agriculture career development: plant science and agronomy · plant science and agronomy specific...

AGRICULTURE CAREER DEVELOPMENT:PLANT SCIENCE AND AGRONOMY

PROFILE OF TRAINING MASTERY

Instructor: _________________________________________________ Date: ______________________

Program: _____________________________________________________________________________

School: ____________________________________________________ Grade: _____________________

Name: ____________________________________________________ Soc. Sec. No. ________________

Address: ___________________________________________________ Phone: ____________________

In Case of Emergency, Contact: ____________________________________________________________

Address: ___________________________________________________ Phone: ____________________

Allergies/Disabilities that might require special accommodation for training (please specify):

_____________________________________________________________________________________

The above information can be used for school records and/or to ensure safety of students. This confidential information is not to be released to employers or the general public.

Date of Enrollment: ______________________ Date of Withdrawal: _____________________________

Date of Completion: ____________________ Total On-the-Job Training Hours: ____________________

Total Class Hours: ____________________________ Total Lab Hours: ____________________________

Total Hours Tardy: __________________________ Total Hours Absent: __________________________

_____________________ ______________________________________ ______________________________________

Duration of Employment Job Title Supervisor’s Name

_____________________________________________________________ ______________________________________

Address of Employer Phone

_____________________ ______________________________________ ______________________________________

Duration of Employment Job Title Supervisor’s Name

_____________________________________________________________ ______________________________________

Address of Employer Phone

This document can be used to record information about the student and skills mastered. This information is useful in documenting student progress during training and in providing information about the student’s qualifications to potential employers and/or for entry into advanced training programs. Instructors using these materials are authorized to reproduce this document as required for use in their training programs.

Use of This Document

CIMC Copyright 2007

Curriculum and Instructional Materials Center, Oklahoma Department of Career and Technology Education

1500 West Seventh Avenue, Stillwater, Oklahoma 74074-4364 800-654-4502 Fax 405-743-5154

ON-THE-JOB TRAINING/WORK EXPERIENCE

AGRICULTURE CAREER DEVELOPMENT:PLANT SCIENCE AND AGRONOMYSPECIFIC JOB COMPETENCIES

UNIT 1 — SOILS

_____________ 1. Complete statements about soil origins and uses.

_____________ 2. Choose correct responses about the physical properties of soil.

_____________ 3. Recall facts about soil profi les.

_____________ 4. Choose correct responses about soil textures.

_____________ 5. Perform a sedimentation test to identify soil textures.

_____________ 6. Determine soil texture by touch.

_____________ 7. Recall facts about soil structure.

_____________ 8. Recall facts about soil permeability.

_____________ 9. Choose correct responses about slope and surface runoff.

_____________ 10. Complete statements about soil classifi cation and soil series.

_____________ 11. Choose correct responses about land capability classes.

_____________ 12. Respond to problems related to land capability class.

_____________ 13. Choose correct responses about soil survey reports.

_____________ 14. Interpret a soil survey report.

_____________ 15. Recall facts about soil nutrients.

_____________ 16. Complete statements about cation exchange capacity.

_____________ 17. Choose correct responses about soil pH.

_____________ 18. Perform a soil test for N-P-K and pH.

_____________ 19. Recall facts about amendments and fertilizers as soil treatments.

_____________ 20. Complete statements about soil erosion.

_____________ 21. Classify degrees of erosion.

_____________ 22. Recall facts about vegetative soil treatments.

_____________ 23. Recall facts about mechanical soil treatments.

_____________ 24. Complete a land judging scorecard when given the characteristics of a fi eld.

_____________ 25. Select and judge a fi eld and complete the land judging scorecard.

UNIT 2 — AGRONOMY

_____________ 1. Choose correct responses about agronomic science.

_____________ 2. Investigate a career opportunity in agronomy.

_____________ 3. Identify parts of a grain plant.

_____________ 4. Identify parts of a broadleaf plant.

_____________ 5. Identify crop plants.

_____________ 6. Identify crop seeds.

_____________ 7. Identify weed plants.

_____________ 8. Identify weed seeds.

_____________ 9. Recall facts about insect classifi cation.

INSTRUCTOR:As each competency is mastered, place your initials and the date in the blank on the left.

This will verify that the student can perform the skill with a minimum of supervision.

Student ratings on specific competencies evaluated during the course are available upon student’s written request and/or by calling the instructor. Parent’s or guardian’s signature is necessary if student is under 18 years of age.


_____________ 10. Identify and classify insects.

_____________ 11. Recall facts about classifying plant disorders.

_____________ 12. Classify plant disorders.

UNIT 3 — ENVIRONMENTAL AND NATURAL RESOURCES

_____________ 1. Complete statements about the environment and natural resources.

_____________ 2. Choose correct responses about water sources and uses.

_____________ 3. Identify components of the hydrologic cycle.

_____________ 4. Recall facts about water quality.

_____________ 5. Respond to water quality management scenarios.

_____________ 6. Analyze a water sample.

_____________ 7. Recall facts about air quality.

_____________ 8. Match ecosystems to their characteristics.

_____________ 9. Choose correct responses about food chains.

_____________ 10. Complete statements about biological succession and biodiversity.

_____________ 11. Recall facts about types and sources of waste.

_____________ 12. Choose correct responses about waste management.

_____________ 13. Analyze waste management scenarios.

_____________ 14. Complete statements about national and global environmental issues.

_____________ 15. Analyze an environmental issue.

_____________ 16. Write an article about an environmental topic.

_____________ 17. Identify equipment used in environmental science.

_____________ 18. Identify mammals native to North America.

_____________ 19. Identify fi sh and aquatic animals native to North America.

_____________ 20. Identify birds native to North America.

_____________ 21. Identify reptiles and amphibians native to North America.

_____________ 22. Identify non-native plants.

_____________ 23. Identify non-native animals.

_____________ 24. Use a GPS to locate points.

UNIT 4 — FLORICULTURE

_____________ 1. Complete statements about the fl oriculture industry.

_____________ 2. Recall facts about greenhouses.

_____________ 3. Choose correct responses about producing a fl oriculture crop.

_____________ 4. Recall facts about growing media.

_____________ 5. Choose correct responses about safety in the fl oriculture industry.

_____________ 6. Identify common fl oriculture and bedding plants.

_____________ 7. Identify common plant diseases.

_____________ 8. Identify common plant pest problems.

_____________ 9. Complete statements about controlling plant pest and disease problems.

_____________ 10. Recall facts about common plant nutrition and environmental disorders.

_____________ 11. Diagnose plant health problems and recommend appropriate treatment

_____________ 12. Recall facts about sexual plant propagation methods.

_____________ 13. Recall facts about asexual plant propagation methods.

_____________ 14. Demonstrate proper technique for making and potting cuttings.

_____________ 15. Complete statements about pinching and disbudding plants.

_____________ 16. Demonstrate proper technique for pinching and disbudding plants.

_____________ 17. Choose correct responses about the principles of fl oral design.

_____________ 18. Create a symmetrical fl oral arrangement.

_____________ 19. Create a dish garden.

_____________ 20. Make and package a corsage.

_____________ 21. Choose correct responses about interpersonal skills needed in the fl oriculture industry.

_____________ 22. Demonstrate one-on-one selling techniques.

_____________ 23. Demonstrate telephone selling techniques.

_____________ 24. Demonstrate successful methods for handling a customer complaint.

UNIT 5 — FORESTRY

_____________ 1. Complete statements about forest uses.

_____________ 2. Match common forestry terms with their defi nitions.

_____________ 3. Choose correct responses about forestry careers.

_____________ 4. Recall facts about the role of government in forestry.

_____________ 5. Choose correct responses about forestry economics.

_____________ 6. Recall facts about issues affecting forest management.

_____________ 7. Identify economically important trees.

_____________ 8. Choose correct responses about tree anatomy and growth.

_____________ 9. Complete statements about silviculture practices.

_____________ 10. Match types of tree damage to their causes.

_____________ 11. Respond to forest management scenarios.

_____________ 12. Recall acts about forest safety.

_____________ 13. Identify forestry equipment and tools.

_____________ 14. Identify parts of a chain saw.

_____________ 15. Choose correct responses about chain saw use and safety.

_____________ 16. Recall facts about the measurement of forest resources.

_____________ 17. Choose correct responses about determining timber volume.

_____________ 18. Measure dbh using a diameter tape.

_____________ 19. Measure diameter and merchantable height using a Biltmore stick.

_____________ 20. Choose correct responses about fi nding and describing forest locations.

_____________ 21. Read land descriptions.

UNIT 6 — NURSERY/LANDSCAPE

_____________ 1. Choose correct responses about the nursery and landscape industry.

_____________ 2. Identify common nursery and landscape plants.

_____________ 3. Identify common landscape plant pests.

_____________ 4. Identify common landscape plant diseases.

_____________ 5. Identify common landscape weeds and methods for control.

_____________ 6. Locate information on an herbicide product label.

_____________ 7. Identify physiological problems of landscape plants.

_____________ 8. Identify equipment and supplies used in the nursery and landscape industry.

_____________ 9. Choose correct responses about equipment and tool maintenance.

_____________ 10. Operate a rear-tine rotary tiller.

_____________ 11. Trim with an edger.

_____________ 12. Recall facts about pruning trees and shrubs.


_____________ 13. Determine which parts of a tree to prune.

_____________ 14. Choose correct responses about nursery plant propagation.

_____________ 15. Demonstrate proper technique for propagating and potting nursery stock.

_____________ 16. Recall facts about transplanting trees and shrubs.

_____________ 17. Determine the soil-ball size of trees to be transplanted.

_____________ 18. Transplant balled-and-burlapped stock.

_____________ 19. Choose correct responses about the process of landscape design.

_____________ 20. Recall facts about landscape plant selection.

_____________ 21. Complete statements about elements used in landscape design.

_____________ 22. Choose correct responses about making landscape drawings.

_____________ 23. Determine appropriate plant materials for a landscape plan.

_____________ 24. Make a landscape drawing.

_____________ 25. Estimate materials needed to execute a landscape plant.

_____________ 26. Establish turfgrass using plugs.

_____________ 27. Respond to scenarios involving common nursery and landscape situations.

_____________ 28. Respond to a customer using a business letter format.


Agriculture Career Development:Plant Science and Agronomy

Instructor’s Manual

Upfront

Objective Sheet

Instructor’s Guide

Answers

LAP Sheet

Transparency Masters (as appropriate)

Written Test

Handouts (as appropriate)

Developed by theCurriculum and Instructional Materials Center

for the Division of Agriculture Education Oklahoma Department of Career and Technology Education07-00000 AG1104

Copyright 2007

Oklahoma Department of Career and Technology EducationCurriculum and Instructional Materials Center

All rights reserved.

Printed in the United States of America by theOklahoma Department of Career and Technology Education

Stillwater, Oklahoma 74074-4364

This publication, or parts thereof, may not be reproduced in any form by photographic, electrostatic, mechanical, or any other methods for any use including information storage and retrieval, without written permission from the publisher.

Web site addresses were accurate and all content on referenced web sites was appro-priate during development and production of this product. However, web sites some-times change; the CIMC takes no responsibility for a site's content. The inclusion of a web site does not constitute an endorsement of that site's other pages, products, or owners. You are encouraged to verify all web sites prior to use.

The Oklahoma Department of Career and Technology Education does not discriminate on the basis of race, creed, color, national origin, sex, age, veteran status, or qualified handicap.

TABLE OF CONTENTS


Upfront Acknowledgments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . v Use of This Publication . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . vii Basic Skills in Curriculum. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . vii Corrections and Suggestions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xi

One set per unit of the following components:

• Objective Sheet • Instructor’s Guide • Answers • LAP Sheet • Written Test • Handouts (as appropriate) • Other required media (as appropriate)

Student Workbook

One set per unit of the following components:

• Objective Sheet • Information Sheet • Assignment Sheets (as appropriate) • Job Sheets (as appropriate)

UNIT 1 SOILS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1-1

UNIT 2 AGRONOMY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2-1

UNIT 3 ENVIRONMENTAL AND NATURAL RESOURCES . . . . . . . . . . . . . . . . . . . . 3-1

UNIT 4 FLORICULTURE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4-1

UNIT 5 FORESTRY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5-1

UNIT 6 NURSERY/LANDSCAPE. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6-1

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ACKNOWLEDGMENTS

Project Manager: Darin Killough

Writers: Sara Pehrsson

Electronic Document Specialist: Melinda Hawk

Cover Design: Candy Haun

Illustrators: Kim Hale Art Department staff

Editors: Craig Maile

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SPECIAL THANKS

This publication could not have been printed without the expertise and commitment of the Printing Plant staff under the supervision of Danny Darrow. Delivery of the final product was accomplished through the excellence of the Curriculum Customer Service staff under the direction of Lana Austin, and the CIMC Warehouse staff, under the direction of Darrell Stiles.

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USE OF THIS PUBLICATION

Each unit of instruction is based on the performance needed for successful employment in an occupational area. Animal Science contains 19 units of instruction. A complete unit may contain most or all of the following components: Objective Sheet, Instructor’s Guide, Answers, Transparency Master, Written Test, Handout, Information Sheet, Assignment Sheet, and Job Sheet.

STUDENT WORKBOOK

Objective Sheet

The Objective Sheet summarizes each unit for the student and the instructor. The Objective Sheet includes the following:

• Introduction—This section introduces students to the unit topic and its importance to them. The introduction also relates the unit to the students’ experiences and their “need to know,” in order to help capture their interest and focus their attention on the specific topic.

• Unit Objectives—The Unit Objective states the overall goal of the unit. It identifies what the student will be able to do after successfully completing the unit, as well as the standards used to measure student performance.

• Specific Objectives—The Specific Objectives outline the teaching sequence of the competencies required to reach the Unit Objective.

The Specific Objectives on the Objective Sheet should be emphasized to all students at the start of each unit and throughout the teaching and learning processes. This will help answer student questions about performance requirements for each unit. Specific Objectives can also assist instructors in determining teaching strategies and instructional methods. Instructors should prepare for each unit by deciding how each objective could best be taught.

Instructors should modify, delete, or add objectives to meet the needs of students. When objectives are added, the instructor should remember to provide the needed information, Assignment and/or Job Sheet, and criterion-referenced test items.

Information Sheet

The Information Sheet provides the “must know” content essential for meeting the cognitive objectives in the unit.

Many objectives on the Information Sheet begin with a “Words to Learn” section. This boxed item identifies terms relating to the objective. Students should fill in the definitions, which can be found in the Glossary of Terms. Terms in the “Words to Learn” boxes are tested only indirectly with the objective information (not on the Written Test as a matching exercise).

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Many objectives also include a “Consider This” section in a shaded box. This section includes a topic for classroom discussion. The Information Sheet may also include clarifying Notes and Examples, as needed.

The Information Sheet includes many boxed sidebar stories and “Fun Facts.” These items generally feature “interesting to know” facts. These features are included in the units to add interest. Instructors may use these components as they wish. For example, instructors may choose to quiz students over this material as an extra credit assignment.

Students should read the Information Sheet for each unit before it is discussed in class. Space is provided in the margins for both students and instructors to add notes that clarify and/or expand upon the information presented.

Review questions are provided at the end of each Information Sheet. Instructors may choose to have students answer the review questions as an additional assignment.

Assignment Sheets

The Assignment Sheets address the learning levels at or above the application level of Bloom’s taxonomy. They allow students to perform non-psychomotor activities related to occupational tasks. Assignment Sheets also provide students with an opportunity to use higher-order thinking skills, such as problem-solving, synthesizing, analyzing, and evaluating. In addition, they may provide opportunities for cooperative learning and more detailed oral/written communication activities.

Assignment Sheets activities can be “paper and pencil” activities, as well as those using computer software, videotapes, models, handouts, or other resources as appropriate. Several bonus assignments are included, which can be completed by students for extra credit. Basic Skills for the Assignment Sheets are identified in the Instructor’s Guide.

Before teaching an Assignment Sheet, review the directions and any specific guidelines. Make certain that any needed materials from the Instructor’s Manual are available. Once students have completed the Assignment Sheet, evaluate each student’s performance and provide reteaching and retesting as necessary. Have the students repeat the Assignment Sheet until they achieve mastery. Instructors may return the completed Assignment Sheets to the students so that they may use them for later reference if needed.

Job Sheets

Job Sheets give students step-by-step procedures for performing manipulative or psychomotor occupational tasks or jobs. The Job Sheet also functions as a Skill Test Record, facilitating the instructor’s evaluation of each student’s performance. Both the process and the end-product are evaluated. Diagrams, illustrations, and photographs are included, as needed, to assist students in completing the job.

Before teaching a Job Sheet, review the introduction and evaluation criteria. Remind the students that they should not fill in the blanks in the Yes/No columns. Explain

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all general guidelines, safety cautions, and warnings. Make sure that all tools, equipment, and supplies are available. Demonstrate each of the procedures outlined in the Job Sheet and allow the students to practice the Job Sheet skills before skills testing. Coach, correct, and supervise as necessary. Once students have completed the Job Sheet, evaluate each student’s performance and provide remediation as necessary. Have the students repeat the Job Sheet until they achieve mastery. Return the completed Job Sheets to the students so that they may use them for later reference if needed.

INSTRUCTOR’S MANUAL

The Instructor’s Manual includes instructor reference materials, as well as a copy of the Student Workbook, all in loose-leaf format. Tabbed page dividers have been provided so that this information can be organized in any method the instructor sees most convenient.

Instructor’s Guide

The Instructor’s Guide leads instructors step by step through the unit. It recommends instructional strategies for each of the Specific Objectives. Resources (publications, videos, computer software, and other media) are listed, as well as unit references. These resources can be used to supplement the instructor’s knowledge of the subject area and to help students with particular interests or occupational objectives. The Instructor’s Guide also includes the definitions of the “Words to Learn,” which appear in the student’s Information Sheet.

Instructors should study the Instructor’s Guide before introducing the unit and allow time to obtain supplemental materials, prepare audiovisual materials, and contract outside resource persons. Specific tasks of the instructor will vary with each unit.

Answers

This component lists the answer to all of the Assignment Sheets and Written Tests.

Transparency Masters

The Transparency Masters are provided so that instructors can make transparencies to accompany specific units. Transparencies allow students to see the information being presented, thus reinforcing the learning process. These visual images also direct attention to the topic under discussion. Transparencies should be made from the Transparency Masters and placed where they will be readily available when needed. Transparencies should be left on the screen only when the related topics are under discussion. Transparencies may be photocopied for student use and given out as handouts.

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Written Test

The Written Test provides criterion-reference evaluation of the Specific Objectives from in the Information Sheet. If instructors have added, deleted, or modified any objectives, appropriate changes should be made to the Written Test. The Written Test serves as both a pretest and a posttest. The Written Tests may be photocopied for classroom use.

EVALUATION

Pretest

Use the unit Written Test for both the pretest and posttest. Give the students the pretest before they begin the unit. Use pretest results to guide individual students in progressing through the unit, doing enrichment work, or moving to the next unit.

Assignment Sheet

Evaluate students on Assignment Sheet activities. Students must repeat an Assignment Sheet until they have mastered the activity. Complete each student’s Profile of Training Mastery.

Skill Test

Explain to the students that they will be asked to demonstrate the procedures on the Job Sheets as a skills test. Describe the rating scale used on the skills test. Reteach and retest as necessary. Complete each student’s Profile of Training Mastery.

Posttest

After they have completed the unit, give students the Written Test again. Explain to the students that they will be asked to demonstrate on the Written Test actions listed in the specific objectives. Reteach and retest as necessary to meet individual student needs and state standards for student learning and competency gains. Complete the appropriate sections of the Profile of Training Mastery. Review individual and group performance to evaluate teaching effectiveness. Adjust scope, sequence, or instructional methods for additional lessons as required.

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BASIC SKILLS IN CURRICULUM

CIMC has always been mindful of the importance of reinforcement (and sometimes remediation) of students’ academic skills as they progress through career and technology training, and has always included activities in its materials to enhance and promote use of these skills.

State and federal legislation mandates vigorous basic skills development in career and technology education in the wake of demands by industry that workers must be academically, as well as technically, competent, given the nature of the highly complex workplace. In response, CIMC has taken the following steps to document that, indeed, the instructional materials combine academic skills training with the career and technology training. In addition, concerted efforts have been made to “beef up,” or enhance the basic skills instruction already present.

To assist teachers and students in identifying activities that promote basic skills development, basic skills are identified in the Instructor’s Guide for each Job Sheet or Assignment Sheet. The 10 broad skills areas include reading, writing, mathematics, science, oral communication, interpersonal, creative thinking, employability, social studies, and technology.

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CORRECTIONS AND SUGGESTIONS

The Curriculum and Instructional Materials Center (CIMC) wants to provide voca-tional instructors and students with accurate and effective materials. Although the CIMC strives to maintain the highest standards of development and production, over-sights sometimes do occur. If you find any errors in this or other CIMC publications, or have suggestions for improving their usefulness in vocational programs, please notify the CIMC staff. To do this, please identify the page(s) affected and write any comments to clarify the error or suggestion. Use the spaces below. Then, simply fold (bottom of page upward, top downward), secure, and mail.

This information will be used to correct the publication before the materials are reprinted. To ensure that the material is updated on a timely basis, notify the CIMC of necessary corrections as soon as possible after discovering the error.

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Agriculture Career Development: Plant Science and Agronomy

Unit/Page: Comments:

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Thank you for your comments. If we have questions, how may we contact you:

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INTRUCTORʼS MANUAL - Agriculture Career Development: Plant Science and AgronomyUPFRONT - CIMC - xiv

PLACESTAMPHERE

CIMC OKLAHOMA DEPARTMENT OF CAREER AND TECHNOLOGY EDUCATION 1500 W. 7TH AVE STILLWATER OK 74074-4364

ATTN: Corrections Department

INTRODUCTIONSun, water, air, and soil are some of the natural resources we all rely on to live. Without them, life as we know it could not exist. But the environment that supports us is often threatened by natural and human activities. Clean air and water, plentiful food, and comfortable homes are all in danger when careless people abuse our natural resources. Understanding how the environment works, and what you can do to keep it healthy, is the best medicine for keeping our planet healthy.

FOCUS ASSIGNMENTSRead OSU Extension Fact Sheet No. F-9010, “Introduction to the Snakes of Oklahoma.”

Write a short essay (one page) on general information about Oklahoma snakes and snake habitats.

UNIT OBJECTIVEAfter completing this unit, you will show the following competencies by mastering the activities on the Assignment and Job Sheets and by scoring at least 85% on the Written Test.

SPECIFIC OBJECTIVES

1. Complete statements about the environment and natural resources.

2. Choose correct responses about water sources and uses.

3. Identify components of the hydrologic cycle.

4. Recall facts about water quality.

5. Respond to water quality management scenarios. (Assignment Sheet 1)

6. Analyze a water sample. (Job Sheet 1)

Environmental andNatural Resources

Unit 3

OBJECTIVE SHEETCIMC — INSTRUCTOR’S MANUAL

Instructor’s ManualObjective Sheet

Unit 3 – 2

CIMCIntroduction to Career Development Events: Environmental and Natural Resources

7. Recall facts about air quality.

8. Match ecosystems to their characteristics.

9. Choose correct responses about food chains.

10. Complete statements about biological succession and biodiversity.

and wait for instructions before proceeding.

11. Recall facts about types and sources of waste.

12. Choose correct responses about waste management.

13. Analyze waste management scenarios. (Assignment Sheet 2)

14. Complete statements about national and global environmental issues.

15. Analyze an environmental issue. (Assignment Sheet 3)

16. Write an article about an environmental topic. (Assignment Sheet 4)

17. Identify equipment used in environmental science.

18. Identify mammals native to North America.

19. Identify fi sh and aquatic animals native to North America.

20. Identify birds native to North America.

21. Identify reptiles and amphibians native to North America.

22. Identify non-native plants.

23. Identify non-native animals. 24. Use a GPS to locate points. (Job Sheet 2)

Required Activities and Resources R

These are fully integrated components of this CIMC curriculum. They are usually packaged in or with the curriculum and are essential in meeting the learning objectives. To individualize this unit, use the LAP Sheet supplied in your resources.

• Reproducible Handouts and Transparency Masters are included in the Instructor’s Manual. Handouts should be copied for all students. Transparency Masters should be used to make overhead transparencies for use during instruction.

• Non-reproducible resources are included in the student’s curriculum.

Optional Activities and Resources O

These are suggested high-interest activities to help deliver learning objectives to students or to let students achieve objectives in an applied context. Select as many as you wish to use. Some activities use extra resources for further information about unit content. You can make them available in the classroom for in-depth study or optional activities, but their use is not required for meeting CIMC unit objectives.

GENERAL INSTRUCTIONSAssignment Sheets

R Review the directions and any specific guidelines.

R Make certain that any needed materials from the Instructor’s Manual are available.

R Have the students complete the Assignment Sheet. Evaluate each student’s performance and provide reteaching and retesting as necessary. Have the students repeat the Assignment Sheet until they achieve mastery.

R Complete each student’s Profile of Training Mastery.


Instructor’sGuide 3CIMC Introduction to Career Development Events: Environmental and Natural Resources

Unit 3 – 3

Environmental and Natural Resources

Instructor’s ManualInstructor’s Guide


Unit 3 – 4

O Have the students volunteer to read aloud the directions and any special guidelines.

O Return the completed Assignment Sheets to the students so that they may use them for later reference if needed.

Job Sheets

R Review the introduction and evaluation criteria for the Job Sheet. Remind the students that they should not fill in the blanks in the Yes/No columns.

R Review and explain all general guidelines, safety cautions, and warnings.

R Make sure that all tools, equipment, and supplies are available.

R Demonstrate each of the procedures outlined in the Job Sheet.

R Allow the students to practice the Job Sheet skills before skills testing. Coach, correct, and supervise as necessary.

R Have the students complete the Job Sheet. Evaluate each student’s performance and provide remediation as necessary. Have the students repeat the Job Sheet until they achieve mastery.

R Complete each student’s Profile of Training Mastery.

R Return the completed Job Sheets to the students so that they may use them for later reference if needed.

O Have the students volunteer to read aloud the job guidelines, cautions, and warnings.

LAP Sheets

The LAP Sheets are an optional component that can be used to individualize instruction. The following instructions should be followed only if you are using the LAP Sheets.

R Explain the specific procedures to be followed to the students before they begin using the LAP Sheet. Be sure that each student understands the procedures for using the LAP Sheet.

R If you want the students to complete any of the assignments on the LAP Sheet that are labeled optional, assign these to the students. Be sure to provide any needed resources.

R Show the students the PowerPoint® presentation on this unit’s objectives.


CIMC Introduction to Career Development Events: Environmental and Natural Resources

Unit 3 – 5

OBJECTIVE 1Complete statements about the environment and natural resources.

R Start a discussion by asking, “If the human population on earth doubles in the next 50 years, as some scientists predict, how will the human demand for resources affect the environment?”

O Ask students to volunteer ways that they might be wisely using, wasting, or abusing natural resources in their daily lives.

OBJECTIVE 2Choose correct responses about water sources and uses.

R Start a discussion by asking, “Where does the drinking water in your home come from?”

O Have students explore the USGS “Water Science for Schools” web site at <http://ga.water.usgs.gov/edu/mearth.html>. If possible, have students work in pairs or in groups. Allow each pair or group time to study the information in the web site and to develop a short presentation on one of the topics listed in the Earth’s Water menu.

OBJECTIVE 3Identify components of the hydrologic cycle.

R Start a discussion by asking, “How much of the Earth’s water is present in the atmosphere as water vapor?”

R Use Transparency Master 1 to help students learn to identify components of the hydrologic cycle.

O Have students explore NASA’s Observatorium: The Hydrologic Cycle at <http://observe.arc.nasa.gov/nasa/earth/hydrocycle/hydro1.html>.

OBJECTIVE 4Recall facts about water quality.

R Start a discussion by asking, “How does your community ensure a clean source of water?”

O Have students read OSU Fact Sheet L-312, “Protect the Illinois River from Nutrient Pollution.” Discuss how common activities can lead to water pollution, and how it can be prevented.

O Allow students to explore the activities available from the EPA web site at <www.epa.gov/safewater/kids/kids_9-12.html>.



Unit 3 – 6

OBJECTIVE 5Respond to water quality management scenarios. (Assignment Sheet 1)

R See the general instructions for all Assignment Sheets.

OBJECTIVE 6Analyze a water sample. (Job Sheet 1)

R See the general instructions for all Job Sheets.

OBJECTIVE 7Recall facts about air quality.

O Have students work in pairs or small groups. Each group should select a different common air pollutant (common pollutants are described at the EPA web site found at <www.epa.gov/air/>). Using the Internet or other sources, each group should research the pollutant in terms of causes, health concerns, and preventive measures. Groups can then give a brief presentation to the class about the pollutant.

O Have students explore the Plain English Guide to the Clean Air Act at <www.epa.gov/air/oaqps/peg_caa/pegcaain.html>. Discuss the legislation and its effects as a class. Ask students to describe how the legislation affects their own activities and the quality of life in the United States.

O Have students explore the information and activities available at the EPA Global Warming Kids Page at <www.epa.gov/globalwarming/kids/>.

OBJECTIVE 8Match ecosystems to their characteristics.

R Use the PowerPoint Presentations CD-ROM to show color photographs of the ecosystems listed in this objective.

R Start a discussion by asking, “What kinds of animals are found living in nearly every ecosystem around the world?”

O Have students research and report on a specific ecosystem. Working individually or in pairs, students should select a terrestrial or aquatic ecosystem to produce a written report or presentation on. Ecosystem information should include details about the climate, location, terrain, types of plants and animals, and adaptations plants and animals have developed to be successful within the ecosystem.



Unit 3 – 7

O As a class, explore the information on biomes provided at the Biomes Home Page <www.nceas.ucsb.edu/nceas-web/kids/biomes/biomes_home.htm>.

O Develop a bulletin board with students contributing photographs and information about each of the different ecosystems.

OBJECTIVE 9Choose correct response about food chains.

R Start a discussion by asking, “Bananas are shipped from one ecosystem (a rainforest) to be eaten in other ecosystems all over our country. How does this affect the way energy flows within each of these ecosystems?”

R Use Transparency Master 2 to help students learn to identify components of the food chain.

O Have students draw a diagram of a food chain that includes humans.

O Discuss with the class how energy is lost at each level of the food chain, and how this limits the number of levels that a food chain has. Guide students to the conclusion that there must be a constant input of energy into the system from the sun, plants, and photosynthesis.

OBJECTIVE 10Complete statements about biological succession and biodiversity.

R Start a discussion by asking, “How do plantation forests differ as an ecosystem from old-growth forests?”

O Have students work with a partner to develop a report on a local invasive species. Each pair should select a species that is not native to your area and is causing a problem. The Nature Conservancy Invasive Species Initiative Page at <http://tncweeds.ucdavis.edu/worst.html> provides information on local weeds and general information about invasive species. Allow students time to research and prepare their report. As a final product, provide an option of a written report or presentation to the rest of the class.

O Initiate a class discussion regarding common agricultural practices such as monoculture and livestock breeding. Encourage students to consider and respond to how these practices, while useful in facilitating management and increasing production, have a negative impact on biodiversity. Ask students to volunteer possible long-term effects of such practices on ecology, and how those might be mitigated.

O Ask a representative from the local extension office to talk to the class about the local ecosystem and how it is affected by invasive species.



Unit 3 – 8

OBJECTIVE 11Recall facts about types and sources of waste.

R Start a discussion by asking, “What happens to the waste products in a natural ecosystem?”

R Have students volunteer examples of the different types and sources of waste.

O Ask the class to organize and participate in a clean-up day for the school or local community. Students should ensure that they are prepared for all different types of waste so that it can be disposed of properly. When the event is over, discuss with the class if they discovered sources of waste they were not previously aware of, or had considered ways to prevent litter and excessive waste at the school.

and have students read the review questions and take the Written Test for this portion of the unit (Part A). Once the tests have been evaluated, continue with the remaining objectives.

OBJECTIVE 12Choose correct responses about waste management.

R Start a discussion by asking, “Where is wastewater in your community treated?”

O Arrange to bring the class on a field trip to tour a local wastewater treatment or solid waste treatment facility.

O Invite a local livestock farmer to class to discuss methods used at his/her farm to treat wastewater, solid waste, and hazardous waste.

OBJECTIVE 13Analyze waster management scenarios. (Assignment Sheet 2)




Unit 3 – 9

OBJECTIVE 14Complete statements about national and global environmental issues.

R Start a discussion by asking, “Do other countries have the same environmental problems as the United States?”

O Ask the class to select a specific environmental issue that has created national controversy, such as drilling for oil in the Arctic National Wildlife Refuge. Divide the class in half. One half of the class must choose to argue from the side of increased environmental protection, while the other half of the class must argue from the other side of the issue (this will depend on the specific issue: in the case of drilling in the ANWR, it would be the need for an increased domestic supply of oil). Allow students time to research the issue. When the class reconvenes, you will act as the moderator while the class conducts a debate on the environmental issue selected.

OBJECTIVE 15Analyze an environmental issue. (Assignment Sheet 3)


OBJECTIVE 16Write an article about an environmental topic. (Assignment Sheet 4)


OBJECTIVE 17Identify equipment used in environmental science.

R Bring the equipment listed in the Information Sheet to class for students to examine. Discuss common applications for each piece of equipment. As much as possible, allow students to practice using each piece of equipment.

O Have students create flashcards for each piece of equipment listed. Allow them to work in pairs to memorize the equipment appearance, names, and uses with the flashcards.

OBJECTIVE 18Identify mammals native to North America.

R Use the PowerPoint Presentations CD-ROM to show color photographs of the animals listed in this objective.



Unit 3 – 10

R Assign each of the mammals listed in this objective to a student. Students should research their assigned animal(s) to determine facts about its niche in the ecosystem. This should include habitat, behavior, where it is found in North America, and what it eats. Have all students present the information they have found to the rest of the class.

O Develop a bulletin board with students contributing photographs and information about each of the different animals in this objective.

OBJECTIVE 19Identify fish and aquatic animals native to North America.

R Use the PowerPoint Presentations CD-ROM to show color photographs of the species listed in this objective.

R Assign each of the fish and aquatic animals listed in this objective to a student. Students should research their assigned specie(s) to determine facts about its niche in the ecosystem. This should include habitat, behavior, where it is found in North America, and what it eats. Have all students present the information they have found to the rest of the class.

O Develop a bulletin board with students contributing photographs and information about each of the different species in this objective.

OBJECTIVE 20Identify birds native to North America.


R Assign each of the birds listed in this objective to a student. Students should research their assigned bird(s) to determine facts about its niche in the ecosystem. This should include habitat, behavior, where it is found in North America, and what it eats. Have all students present the information they have found to the rest of the class.


OBJECTIVE 21Identify reptiles and amphibians native to North America.




Unit 3 – 11

R Assign each of the reptiles and amphibians listed in this objective to a student. Students should research their assigned specie(s) to determine facts about its niche in the ecosystem. This should include habitat, behavior, where it is found in North America, and what it eats. Have all students present the information they have found to the rest of the class.


OBJECTIVE 22Identify non-native plants.


R Assign each of the plants listed in this objective to a student. Students should research their assigned plant(s) to determine facts about its origin, how it arrived in North America, and how it has affected the nature of the ecosystem where it has invaded.


OBJECTIVE 23Identify non-native animals.


R Assign each of the animals listed in this objective to a student. Students should research their assigned animal(s) to determine facts about its origin, how it arrived in North America, and how it has affected the nature of the ecosystem where it has invaded.


OBJECTIVE 24Use a GPS to locate points. (Job Sheet 2)

R See the general instructions for all Job Sheets.



Unit 3 – 12

OPTIONAL RESOURCES

Web sites

NOTE: Web site addresses were accurate and all content on referenced web sites was appropriate during development and production of this product. However, web sites sometimes change; the CIMC takes no responsibility for a site's content. The inclusion of a web site does not constitute an endorsement of that site's other pages, products, or owners. You are encouraged to verify all web sites prior to use.

• Biomes Home Page, accessed April 2007. www.nceas.ucsb.edu/nceas-web/kids/biomes/biomes_home.htm

• Drinking Water and Ground Water Kids’ Stuff, accessed April 2007. www.epa.gov/safewater/kids/kids_9-12.html

• NASA’s Observatorium: The Hydrologic Cycle, accessed April 2007. http://observe.arc.nasa.gov/nasa/earth/hydrocycle/hydro1.html

• TNC Invasive Species Initiative Page, accessed April 2007. http://tncweeds.ucdavis.edu/

• Water Science for Schools, accessed April 2007. http://ga.water.usgs.gov/edu/mearth.html

UNIT REFERENCES

Publications

• Butz, Stephen D. Science of Earth Systems. Clifton Park, NY: Delmar, 2004.

• Cooper, Elmer L. and Burton, L. DeVere. Agriscience Fundamentals and Applications, 3rd ed. Albany, NY: Delmar, 2002.

• Lee et al. Agriscience Discovery. Danville, IL: Interstate Publishers, Inc., 2003.

• Lee, Jasper S. Natural Resources and Environmental Technology. Danville, IL: Interstate Publishers, Inc., 2000.

• Morgan et al. Agriscience Explorations. Danville, IL: Interstate Publishers, Inc., 1998.

• “Oklahoma Farm & Ranch*A*Syst Fact Sheet 4.” Stillwater, OK: Oklahoma Cooperative Extension Service, n. d.



Unit 3 – 13

• “Oklahom*A*Syst Worksheet #1 Site Assessment: Protecting Water Quality Around Your Home.” Stillwater, OK: Oklahoma Cooperative Extension Service, n. d.

• Porter et al. Environmental Science and Technology, 2nd ed. Danville, IL: Interstate Publishers, Inc, 2003.

Web sites

NOTE: Web site addresses were accurate and all content on referenced web sites was appropriate during development and production of this product. However, web sites sometimes change; the CIMC takes no responsibility for a site's content. The inclusion of a web site does not constitute an endorsement of that site's other pages, products, or owners. You are encouraged to verify all web sites prior to use.

• Bio 111 at TVI by Jim Swan, accessed April 2007. http://jimswan.com/111/envirosci.htm

• Biomes Home Page, accessed April 2007. www.nceas.ucsb.edu/nceas-web/kids/biomes/biomes_home.htm

• Diversity—The Spice of Life, accessed April 2007. www.noble.org/Ag/Wildlife/Diversity/Index.htm

• eNature.com, accessed April 2007. www.enature.com/

• Estimated Use of Water in the United States in 2000, accessed April 2007. http://water.usgs.gov/pubs/circ/2004/circ1268/htdocs/text-total.html

• Hatch Company’s H2O University, accessed April 2007. www.h2ou.com/index.htm

• Invasive Species, accessed April 2007 www.ioe.ucla.edu/

• NASA’s Observatorium: The Hydrologic Cycle, accessed April 2007. http://observe.arc.nasa.gov/nasa/earth/hydrocycle/hydro1.html

• Washington Water Science Center, accessed April 2007. http://wa.water.usgs.gov/outreach/



Unit 3 – 14

Unit 3 – 15

Answers

ASSIGNMENT SHEETS

OBJECTIVE 5 Assignment Sheet 1

1. (Answers deleted from this free sample to prevent student access)


Responses will vary.






3Instructor’s Manual

Environmental and

Natural Resources

Unit 3 – 16

Instructor’s ManualAnswers


WRITTEN TEST

(Answers deleted from this free sample to prevent student access)

LAPSheet

INSTRUCTIONS Check the blank as you complete each step. _________ 1. TAKE he pretest provided by your instructor. Have your

instructor evaluate your completed test. After your test has been evaluated, follow your instructor’s recommendations.

_________ 2. READ the introduction, unit objective, and specifi c objectives.

_________ 3. STUDY the Information Sheet, objective 1.

_________ 4. CONSIDER the question, “If the human population on earth doubles in the next 50 years, as some scientists predict, how will the human demand for resources affect the environment?” Discuss your thoughts with your instructor or classmates.

_________ OPTIONAL: Discuss with a partner ways that you each might be wisely using, wasting, or abusing natural resources in your daily life.


_________ 6. CONSIDER the question, “Where does the drinking water in your home come from?” Discuss your thoughts with your instructor or classmates.

_________ OPTIONAL: Explore the USGS “Water Science for Schools” web site at <http://ga.water.usgs.gov/edu/mearth.html>. Working with a partner, study the information in the web site. Use what you learn to develop a short presentation on one of the topics listed in the Earth’s Water menu.


_________ 8. CONSIDER the question, “How much of the Earth’s water is present in the atmosphere as water vapor?” Discuss your thoughts with your instructor or classmates.

_________ 9. ASK your instructor to show the transparency identifying the components of the hydrologic process.

Name ____________________________________ Date __________

May be photocopied for student use. Unit 3 – 17




Unit 3 – 18

Instructor’s ManualLAP Sheet


May be photocopied for student use.

_________ OPTIONAL: Explore NASA’s Observatorium: The Hydrologic Cycle at <http://observe.arc.nasa.gov/nasa/earth/hydrocycle/hydro1.html>.


_________ 11. CONSIDER the question, “How does your community ensure a clean source of water?” Discuss your thoughts with your instructor or classmates.

_________ OPTIONAL: Ask your instructor for OSU Fact Sheet L-312, “Protect the Illinois River from Nutrient Pollution.” Read the fact sheet. Discuss with your instructor or a partner how common activities can lead to water pollution, and how it can be prevented.

_________ OPTIONAL: Explore the activities on the EPA web site at <www.epa.gov/safewater/kids/kids_9-12.html>.

_________ 12. DO Assignment Sheet 1.

_________ 13. STOP and have your instructor evaluate your work from the Assignment Sheet. After your work has been evaluated, follow your instructor’s recommendations.

_________ 14. ASK your instructor to demonstrate the guidelines and procedures in Job Sheet 1. Use the Job Sheet to follow along. Pay careful attention to any guidelines, cautions, and warnings.

_________ 15. PRACTICE the procedures demonstrated by your instructor. Use the Job Sheet as a guide. Notify your instructor when you are ready to perform the procedures for evaluation.

_________ 16. STOP and have your instructor evaluate your work from the Job Sheet. After your work has been evaluated, follow your instructor’s recommendations.


_________ OPTIONAL: Work with a partner for this activity. With your partner, select a common air pollutant (common pollutants are described at the EPA web site found at <www.epa.gov/air/>). Using the Internet or other sources, research the pollutant in terms of causes, health concerns, and preventive measures. Develop a brief presentation about the pollutant. Arrange with your instructor to give your presentation to the class.

_________ OPTIONAL: Explore the Plain English Guide to the Clean Air Act at <www.epa.gov/air/oaqps/peg_caa/pegcaain.html>. Discuss with a partner or your instructor the legislation and its effects. Describe how the legislation affects your own activities and the quality of life in the United States.

Unit 3 – 19




_________ OPTIONAL: Explore the information and activities available at the EPA Global Warming Kids Page at <www.epa.gov/ globalwarming/kids/>.


_________ 19. ASK your instructor to show you the PowerPoint Presentations CD-ROM to see color photographs of the ecosystems listed in this objective.

_________ 20. CONSIDER the question, “What kinds of animals are found living in nearly every ecosystem around the world?” Discuss your thoughts with your instructor or classmates.

_________ OPTIONAL: Working by yourself or with a partner, research and report on a specifi c ecosystem. Select a terrestrial or aquatic ecosystem and produce a written report or presentation on it. Ecosystem information should include details about the climate, location, terrain, types of plants and animals, and adaptations plants and animals have developed to be successful within the ecosystem.

_________ OPTIONAL: Explore the information on biomes provided at the Biomes Home Page <www.nceas.ucsb.edu/nceas-web/kids/biomes/biomes_home.htm>.

_________ OPTIONAL: Create an ecosystem collage using photographs and information about each of the different ecosystems.


_________ 22. CONSIDER the question, “Bananas are shipped from one ecosystem (a rainforest) to be eaten in other ecosystems all over our country. How does this affect the way energy fl ows within each of these ecosystems?” Discuss your thoughts with your instructor or classmates.

_________ 23. ASK your instructor to show the transparency identifying the components of the food chain.

_________ OPTIONAL: Draw a diagram of a food chain that includes humans.


_________ 25. CONSIDER the question, “How do plantation forests differ as an ecosystem from old-growth forests?” Discuss your thoughts with your instructor or classmates.

Unit 3 – 20




_________ OPTIONAL: Working with a partner, develop a report on a local invasive species. With your partner, select a species that is not native to your area and is causing a problem. Use the Nature Conservancy Invasive Species Initiative Page at <http://tncweeds.ucdavis.edu/worst.html> as a starting point for information on local weeds and general information about invasive species. Use the information from your research to produce a written report or presentation to the rest of the class.

_________ OPTIONAL: Discuss with a partner or your instructor the effect of common agricultural practices such as monoculture and livestock breeding on ecology. Consider how these practices, while useful in facilitating management and increasing production, have a negative impact on biodiversity. Think of the possible long-term effects of such practices on ecology, and how those might be mitigated.

_________ OPTIONAL: Interview a representative from the local extension offi ce about the local ecosystem and how it is affected by invasive species.

_________ 26. TAKE the posttest (Part A) provided by your instructor. Have your instructor evaluate your completed test. After your test has been evaluated, follow your instructor’s recommendations.


_________ 28. CONSIDER the question, “What happens to the waste products in a natural ecosystem?” Discuss your thoughts with your instructor or classmates.

_________ 29. THINK of examples of each of the different types and sources of waste.

_________ OPTIONAL: Work with your class to organize and participate in a clean-up day for the school or local community. Your class should ensure that you are prepared for all different types of waste so that it can be disposed of properly. When the event is over, discuss with your classmates if they discovered sources of waste they were not previously aware of, or had considered ways to prevent litter and excessive waste at the school.


_________ 31. CONSIDER the question, “Where is wastewater in your community treated?” Discuss your thoughts with your instructor or classmates.

_________ OPTIONAL: Contact a local wastewater treatment or solid waste treatment facility. Ask permission to visit or tour the facility to learn about how it operates.

Unit 3 – 21




_________ OPTIONAL: Interview a local livestock farmer about methods used at his/her farm to treat wastewater, solid waste, and hazardous waste.




_________ 35. CONSIDER the question, “Do other countries have the same environmental problems as the United States?” Discuss your thoughts with your instructor or classmates.

_________ OPTIONAL: Working with a partner, select a specifi c environmental issue that has created national controversy, such as drilling for oil in the Arctic National Wildlife Refuge. Each of you must choose to argue an opposing side of the issue: one must argue from the side of increased environmental protection, while the other must argue from the other side of the issue (this will depend on the specifi c issue: in the case of drilling in the ANWR, it would be the need for an increased domestic supply of oil). Each of you should spend time researching the issue. When you are both ready, ask your instructor to act as the moderator while the you and your partner conduct a debate on the environmental issue selected.






_________ 41. ASK your instructor to provide examples of the tools listed in the Information Sheet. Examine these and discuss them with your instructor. Practice using them, if possible.

_________ OPTIONAL: Working with a partner, create fl ashcards for each piece of equipment listed. Practice with your partner and the fl ashcards to memorize the equipment appearance, names, and uses of the equipment listed.


Unit 3 – 22




_________ 43. ASK your instructor to show you the PowerPoint Presentations CD-ROM to see color photographs of the animals listed in this objective.

_________ 44. RESEARCH each of the mammals listed in this objective to determine facts about its niche in the ecosystem. This should include habitat, behavior, where it is found in North America, and what it eats. Share the information you have found with a partner or to the rest of the class.

_________ OPTIONAL: Develop a bulletin board using photographs and information about each of the different animals in this objective.



_________ 47. RESEARCH each of the animals listed in this objective to determine facts about its niche in the ecosystem. This should include habitat, behavior, where it is found in North America, and what it eats. Share the information you have found with a partner or to the rest of the class.




_________ 50. RESEARCH each of the birds listed in this objective to determine facts about its niche in the ecosystem. This should include habitat, behavior, where it is found in North America, and what it eats. Share the information you have found with a partner or to the rest of the class.

_________ OPTIONAL: Develop a bulletin board using photographs and information about each of the different birds in this objective.



Unit 3 – 23




_________ 53. RESEARCH each of the animals listed in this objective to determine facts about its niche in the ecosystem. This should include habitat, behavior, where it is found in North America, and what it eats. Share the information you have found with a partner or to the rest of the class.




_________ 56. RESEARCH each of the plants listed in this objective to determine facts about its origin, how it arrived in North America, and how it has affected the nature of the ecosystem where it has invaded. Share the information you have found with a partner or to the rest of the class.

_________ OPTIONAL: Develop a bulletin board using photographs and information about each of the different plants in this objective.



_________ 59. RESEARCH each of the animals listed in this objective to determine facts about its origin, how it arrived in North America, and how it has affected the nature of the ecosystem where it has invaded. Share the information you have found with a partner or to the rest of the class.


_________ 60. ASK your instructor to demonstrate the guidelines and procedures in Job Sheet 2. Use the Job Sheet to follow along. Pay careful attention to any guidelines, cautions, and warnings.

_________ 61. PRACTICE the procedures demonstrated by your instructor. Use the Job Sheet as a guide. Notify your instructor when you are ready to perform the procedures for evaluation.

_________ 62. STOP and have your instructor evaluate your work from the Job Sheet. After your work has been evaluated, follow your instructor’s recommendations.

Unit 3 – 24




_________ 63. TAKE the posttest (Part B) provided by your instructor. Have your instructor evaluate your completed test. After your test has been evaluated, follow your instructor’s recommendations.


Instructor’s ManualTransparency Master 1


Com

pon

ents

of

the

Hyd

rolo

gic

Sys

tem




Components of the Food Chain

Unit 3 – 29



WrittenTest

INSTRUCTIONS Write the letter of the answer in each blank provided.

PART A

(Test deleted from this free sample to prevent student access)

Name ____________________________________ Date __________ Score _________for student use.




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