I Can Statements - Rugby Public Schools | | Rugby Public ... Can Statements Rugby Agricultural Education…

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  • Power Standards and

    I Can Statements

    Rugby Agricultural

    Education Department

    2014-15 Written By: Kasey Okke and Rick Vannett (Department Chair)

  • Index

    Introduction . Page 1

    Agricultural Education 1 Page 2

    Agricultural Education 2 Page 3

    Agricultural Education 3 Page 4

    Agricultural Education 4 Page 5

    Advanced Animal Science Page 6

    Agricultural Mechanics .. Page 7

    Horticulture 1 .. Page 8

    Meat Science Page 9

    Community Projects .. Page 10

    Agricultural Co-op Page 11

    Supervised Agricultural Experience . Page 12

    8Th Grade Agriculture Page 13

  • Dear Reader,

    Welcome to the Rugby, North Dakota Agricultural Education Department. In 2014 the

    teachers in this two person department are Kasey Okke and Rick Vannett. Agricultural

    Education is a very important part of the Rugby school system and has a rich tradition of

    student success. To continue the success, just like anything else, we need to expand our

    knowledge levels and keep an open mind to any new ideas that come our way. We are

    writing power standards and I Can statements to set goals for ourselves and our students.

    Our hope is that every student reaches and exceeds our standard and discovers new ways to

    succeed every day in our classrooms and labs.

    1

  • Agricultural Education 1:

    Description of Class:

    - This course is a basic orientation to agriculture/agribusiness. Units of study include the importance of

    agriculture leadership development and personal growth, introduction to plant science, livestock

    science, soil science, agriculture careers and supervised agriculture experience programs, food science,

    cold metal, carpentry, and safe tractor operation.

    Ag Leadership Development:

    1) Students are able to recite the FFA Creed from memory.

    I Can Statement- I can recite the FFA Creed from memory.

    Assessment- Students write the creed paragraph by paragraph and before moving onto the

    next paragraph, the students must correctly say the paragraph that they are currently on. The

    students will do this until they can fully recite all five paragraphs of the creed without error.

    Soil Science:

    1) Students are able to determine soil textures by using hands-on ribboning techniques.

    I Can Statement- I can determine between different soils textures by feeling the amount of

    grit and amount of clay in the soil sample.

    Assessment- Students will have different soil types and water placed in front of them and they

    will form a mud ball that has similar moisture content of play dough. The students will use their

    thumb and pointer and middle fingers to make a ribbon of soil to determine how well the soil

    stays together and the texture of the soil. These two things will give the student strong clues of

    what soil type it is.

    2) Students are able to determine different levels and horizons by using both eyesight and

    hands-on techniques.

    I Can Statement- I can determine different levels and horizons while in a soil pit using

    techniques I learned in class.

    Assessment- The students can determine different soil horizons (O, A, E, B, C, Bedrock) by

    looking for color differentiation, looking for changes in the root systems, and by using the

    texturing methods.

    Carpentry:

    1) Students are able to safely operate the router, miter saw, scroll saw, and band saw to

    complete their wood projects.

    I Can Statement- I can safely operate all of the saws in the shop and complete my wood

    projects using these tools.

    Assessment- Students work on a router sign, and a scroll saw project in the shop. They are

    frequently checked up on to determine their where they are on the project, as well as how safe

    they are performing their day-to-day shop work.

  • Agricultural Education 2:

    Description of Class:

    - Units of study include metal fabrication (arc, oxyacetylene, MIG, plasma arc, and thermo plastic

    welding), leadership development and SAEP, livestock selection and management practices, range

    science, managing agriculture with the computer, and introduction to landscape horticulture.

    Metal Fabrication

    1) Students are able to use the proper procedures to start up and shut down an oxy-acetylene

    welding torch.

    I Can Statement- I can follow proper procedure to successfully start and shut down an oxy-

    acetylene torch.

    Assessment- Students use the oxy-acetylene welding torch to complete welds for the class.

    2) Students are able to complete basic welds in the areas of oxy-acetylene, wire, and arc.

    I Can Statement- I can complete a high quality weld using all of the different welders available

    for us to use.

    Assessment- Students practice various welds on all three welding stations with the guidance of

    the instructor. The students hand in each of these welds for a grade.

    Leadership Development

    1) Students are able to demonstrate a skill to the other students, to pass that skill on to them.

    I Can Statement- I can demonstrate _________ to the other students so they can learn and

    know that skill.

    Assessment- Students demonstrate _________ to the whole class and do so in less than fifteen

    minutes of time.

    2) Students will learn basic skills of parliamentary procedure. (motions, debating, voting)

    I Can Statement- I can professionally and appropriately motion and debate for or against

    motions in a meeting setting.

    Assessment- Students will be assigned motions and the side that they need to debate on. The

    students will then go through the problem and decide whether or not to pass the motion.

    Landscaping

    1) Students are able to point out

    I Can Statement-

    2)

    I Can Statement-

  • Agricultural Education 3:

    Description of Class:

    - Units of study will include Public Speaking with a concentration on memorized speech, Parliamentary

    procedure and conduct of meetings, FFA activities, Hydraulics theory and systems, Drafting, Application

    for awards and proficiencies, Global positioning systems, Job skills (applications, resumes, etc)

    Structures (scale model buildings), and independent projects.

    Job Skils

    1) The students are able to form a resume that looks professional and is pertinent to the job

    they want to apply for.

    I Can Statement- I can write a professional and accurate resume.

    Assessment- Students write resumes, do peer editing on them, revise them, hand them into the

    instructor for editing, then revise a final copy to hand in.

    2) The students are able to write a professional looking letter of application.

    I Can Statement- I can write a professional and accurate letter of application.

    Assessment- Students write letters of application, do peer editing on them, revise them, hand

    them into the instructor for editing, then revise a final copy to hand in.

    3) The students are able to be interviewed by a panel of interviewers and answer all questions

    in a professional manor.

    I Can Statement- I can answer interview questions in a professional manor in front of a panel

    of interviewers.

    Assessment- Students form questions that are approved by the instructor and proceed to

    interview each student, one-by-one, in front of all of the students.

    4) The students can conduct a meeting using parliamentary procedure.

    I Can Statement- I can properly use parliamentary procedure to conduct business in our mini

    chapter class meetings.

    Assessment- Each class has mini chapter officers. Twice or Three times a year, the students

    conduct a meeting using the rules of parliamentary procedure.

    Structures and Independent Projects

    1) The students are able to read plans and use models to build projects off of.

    I Can Statement- I can read plans and follow a sample model to build wood projects off of.

    2) The students are able to use all saws and power tools in the shop setting.

    I Can Statement- I can operate all of the saws and power tools in the shop safely and

    efficiently.

  • Agricultural Education 4:

    Description of Class:

    - Units of study will include Public Speaking with a concentration on extemporaneous speech,

    Parliamentary procedure, FFA activities, Ag sales, Home Electricity, Plumbing, Concrete, and Farm

    business management, Application for awards and proficiencies, and independent projects.

    Power Standards:

    1)

    I Can Statement-

    2)

    I Can Statement-

    3)

    I Can Statement-

    4)

    I Can Statement-

    5)

    I Can Statement-

    6)

    I Can Statement-

  • Advanced Animal Science:

    Description of Class:

    - Units of study will be classification of animals, anatomy, physiology, genetics, and reproduction. The

    focus of study will be a laboratory/hands-on application.

    Power Standards:

    1)

    I Can Statement-

    2)

    I Can Statement-

    3)

    I Can Statement-

    4)

    I Can Statement-

    5)

    I Can Statement-

    6)

    I Can Statement-

  • Agricultural Mechanics:

    Description of Class:

    - (1) Units of study will include small engine safety, tools, and theory. We will cover small engine

    systems as well as disassembly, evaluation, reassembly, and overhaul. Students may be expected to

    supply a motor for evaluation and repair or maintenance. Advanced welding and metal work may also

    be included. (2) Units of study will center on advanced welding, project planning and construction. We will utilize all metal working tools at our disposal including MIG welders, plasma cutters, and metal working tools. Students

    will design, plan, and construct metal projects. Depending on time and project availability, this class may also focus

    on large scale construction of sheds and garages etc

    Welding:

    1) The students are able to complete a variety of arc welds in all positions (Vertical, horizontal,

    overhead, flat).

    I Can Statement- I can weld a strong holding arc welding bead in all of the welding positions

    demonstrated to me in the welding shop.

    2) The students are able to efficiently use the wire welder to successfully perform a wide

    variety of welds on basic metal positions (T, Butt, Corner, Lap, Pipe, and Flat Bead).

    I Can Statement- I can weld a strong holding wire welding bead on all of the basic metal

    positions.

    3) The students are able to continuously cut straight cuts on a piece of metal with the oxy-

    acetylene torch.

    I Can Statement- I can keep a steady hand and use the correct mixture of oxygen and

    acetylene to make deep and straight cuts on a piece of metal.

    Construction:

    4) The students are able to perform basic plumbing such as soldering and making PVC

    connections, ending with a water pressure test.

    I Can Statement- I can solder copper pipe and connect PVC to successfully withstand a water

    pressure test.

    5) The students are able to wire outlets and perform other basic wiring procedures.

    I Can Statement- I can wire an outlet, lightbulb, and a switch safely and accurately.

    6) The students are able to read plans and follow lab manuals to complete certain shop

    procedures and finish projects.

    I Can Statement- I can follow instructions to successfully complete shop projects.

  • Horticulture:

    Description of Class: - Topics to be covered include: Vegetable production, fruit production, greenhouse management, plant identification, plant reproduction and propagation, floral production, and some basic carpentry. The students will be challenged through a lot of hands-on work with growing and managing plants, fertilizer and pesticide applications, greenhouse business management practices, and learning to identify plants at different stages of growth.

    Greenhouse management:

    1) The students are able to grow and maintain living plants in the greenhouse.

    I Can Statement- I can use my knowledge to grow and care for the plants in the greenhouse

    Assessment- Students plant a variety of plants from seed and maintain them through their life.

    2) The students are able to propagate plants and have successful growth after propagation.

    I Can Statement- I can successfully propagate flowers and other cutting type plants in the

    greenhouse.

    Assessment- Students take cuttings from existing perennial plants and start their own plant

    from that cutting. The student must maintain that plant during the semester.

    3) The students are able to apply their knowledge through trial and error to grow plants via

    hydroponics.

    I Can Statement- I can conduct experimental trials to find the most successful methods of

    growing plants via hydroponics

    Assessment- The students get to experiment with growing plants using water, aeration, and

    liquid fertilizers to determine which the best way to grow using hydroponics is.

    4) The students are able to fill out an order and write a receipt for a potential greenhouse

    customer.

    I Can Statement- I can fill and order and correctly add up and include tax in the final receipt

    ticket.

    Assessment- The students fill out order slips and write receipts for customers as if they were

    working at a greenhouse.

    5) The students are able to transplant live plants into a bigger pot for more successful plant

    growth and prosperity.

    I Can Statement- I can successfully transfer a live plant into different soil to ensure enhanced

    plant growth and prosperity.

    Assessment- Students transplant plants from small pots to bigger pots, with and without having

    to break up the roots. These plants are expected to maintain growth and/or grow larger.

  • Meat Science:

    Description of Class:

    - Units of instruction include, meat department management, governmental standards, grading, carcass

    pricing, ground meat formulations, sausage production, meat fabrications, wrapping & marketing.

    Meat Cutting:

    1) The students are able to successfully sharpen the knives that will be used in class.

    I Can Statement- I can sharpen a knife to the quality needed in a good butcher shop.

    2) The students are able to calculate ground beef formulations and make the correct lean/fat

    ratio while cutting and grinding in the lab.

    I Can Statement- I can successfully calculate ground beef lean/fat ratios and make it in the

    lab.

    3) The students are able to identify a wide variety of meats as well as cut them.

    I Can Statement- I can identify steaks, roasts, and chops and cut them in the lab.

    4) The students are able to work with customers and fill meat orders.

    I Can Statement- I can work with customers and ensure they are getting the correct meat that

    they have ordered.

    5) The students are able to clean the lab to live up to the health code that is mandated by the

    FDA.

    I Can Statement- I can clean the lab so it meets and/or exceeds the health code set by the

    FDA.

    6) The students are able to cook/smoke all the meats that are cut in the lab.

    I Can Statement- I can successfully cook/smoke meats that will be sold out of our meats lab.

  • Community Projects:

    Description of Class:

    - Students will have the opportunity to study the community development process and select, plan, and

    implement a community development project or projects. Community leadership development and

    service learning are integral to the success of this course.

    Community Involvement:

    1) The students can communicate with community leaders and develop plans for development.

    I Can Statement- I can work with city leaders...

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