ERIC ED376289: Environmental Technology. Curriculum Guide for Agriscience 384.

28 Pages·1994·0.43 MB·English

by  ERIC

DOCUMENT RESUME
CE 067 515
ED 376 289
Bradley, Jennifer Campbell; Dettling, Joe
AUTHOR
Environmental Technology. Curriculum Guide for
TITLE
Agriscience 384.
Texas A and M Univ., College Station. Dept. of
INSTITUTION
Agricultural Education.
Texas Education Agency, Austin. Div. of Career and
SPONS AGENCY
Technology Education.
PUB DATE
94
28p.; For related guides, see CE 067 513-514.
NOTE
AVAILABLE FROM Instructional Materials Service, Department of
Agricultural Education, Texas A&M University, College
Station, TX 77843.
Teaching Guides (For
Classroom Use
PUB TYPE
Guides
Teacher)
(052)
MF01/PCO2 Plus Postage.
EDRS PRICE
*Agricultural Education; Agricultural Engineering;
DESCRIPTORS
Behavioral Objectives; *Competency Based Education;
Conservation (Environment); Conservation Education;
*Course Content; Educational Objectives; Environment;
*Environmental Education; High Schools; Instructional
Materials; Natural Resources; Pollution; Soil
Conservation; State Curriculum Guides; *Statewide
Planning; Units of Study; Water Pollution
Agricultural Sciences; *Environmental Engineering;
IDENTIFIERS
Environmental Protection; *Texas
ABSTRACT
This guide outlines the topics of instruction and
goals/objectives of a semester-long half-unit laboratry course in
environmental technology (Agriscience 384) that is part of Texas'
agricultural science and technology program. Presented first are
lists of the following: essential elements common to all agricultural
science and technology courses offered by Texas schools, essential
elements slecific to Agriscience 384, and the course's units and
subtopics of instruction along with the suggested time allocated for
each unit and the catalog numbers of Instructional Materials Service
(IMS) curriculum materials that teachers may use to teach each
topic/subtopic. The remainder of the guide lists the objectives to be
met upon completion of each of the following course topics along with
the corresponding IMS materials: the natural state of the
environment; people, the environment, and the earth's natural
resources; use and abuse of natural resources and their effects on
the environment; environmental restoration and conservation; and
resource accountability and environmental stewardship.
(MN)
Reproductions supplied by EDRS are the best that can be made
from the original document.
***********************************************************************
//
4.
Curriculum Guide
for
Agriscience 384
EDUCATION
US DEPARTMENT OF
INFORMATION
EDUCATIONAL RESOURCES
CENTER (ERIC)
reproduced as
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TEXAS A&M UNIVERSily
IN COOPERATION
TEXAS EdUCATiON AgENcy
CAREER ANd TEchNology EdUCATiON
AUSTIN, TEXAS
"PEPMISSION TO REPRODUCE THIS
MATERIAL HAS BEEN GRANTED BY
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TO THE EDUCA )NAL RESOURCE;)
INFORMATION CENTER (ERIC)
BEST COPY AVAILABLE
CURRICULUM GUIDE
FOR
AGRISCIENCE 384
ENVIRONMENTAL TECHNOLOGY
Authors
JENNIFER CAMPBELL BRADLEY
Graduate Assistant
and
JOE DETTLING
Curriculum Specialist
Produced and Published
by
INSTRUCTIONAL MATERIALS SERVICE
DEPARTMENT OF AGRICULTURAL EDUCATION
TEXAS A&M UNIVERSITY
COLLEGE STATION, TEXAS
in
Association
with
ADVISORY PERSONNEL COMPRISED OF
INDUSTRY AND PROFESSIONAL REPRESENTATIVES
in
Cooperation
with
TEXAS EDUCATION AGENCY
CAREER AND TECHNOLOGY EDUCATION
AGRICULTURAL SCIENCE AND TECHNOLOGY EDUCATION
AUSTIN, TEXAS
TABLE OF CONTENTS
Cover Sheet
ii
Table of Contents
Acknowledgements and Texas Education Agency
Using the Curriculum Guide for Agriscience 38.4
Essential Elements Common to
All Agricultural Science and Technology Courses
1-2
Essential Elements for Agriscience 384
3
Units and Topics of Instruction,
Suggested Periods of Instruction,
Essential Elements Referenced to Each Topic, and
4-8
Suggested Curriculum Materials for Presenting Each Topic
9-20
Goals and Objectives for Topics in Agriscience 384
ACKNOWLEDGEMENTS
Appreciation is extended to the members of the Environmental Technology Advisory
Committee for planning the materials of instruction listed in this curriculum guide.
Ruth Boozer
Joe Parigi
Environmental Consultant
Environmental Control
Exxon Mont Belvieu Plastics Plant
Miles Corporation
Dr. Gary Briers, Professor
Dr. Barron Rector, Assoc. Professor
Agricultural Education
Rangeland Ecology & Management
Texas A&M University
Texas A&M University
Gary Burns
Chris Sagstetter
Vice-President
Environmental Health Division
Laidlaw Environmental Services
City of Houston
Donald Erdelt
Linda Shead
School Board Trustee/Chemist
Director
Wharton ISD/Texas Gulf Inc.
Galveston Bay Foundation
David Griffith
Tracey Si:npson
Teacher of Agriscience
Vice-President
Barbers Hill High School
Environmental Alternatives
Danny Hammond
Don G. Smith
Technical Service Manager
Environmental Coordinator
Exxon Mont Belvieu Plastics Plant
Advanced Management Systems
Dr. Stephan L. Hatch, Professor
Phil Smith
Rangeland Ecology & Management
Technical Sales Representative
Texas A&M University
Laidlaw Environmental Services
Ann Hodges
Dr. Gary Varner, Assoc. Professor
Div. Vice-Pres. External Affairs
Philosophy and Humanities
Browning Ferris Industries
Texas A&M University
Dr. Ron Howard, Specialist
Nancy Webb
TX Agricultural Extension Service
Education Consultant
Texas A&M University
Galveston Bay Foundation
Larry Jordon
John Williams
Public Works Director
Coordinator of Education Programs
City of Mont Belvieu
Lower Colorado River Authority
Dr. Murray Milford, Professor
Garland Yeager, Jr. C.I.H.
Vice-President
Soil and Crop Sciences
Texas A&M University
Aer-Aqua Laboratories
David Morris
Dr. Jayne Za jicek, Assoc. Professor
President
Horticultural Sciences
Morris Environmental
Texas A&M University
David O'Leary
Geologist/Environmental Engineer
Exxon Chemical Baytown Plant
ACKNOWLEDGEMENTS
(CONTINUED)
TEXAS EJUCATION AGENCY
Lionel R. Meno, Commissioner of Education
Lorraine R. Merrick, Senior Director
Career and Technology Education
Kirk Edney, Director
Agricultural Science and Technology
Rebecca Rhodes McClinton, Occupational Education Specialist
Agricultural Science and Technology
S. Neil Jeter, Occupational Education Specialist
Agricultural Science and Technology
The goals and objectives for the topics of instruction and the specific curriculum materials
complementing instruction of Agriscience 384 were developed by:
Joe Dealing, Curriculum Specialist,
Jennifer Campbell 3radley, Graduate Assistant,
Instructional Materials Service, Texas A&M University,
College Station, Texas
USING THE CURRICULUM GUIDE
FOR AGRISCIENCE 384
is one of various experimental semester
Agriscience 384 - Environmental Technology -
courses in Agricultural Science and Technology.
The course introduces students, in
12 in public secondary schools, to the field of environmental science.
grades 10
-
Students are exposed to basic skills in water quality management, air quality, natural
resource management, conservation and remediation practices, environmental safety
practices, and research through controlled classroom and field demonstrations and
this course will have the opportunity to identify
Students enrolled in
activities.
environmental values and form a set of ethics that should lead to the development of a
Also included are units on agricultural career
personal environmental philosophy.
development, leadership activities, and record keeping.
While the primary purpose in the development of this curriculum guide is to assist the
teacher in presenting the course, the guide may be used in other ways.
Pages 1 - 2 of this guide include lists of essential elements common to all career and
technology courses. Page 3 contains a
elements specific
list
the
essential
of
to
Agriscience 384 course.
Pages 4 - 8 of this guide contain a list of units and subtopics of instruction with a
suggested time (periods of instruction) allocated for each unit.
In addition, each topic
is referenced to the essential elements listed on pages
Listed also are catalog
3.
-
1
numbers of Instructional Materials Service (IMS) curriculum materials that may be used
teaching topics and satisfying essential element requirements.
More than one
in
suggested item of curriculum materials may be
for effective instructional
listed
If all suggested curriculum materials listed are used, the
presentation of some topics.
essential element requirements of the course will be met.
Pages 9 - 20 of this guide provide the goals and objectives to be met upon completion
This section should be particularly useful to teachers in preparing lesson
of each unit.
plans.
If a more detailed
Each unit contains a list of references used in its development.
presentation of subject matter is
necessary, the teacher may acquire some of these
references from IMS and/or the publishers cited in the reference section of each unit.
7
- v -
ESSENTIAL ELEMENTS
75.82 Agricultural Science and Technology
The elements in this subsection are common to all agricultural science and t& chnology
(a)
courses, unless otherwise indicated, and shall
in each course at the
be included
appropriate level.
Every school offering agricultural science and technology shall
provide courses which include the following essential elements:
Leadership concepts and skills. The student shall be provided opportunities to:
(1)
demonstrate skills, characteristics and responsibilities of leaders and
(A)
effective group members;
demonstrate a knowledge of parliamentary procedure principles;
(B)
plan and conduct leadership activities; and
(C)
prepare for effective citizenship and for participation in our democratic
(D)
society.
Concepts and skills
successful employment and/or post secondary
related
to
(2)
training. The student shall be provided opportunities to:
identify employment opportunities and preparation requirements in chosen
(A)
fields;
identify effective methods to secure and terminate employment;
(B)
demonstrate effective communication skills both oral and written and follow
(C)
through on assigned tasks;
demonstrate dependability and punctuality;
(D)
demonstrate productive work habits and attitudes;
(E)
understand the importance of taking pride in the quality of work
(F)
performed;
recognize the dignity in work;
(G)
develop skill in planning and organizing work;
(H)
apply required methods and sequences when performing tasks;
(I)
apply principles of time management and work simplification when
(J)
performing assigned tasks;
identify ethical practices and responsibilities; and
(K)
understand the importance of the application of organizational policies and
(L)
procedures.
8
- 1 -
The student shall
with entrepreneurship.
be
Concepts and skills
associated
(3)
provided opportunities to:
identify opportunities for business ownership;
(A)
understand the risk and profit motive factor;
(B)
understand the elements and advantages of the free enterprise system; and
(C)
explain the role of small business in the free enterprise system.
(D)
The student
Concepts and skills related to safety and safe working conditions.
(4)
shall be provided opportunities to identify and apply safe working practices to all
training situations.
Concepts and skills associated with human relations and personal development.
(5)
The student shall be provided opportunities to:
understand the importance of maintaining good health and proper
(A)
appearance for effective job performance;
understand oneself and others;
(B)
exercise self-control;
(C)
accept and use criticism;
(D)
recognize basic human relationships as they relate to business success; and
(E)
demonstrate characteristics for successful working relationships.
(F)
The student
Concepts and skills related to personal and business management.
(6)
shall be provided opportunities to:
explain how management assists in reaching personal and family goals;
(A)
explain the management process;
(B)
describe the role of management in controlling stress;
(C)
identify an-' understand personal checking accounts;
(D)
identify and understand personal loan application processes;
(E)
identify and understand different financial institutions;
(F)
identify the role and functions of business management;
(G)
understand the lines of authority; and
(H)
identify effective supervisory techniques.
(I)
student shall
Concepts and skills related to supervised agricultural activities. The
(7)
supervised agricultural
be provided opportunities to plan and conduct/perform
activities.
9
- 2 -
ESSENTIAL ELEMENTS FOR AGRISCIENCE 384
75 82 Agricultural Science and Technology
S
S
- shall be a classroom/laboratory-oriented
Agriscience 384 - Environmental Technology (1/2 unit)
course that includes the essential elements and the concepts and skills related to environmental
science. The student shall be provided opportunities to:
describe the individual components that comprise the environment;
(1)
discuss the interrelationship of biotic and abiotic components within an
(2)
ecosystem;
explore the sources and uses of renewable and non-renewable natural resources;
(3)
identify the effects of responsible stewardship on the environment;
(4)
identify the concepts and importance of responsibl.; stewardship;
(5)
analyze the impact of human population on the environment;
(6)
explore several abuses of natural resources;
(7)
identify the types and effects of pollution cn the environment;
(8)
explain the impact of habitat destruction on the environment;
(9)
discuss environmental laws, legislation, and regulations;
(10)
identify environmental conservation and preservation efforts;
(11)
list selected restoration and conservation practices and discuss their implications;
(12)
discuss and relate the three levels of environmental preservation and
(13)
conservation efforts;
discuss environmental ethics, responsibility, and education; and
(14)
develop a personal environmental philosophy based on individual values end
(15)
ethics.
activities
demonstrations are included
Suggested
unit.
with
and
each
It
is
recommended that sixty percent of class instruction be set aside for these exercises.
Actual time is left to the discretion of the teacher.