found in thestructures of root systems,stems, flowers, fruits andleaves

C describe the relationship ofplant parts to fruits, nuts,vegetables, and crops

To introduce this section bring in samples of fruits andvegetables and have students identify which plant part theyare actually eating.

Transparencies found in Agriscience Fundamentals andApplications Resource Box are helpful in showing the partsof the plant.

Note: The typical flower in Transparency 15-2 is acomplete, perfect flower. When discussing flowers the following terms should bedefined:• complete• incomplete• perfect• imperfect

Examples can be given to show the different combinationspossible, such as:• pumpkin is imperfect (male and female flowers on the

same plant)• holly is imperfect (male and female in different plants)• potato is perfect (male and female together on the same

flower)


43


A suggested practical application would be to initiate aschool greenhouse and plant a variety of plants withdifferent root systems and flowers such as:• tomatoes• pumpkins• cucumbers• grains• corn• soybeans

Show students the “Plant Structures and TaxonomyDiagrams” found on the Agriscience 801A CD underPlant.

Students can complete the Unit 15 “Plant Structures andTaxonomy” review sheet. See Appendix 38.


In-school Resources:- Agriscience Fundamentals

and Applications, ResourceBox of Transparencies

Resource persons:• local greenhouse operators• PEI Horticultural Assoc.• Dept. of Agriculture &

Forestry 368-5600

44

Plant Science



Determine how plants makefood and to describe therelationships among air, soil,water, and essential plantnutrients for good plantgrowth.

C distinguish betweenphotosynthesis, respiration,and transpiration

C describe the roles of air,water, light, and media inrelation to plant growth

C describe the ways thatvarious plants store food forfuture

C list the major nutritionrequirements for plantgrowth

Due to prior student knowledge from other courses,photosynthesis, respiration, and transpiration should onlybe briefly reviewed.

Through the use of a chart, discuss the following:• historical sources• present day sources• benefits and signs of deficiencies of the major nutrients

(nitrogen, potassium and phosphorus)

45


For background information show the “Photosynthesis”slide show on the Agriscience 801A CD underPresentations Slide Show.

Teacher may use the Overheads for “Plant Physiology”and students can complete the Unit 16 “Plant Physiology”review sheet. See Appendix 39.


In-school Resources:- Photosynthesis on the

Agriscience 801A CD- Agri-science Resources for

High School Biology: Lab onSeed Respiration

- A Lunch Kit for GrowingPlants

Internet Resources:˜ www.cfi.ca Canadian Fertilizer Institute

46

Plant Science



Determine the methods usedby plants to reproducethemselves and to explore newpropagation technology.

C distinguish between sexualand asexual reproduction

C explain the relationshipbetween reproduction andplant improvement

C identify the primary methodsof asexual reproduction andgive examples of plantstypically propagated by eachmethod

C explain the procedures usedto propagate plants via tissueculture

C demonstrate anunderstanding of seedstructure and requirementsfor germination

With the students’ background knowledge of thereproductive structures of plants use various plants types todemonstrate asexual and sexual reproduction. Asexual methods:• layering - philodendrons• division - hosta, lily, snake plant• cuttings - impatiens, African violet, geranium• sets - potatoes

Sexual methods:• Monocot - corn• Dicot - bean

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Show students the “Plant Reproduction Diagrams” foundon the Agriscience 801A CD under Plant.

Using “Veseys Planting Guide” (can get class sets) havestudents select a variety of seeds to plant and completethe “Plant Planning Table” found on the Agriscience801A CD under Plant

Lab Activity:“Seed Dissection” Lab will show students the differencebetween a monocot and dicot seed.See Agriscience 801A CD under Plant

“Plant Germination Rate and Growth” Lab will showstudents the process farmers must follow to test theviability of their seeds before planting.See Agriscience 801A CD under PlantNote: To shorten the observation days required use onlygrain seeds.

Use the “Tissue Culture” Lab to demonstrate the methodused to develop seed potatoes through micro-propagationSee Appendix 40.

A suggested assessment for this Unit would be the“Stations Lab Test” consisting of various questions onflowers, stems, roots, seeds, etc. See Appendix 41.

Note: To get colour copies of the “Stations Lab Test”print from the Agriscience 801A CD under Plant.


Field Trips:• Elite Seed Farm, Alberton

(the best time is in May)• Animal & Health Centre,

Belvedere Ave.,Charlottetown,

• West Tech Industries, Alberton

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Crop Production - Potato



Identify the basic principles ofpotato production.

C determine the benefits ofpotato production as apersonal enterprise or careeropportunity

C identify potato varieties

C describe how to plant potatocrops and utilize appropriatecultural practices

C discuss additional potatocrop management on PrinceEdward Island including:variety selection, soilmanagement, disease andpest control, harvesting,processing, and marketing

C identify the various sectorsof potato markets: seed,table, and processing

The Integrated Pest Management for Potato Productionbooklet provides the best source of background informationto teach this unit.

Use posters and/or actual potato samples to show thedifferent varieties and their uses within the differentmarketing sectors.

Density, moisture levels, and flesh colours can bedemonstrated by cutting and comparing the potatoes.


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Several fact sheets on Potatoes can be found on theAgriscience 801A CD under Potato.

For background information show the “PEI PotatoIndustry” slide show on the Agriscience 801A CD underPresentations Slide Show.

Activity:Using the Integrated Pest Management book have studentscreate a blocked poster board summarizing the history,seed certification, harvest, planting, storage, varieties,markets, etc. For bonus marks students can includenewspaper articles.

Take students on a field trip to explore the potato industry.

Video Response:A PEI Potato Industry: Canada #1 video response sheet.See Appendix 42.

A “Growing Potatoes” article, question sheet and chart canbe given students.See Appendix 43.


for Potato Production- PEI Potato Industry on the

Agriscience 801A CD

Internet Resources:˜ www.gov.pe.ca/af/agweb/˜ www.gnb.ca/0029/0029inde

x-e.asp

Video Resources: 4 The PEI Potato Industry:

Canada’s # 1

Field Trips: • private potato farm• Elite Seed Farm, Alberton• Harrington Farm, Agriculture

Canada Contact: 566-7300• Potato Equipment Technology

Trade Show and InformationSessions: Civic Centre,(Annually)

• Potato Quality Institute, WestRoyalty

• Potato Museum, O’Leary

Booklets:• Cover Cropping After

Potatoes• Atlantic Canada Potato

Guide, 1-800-959-8929• Potato Perfect available in

English & French, PEI PotatoBoard, 892-6551

• Poster on Potato Varieties

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Crop Production - Fruit



Determine the opportunities inand identify the basicprinciples of fruit and nutproduction.

C identify Prince EdwardIsland fruit crops:blueberries, cranberries,apples, strawberries, andraspberries

C discuss fruit cropmanagement on PrinceEdward Island

There is a wealth of information available through the factsheets found on the PEI Agriculture, Fisheries,Aquaculture and Forestry website.


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Many fact sheets on fruit crops can be found on thewww.gov.pe.ca/af/agweb/ web site.

For background information show the “PEI Fruit CropIndustry” slide show found on the Agriscience 801A CDunder Presentations Slide Show.

Activity:Have students select a fruit crop (ie: strawberries) andpresent a business plan for a one acre plot. Include suchtopics as:• start up costs• management of crop• harvesting costs• marketing and projected income

Compare the various crops by using a poster board activityincluding topics such as:• planting stock• physiology of the plant• maintenance of the crop• harvest techniques• diseases and pests • special features in growing• marketing• health benefits

Field trips to a local grower would be a suggested activity.


In-school Resources:- PEI Fruit Crop Industry on

the Agriscience 801A CD

Internet Resources:˜ www.gov.pe.ca/af/agweb/˜ www.gnb.ca/0171/index-

e.asp

Video Resources: 4 My Blue Haven

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Crop Production - Cereals



Determine the nature of andapproved practicesrecommended for grain, oil,and specialty field-cropproduction.

C define important terms usedin cereal crop production

C identify major crops grownfor grain, oil, and specialpurposes.

C classify field crops accordingto use

C discuss field cropmanagement on PrinceEdward Island

Information for this section can be located in AgriscienceFundamentals and Applications, the Atlantic ProvincesField Crop Guides and the PEI Agriculture, Fisheries,Aquaculture and Forestry website.


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Many fact sheets on cereal crops can be found on thewww.gov.pe.ca/af/agweb/ website.

Students can complete a poster board activity by usingthe “Cereal Information Sheets” as an outline. Resourcesfor this activity are found in Agriscience Fundamentalsand Applications and the Island Farmers Annual VarietySelection Guide Insert (Spring Edition)See Appendix 44.


Internet Resources:˜ www.gov.pe.ca/af/agweb/

Booklets:• Atlantic Provinces Field Crop

Guide (Forages, cereal, corn,soybean), Dept. of Agriculture& Forestry, 1-800-959-8929.

C Working in Plant Science

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Crop Production - Forage



Determine the nature of andapproved practicesrecommended for forage andpasture production andmanagement.

C demonstrate anunderstanding of forage andpasture production andmanagement

C list common forage grassesand legumes

Information for this section can be located in AgriscienceFundamentals and Applications, the Atlantic ProvincesField Crop Guides and the PEI Agriculture, Fisheries,Aquaculture and Forestry website.

To help students recognize the characteristics of qualityforage use samples of forage crops and straw such as: • pure timothy• alfalfa• clover • mixture• silage

Discuss the greenness, aroma, fineness of stem, and plantstage in relation to protein levels/energy levels aspreferenced by type of farming operation.


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Many fact sheets on forage and oilseed crops can be foundon the www.gov.pe.ca/af/agweb website.

Students can complete a poster board activity by using the“Forage and Oilseed Information Sheets” as an outline.Resources for this activity are found in AgriscienceFundamentals and Applications and the Island FarmersAnnual Variety Selection Guide Insert (Spring Edition).See Appendix 45.


Internet Resources:˜ www.gov.pe.ca/af/agweb

Booklets: Dept. of Agriculture & Forestry:• Seven Months of Pasteur• Pasteur & Cereal Information

Client Information Centre, 1-800-959-8929• Feeding Guide for Atlantic

Provinces

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Pest Management



Develop an understanding ofthe major pest groups andsome elements of effectivepest-management programs.

C define pest, disease, insect,weed, and biological,cultural, and chemicalcontrols, as well as otherterms associated withintegrated pest management

C describe how the major pestgroups adversely affectagriscience activities

C describe both the beneficialand detrimental roles thatinsects play

C identify the majorcomponents and the causalagents of disease

C explain the concept ofintegrated pest management

C identify the major pestcontrol strategies

The Integrated Pest Management for Potato Production isa good resource for this section.


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Several fact sheets on weeds can be found on theAgriscience 801A CD under Pest Management.

A “Jeopardy Game” on weeds can be found on the Agriscience 801A CD under Pest Management.

For background information show the “Integrated PestManagement” slide show found on the Agriscience 801ACD under Presentations Slide Show

For background information show the “ PestManagement: West Nile Virus” slide show found on theAgriscience 801A CD under Presentations Slide Show.

Agriscience Fundamentals andApplications, Unit 13 p. 234-249


for Potato Production- Medicinal and Poisonous

Plants on PEI. - Integrated Pest Management

on the Agriscience 801A CD- Pest Management: West Nile

Virus on the Agriscience 801A CD


Booklets:• Weed Identification Guide,

Dept. of Agriculture &Forestry, 1-800-959-8929

• Integrated Pest Management-Everyone Wins

PEI Dept. of Agriculture

58

Pest Management



Determine the nature ofchemicals used to control pestsand identify the importance ofchemical safety, especially thesafe use of pesticides.

C describe the past and presenttrends of pesticide use

C identify some popular classesof chemicals used for pestmanagement and their rolesin pest control

C interpret information onpesticide labels

C describe the components ofproper dress for individualshandling pesticides

C describe the environmentaland health concerns relatingto pesticide use

C identify the growth andpotential importance oforganic farming

Explore the present climate and issues surroundingpesticide use and management.

Debate with students the pros and cons of pesticide useincluding:• cosmetic versus health concerns• pure organic production versus mass food production• the use of biotechnology in pest management

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Several fact sheets on pesticides and organic farming canbe found on the www.gov.pe.ca/af/agweb/ web page.

Background notes available on the Agriscience 801A CDunder Notes ( Organic Agriculture)

Activity:“Pesticides as Chemical Tools in IPM” provides studentsan opportunity to explore labelling, classification, and useof common pesticides. See the Agriscience 801A CD under Pest Management.


In-school Resources:- Agri-Science Resources for

High School Biology,Research on Pesticides.

- Agri-science Resources forHigh School Chemistry, page 31-41.

- Integrated Pest Managementfor Potato Production

- Medicinal and PoisonousPlants on PEI

Internet Resource:˜ www.gov.pe.ca/af/agweb/

Video Resource: 4 Using Pesticides Safely Farm Centre, Charlottetown

Booklets:C Common Insect Pests of

Atlantic Provinces - (N.S.Department of Agriculture)

C Copy of Pesticide SafetyCourse - PEI Department ofAgriculture

C WHMIS label analysis

60

Home Gardening and Landscaping



Plan, plant and manage ahome garden.

C analyze and plan a gardenbased on family needs forhomegrown fruits,vegetables, and flowers

C determine the benefits ofvegetable production as apersonal enterprise or careeropportunity.

C identify vegetable crops

C describe how to plantvegetable crops and utilizeappropriate cultural practices

C identify perennial gardencrops

C identify environmentalfactors in the successfulselection of plants for thearea

Contact Vesey Seeds to obtain a class set of the PlantingGuide and Catalogues. These resources include:• architectural designs for gardens• hardiness zones and maps• tips on planting and growing


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Students may complete a “Gardening Assignment” tounderstand vegetable gardening.See Appendix 46.


In-school Resources:- Veseys Seed Catalogues

(class set) Internet Resources: ˜ www.gov.pe.ca/af/agweb/˜ www.veseys.com/˜ www.gnb.ca/0171/30/017130

0001-e.asp

Resources:C Recommended Vegetable

Management for the AtlanticProvinces (orange book) -Farm Centre

C Home Garden VegetableGuide, PEI Dept. ofAgriculture & Forestry, 1-800-959-8929

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Home Gardening and Landscaping



Understand the use of trees, shrubs, and basic landscapedesign for beautification and improved property value.

C identify common native andnon-native ornamental treesand shrubs used inlandscaping

C identify growth habit, growthhabitat needs, and otherrequirements of trees andshrubs

C select trees and shrubs forappropriate landscape use

C identify common annual andperennial bedding plants andtheir suitability for use inlandscaping

C identify the process involvedin incorporating physicalstructures in landscapedesign

The Agriscience Fundamentals and Applications and localnursery are excellent resources.

A hands-on, continuous project could be to design andimplement a school beautification green space.


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Students may complete a “ Landscape Project” tounderstand how to plan a landscape for their home.See Appendix 47.

Take students on a field trip to a local greenhouse and asuggested activity would be to develop a “ScavengerHunt” activity including a list of available LandscapingSupplies and Plants.

Guest speakers on horticulture would be suggested.

Agriscience Fundamentals andApplications, Unit 25p. 464-481


Resources:C landscape design booksC nursery catalogues

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