ERIC ED361586: Range Management and Ecology. Curriculum Guide for Agriscience 382.

31 Pages·0.39 MB·English

by  ERIC

DOCUMENT RESUME
CE 064 599
ED 361 586
Range Management and Ecology. Curriculum Guide for
TITLE
Agriscience 382.
Texas A and M Univ., College Station. Dept. of
INSTITUTION
Agricultural Education.
Texas Education Agency, Austin. Div. of Vocational
SPONS AGENCY
and Applied Technology Education.
PUB DATE
Jan 92
NOTE
34p.
Instructional Materials Service, Texas A&M
AVAILABLE FROM
University, F.E. Box 2588, College Station, TX
77843-2588.
Teaching Guides (For
Classroom Use
PUB TYPE
Guides
Teacher) (052)
MF01/PCO2 Plus Postage.
EDRS PRICE
Agribusiness; *Agricultural Education; Agricultural
DESCRIPTORS
Skills; Agricultural Trends; Behavioral Objectives;
Career Education; *Competence; Competency Based
Education; Conservation (Environment); Course
Content; *Ecology; Educational Resources; *Farm
Management; High Schools; Leadership Training; State
Curriculum Guides; Supervised Occupational Experience
(Agriculture); Teaching Methods; Vocational
Education
IDENTIFIERS
Texas
ABSTRACT
This curriculum guide provides materials for teachers
to use in developing a course in "Range Management and Ecology,
Agriscience 382," one of 28 semester courses in agriculturpl science
and technology for Texas high schools. This introductory course is
designed to acquaint students with the ecology and management of
native rangeland for the benefit of animals and plants. Technical
skills are developed in the areas of renewable natural resources,
plant kinds and values, ecosystems, water cycles, animal stocking
capacities and limitations, productivity and improvement, and
research related to native rangeland. Additional skills are developed
for safe work practices, recordkeeping, career exploration, and
leadership. The guide is organized in four sections. The first
section lists essential elements common to all agricultural science
and technology courses. The second section lists essential elements
specific to this course. The third section lists the units and topics
of instruction and suggested time allocations for each unit and
topic. Listed also are the catalog numbers of corresponding
curriculum materials available from the Instructional Materials
Service of Texas A&M University. The final section provides topic
goals and objectives targeted for the completion of the topic.
(KC)
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BEST COPY AVAILABLE
CURRICULUM GUIDE
FOR
AGR1SCIENCE 382
RANGE MANAGEMENT
AND ECOLOGY
Developed In Consultation With
Itu
ECOLOGY
DEPARTMENT OF RANGELAND MANAGEMENT AND
TEXAS A & M UNIVERSITY
COLLEGE STATION, TEXAS
In Cooperation With
TEXAS EDUCATION AGENCY
OCCUPATIONAL EDUCATION AND TECHNOLOGY
AUSTIN, TEXAS
I
Printed and Distributed By
INSTRUCTIONAL MATERIALS SERVICE
EDUCATION
DEPARTMENT OF AGRICULTURAL
TEXAS A & M UNIVERSITY
COLLEGE STATION, TEXAS
JANUARY 1992
TABLE OF CONTENTS
Cover Sheet
ii
Table of Contents
iii
Acknowledgements
iv
Using the Curriculum Guide for Agriscience 382
Essential Elements Common to
1-2
All Agricultural Scicnce and Technology Courses
3
Essential Elements for Agriscience 382
Outline of Units and Topics of Instruction,
Suggested Periods of Instruction,
Essential Elements Referenced to Each Topic, and
4-6
Suggested Curriculum Materials for Presenting Each Topic
7-24
Goals and Objectives for Topics in Agriscience 382
25-26
Blank Sheet for Notes
4
ACKNOWLEDGEMENTS
Special thanks are extended to the members of the Agriscience 382 Curriculum Advisory
units and topics of instruction for the course.
Committee for assistance in developing the
.
Thomas Behrens
Teacher of Agriscience
San Saba High School
D. Lynn Drawe, Ph.D.
Assistant Director
Welder Wildlife Foundation
John Kearney
Teacher of Agriscience
Sterling City High School
George Martin
Teacher of Agriscience
Iowa Park High School
Joseph L. Schuster, Ph.D.
Professor and Head
Department of Rangeland Management and Ecology
Texas A&M University
* * * * *
* *
* * *
* *
* *
*
* *
* *
*
*
*
*
*
*
*
Adrian Knight, Graduate Assistant,
Department of Agricultural Education, Texas A&M University,
developed the goals and objectives listed in this curriculum guide.
Lee Thornhill and Brian Thomas Cox, Graduate Assistants,
Department of Rangeland Ecology and Management, Tcxas A&M University,
developed the student materials to complement this curriculum guide.
The Faculty and Staff of the
University,
Department of Rangeland Ecology and Management, Texas A&M
reviewed this curriculum guide and materials complementing its use.
Larry Ermis, Curriculum Materials Specia.ist,
Instructional Materials Service, Tcxas A&M University,
edited this curriculum guide and materials complementing its use.
5
-ill-
USING THE
CURRICULUM GUIDE
FOR
AGRISCIENCE 382
RANGE MANAGEMENT AND ECOLOGY
experimental
of
the
Range Management and
one
Ecology,
Agriscience
382
-
Agricultural Science and Technology semester courses, is for students in grades 10 - 12
It is a general course designed to familiarize the student
in public secondary schools.
for the
with a description, the ecology, and the management of native rangeland
benefit of animals and plants. Technical skills arc developed in the areas of renewable
stocking
natural resources, plant kinds and values, ecosystems, water cycles, animal
capacities and limitations, productivity and improvement, and research as related to
practices,
work
safe
for
developed
arc
skills
Additional
native
rangeland.
Although the primary purpose in
recordkeeping, career exploration, and leadership.
be uscd
developing this guide was to assist the teacher in presenting the course, it may
in other ways.
all
Pages one and two of this guide include a list of essential elements common to
vocational courses. A list of essential elements specific to the course is on page threc.
Pages four through six of this guide contain a list of units and topics of instruction
Listed also are catalog numbers
and suggested time allocations for each unit and topic.
in
of Instructional Materials Service (IMS) curriculum materials that may be used
tcaching topics and satisfying essential element requirements. More than one suggested
of
itcm of curriculum materials may bc listed for effective instructional presentation
If all suggested curriculum materials listed are used, the essential element
somc topics.
requirements of the course will be met.
be mct
Thc next scction (pages 7 - 24) in thc guide provides the goal and objectives to
particularly useful to teachers in
upon completion of each topic. This section should be
preparing lesson plans.
If a
development.
Each student material topic contains a list of references used in its
the teache7 may acquire some
more detailed prcscntation of subject matter is necessary,
section of
of these references from IMS and/or the publishers cited in thc reference
cach topic.
ESSENTIAL ELEMENTS COMMON TO
COURSES
ALL AGRICULTURAL SCIENCE AND TECHNOLOGY
Ss75.82 Agricultural Science and Technology
agricultural science and technology
The elements in this subsection are common to all
(a)
shall be included in each course at the appropriate
courses unless otherwise indicated and
technology shall provide courses which
level. Every school offering agricultural science and
include the following essential elements:
provided opportunities to:
Leadership concepts and skills. The student shall be
(1)
responsibilities of leaders and effective
(A) demonstrate skills, characteristics and
group members;
procedure principles;
(B) demonstrate a knowledge of parliamentary
(C) plan and conduct leadership activities; and
in our democratic society.
(D) prepare for effective citizenship and participation
and/or post secondary training.
Concepts and skills related to successful employment
(2)
e
The student shall be provided opportunities to:
preparation requirements in chosen field;
(A) identify employment opportunities and
employment;
identify effective methods to secure and terminate
(B)
skills, both oral and written, and follow
(C) demonstrate effective communication
through on assigned tasks;
(D) demonstrate dependability and punctuality;
attitudes;
(E) demonstrate productive work habits and
in the quality of work performed;
(F) understand the importance of taking pride
(0) recognize the dignity in work;
work;
(H) develop skills in planning and organizing
performing tasks;
apply required methods and sequences when
(I)
and work simplification when performing
apply principles of time management
(J)
assigned tasks;
responsibilities; and
(K) identify ethical practices and
policies and
application of organizational
(L) undcrstand the importance of the
procedures.
7
- I -
1
The student shall be provided
Concepts and skills associated with entrepreneurship.
(3)
opportunities to:
(A) identif y opportunities for business ownership;
(B) understand the risk and profit motive factor;
(C) understand the elements and advantages of the free enterprise system; and
(D) explain the role of small business in the free enterprise system.
Concepts and skills related to safety and safe working conditions. The student shall be
(4)
provided opportunities to identify and apply safe working practices to all training
situations.
Concepts and skills associated with human relations and personality development. The
(5)
student shall be provided opportunities to:
(A) understand the importance of maintaining good health and proper appearance for
effective job performance;
understand oneself and others;
(B)
(C) exercise self-control;
6
(D) accept aud use criticism;
(E) recognize basic human relationships as they relate to business success; and
(F) demonstrate characteristics for successful working relationships.
Concepts and skills related to personal and business management. The student shall be
(6)
provided opportunities to:
(A) explain how management assists in reaching personal and family goals;
(B) explain the management process;
(C) describe the role of management in controlling stress;
(D) identif y and understand personal checking accounts;
(E) identify and understand personal loan application processes;
identif y and understand dif ferent financial institutions;
(F)
(G) identif y thc role and functions of business management;
(H) undcrstand the lines of authority; and
identify ef fective supervisory techniques.
(0
The student shall be
Conccpts and skills related to supervised agricultural activities.
(7)
provided opportunities to plan and conduct/perform supervised agricultural activities.
2
8
ESSENTIAL ELEMENTS FOR AGRISCIENCE 382
75 82 Agricultural Science and Technology
S
S
Range Management and Ecology (1/2
unit)
shall
be
a
Agricultural
Science
382
-
shop/laboratory-oriented course that includes the essential elements and the concepts and
skills related to range management and ecology. The student shall be provided opportunities
to:
explore the significance of native rangeland as a renewable natural resource with many
(1)
products and uses;
identify range plants and their importance;
(2)
1
examine the rangeland ecosystem;
(3)
describe the water cycle on rangeland;
(4)
recognize capacities and limitations of rangelands;
(5)
practice livestock management on rangeland;
(6)
practice rangeland management for wildlife;
(7)
*
identify methods of improving rangelands for livestock and wildlife;
(8)
identify research in range management and ecology.
(9)
9
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