greenhouse management - bvsd content hubcontenthub.bvsd.org/curriculum/course catalog... · web...

Greenhouse Management

V09 Curriculum Essentials

Document

Boulder Valley School DistrictDepartment of CTEC

July 2015

Introduction

Career and Technical Education Curriculum Essentials in BVSD

Greenhouse Management is a course that was developed as part of the General Agriculture Department offered at Boulder Career and Technical Education Center. It was designed to introduce students to the plant sciences including: plant anatomy and physiology, plant ecology, propagation, pest management, and greenhouse control and operation. Keeping in line with all career and technical education (CTE) programs for Boulder Valley School District, this course aims to develop 21st Century skills while supporting core content goals. To this aim, it will address many of the science curriculum competencies and directly embeds BVSD science elective credit in Botany (S32).Additionally, it will offer concurrent enrollment with Front Range Community College for the course, Introduction to Horticulture (HLT 101), through either articulation agreements or concurrent enrollment for all students mastering 80% of the curriculum.

5/5/2023 BVSD Curriculum Essentials 2

Course Description

This course teaches practices in greenhouse management, greenhouse crops, and nursery garden center management. Classroom lectures and practices are combined with hands‐on applications in the greenhouse and in the field. Students gain knowledge in greenhouse crops & production, greenhouse industry & history, soils, plant propagation, growth regulators, classification & identification, pest management, and horticultural business management.

Topics at a Glance

Career and Technical Student Organization Standards for Future Farmers of America (FFA)

Plant anatomy and physiology Classification and Taxonomy Greenhouse structures, environmental controls

and design Plant Propagation and reproduction Careers and educational opportunities within

the industry Genetics, inheritance and speciation across the

plant kingdom. Biotechnology and advancing technology in the

production and improvement of plants and crops

Plant processes such as photosynthesis, respiration and transpiration

Soil science and soilless media Nutrient cycling and the role of carbon and

nitrogen within an ecosystem

Assessments

Inquiry-based lab and lab notebooks Classroom blog Selected Readings Journal and Periodical Research and Analysis Teacher and Student Designed Assessments Colorado Community College statewide assessment

Greenhouse Management Overview


Prepared Graduates

The preschool through twelfth-grade concepts and skills that all students who complete the Colorado education system must master to ensure their success in a postsecondary and workforce setting.

1. CTE Essential Skills: Academic Foundations

ESSK.01: Achieve additional academic knowledge and skills required to pursue the full range of career and postsecondary education opportunities within a career cluster.

Prepared Graduate Competencies in the CTE Essential Skills standard:

Complete required training, education, and certification to prepare for employment in a particular career field

Demonstrate language arts, mathematics, and scientific knowledge and skills required to pursue the full range of post-secondary and career opportunities

2. CTE Essential Skills: Communications Standards

ESSK.02: Use oral and written communication skills in creating, expressing, and interrupting information and ideas, including technical terminology and information


Select and employ appropriate reading and communication strategies to learn and use technical concepts and vocabulary in practice

Demonstrate use of concepts, strategies, and systems for obtaining and conveying ideas and information to enhance communication in the workplace

3. CTE Essential Skills: Problem Solving and Critical Thinking

ESSK.03: Solve problems using critical thinking skills (analyze, synthesize, and evaluate) independently and in teams using creativity and innovation.


Employ critical thinking skills independently and in teams to solve problems and make decisions


Employ critical thinking and interpersonal skills to resolve conflicts with staff and/or customers

Conduct technical research to gather information necessary for decision-making

4. CTE Essential Skills: Safety, Health, and Environmental

ESSK.06: Understand the importance of health, safety, and environmental management systems in organizations and their importance to organizational performance and regulatory compliance


Implement personal and jobsite safety rules and regulations to maintain safe and helpful working conditions and environment

Complete work tasks in accordance with employee rights and responsibilities and employers obligations to maintain workplace safety and health

5. CTE Essential Skills: Leadership and Teamwork

ESSK.07: Use leadership and teamwork skills in collaborating with others to accomplish organizational goals and objectives


Employ leadership skills to accomplish organizational skills and objectives

6. CTE Essential Skills: Employability and Career Development

ESSK.09: Know and understand the importance of employability skills; explore, plan, and effectively manage careers; know and understand the importance of entrepreneurship skills



Identify and demonstrate positive work behaviors and personal qualities needed to be employable

Develop skills related to seeking and applying for employment to find and obtain a desired job


Prepared Graduate Competencies in Science

The preschool through twelfth-grade concepts and skills that all students who complete the Colorado education system must master to ensure their success in a postsecondary and workforce setting.

Prepared Graduates:

Observe, explain, and predict natural phenomena governed by Newton's laws of motion, acknowledging the limitations of their application to very small or very fast objects

Apply an understanding of atomic and molecular structure to explain the properties of matter, and predict outcomes of chemical and nuclear reactions

Apply an understanding that energy exists in various forms, and its transformation and conservation occur in processes that are predictable and measurable

Analyze the relationship between structure and function in living systems at a variety of organizational levels, and recognize living systems’ dependence on natural selection

Explain and illustrate with examples how living systems interact with the biotic and abiotic environment

Analyze how various organisms grow, develop, and differentiate during their lifetimes based on an interplay between genetics and their environment

Explain how biological evolution accounts for the unity and diversity of living organisms

Describe and interpret how Earth's geologic history and place in space are relevant to our understanding of the processes that have shaped our planet

Evaluate evidence that Earth’s geosphere, atmosphere, hydrosphere, and biosphere interact as a complex system

Describe how humans are dependent on the diversity of resources provided by Earth and Sun

Engage in scientific inquiry by asking or responding to scientifically oriented questions, collecting and analyzing data, giving priority to evidence, formulating explanations based on evidence, connecting explanations to scientific knowledge, and communicating and justifying explanations.

COLORADO COMMUNITY COLLEGE SYSTEM CAREER & TECHNICAL EDUCATION TECHNICAL STANDARDS REVISION & ACADEMIC ALIGNMENT PROCESS

Colorado’s 21st Century Career & Technical Education Programs have evolved beyond the historic perception of vocational education. They are Colorado’s best kept secret for:

• Relevant & rigorous learning

• Raising achievement among all students

• Strengthening Colorado’s workforce & economy

Colorado Career & Technical Education serves more than 116,000 Colorado secondary students annually through 1,200 programs in 160 school districts, 270 High Schools, 8 Technical Centers, 16 Community Colleges & 3 Technical Colleges. One of every three Colorado high school students gains valuable experiences by their enrollment in these programs.

ALIGNMENT REQUIRED BY SB 08-212

22-7-1005. Preschool through elementary and secondary education - aligned standards - adoption - revisions.

2(b): In developing the preschool through elementary and secondary education standards, the State Board shall also take into account any Career & Technical Education standards adopted by the State Board for Community Colleges and Occupational Education, created in Section 23-60-104, C.R.S., and, to the extent practicable, shall align the appropriate portions of the preschool through elementary and secondary education standards with the Career and Technical standards.

STANDARDS REVIEW AND ALIGNMENT PROCESS

Beginning in the fall of 2008, the Colorado Community College System conducted an intensive standards review and alignment process that involved:

NATIONAL BENCHMARK REVIEW

Colorado Career & Technical Education recently adopted the Career Cluster and Pathway Model endorsed by the United State Department of Education, Division of Adult and Technical Education. This model provided access to a national set of business and industry validated knowledge and skill statements for 16 of the 17 cluster areas. California and Ohio provided the comparative standards for the Energy cluster

• Based on this review Colorado CTE has moved from program-specific to Cluster & Pathway based standards and outcomes

• In addition, we arrived at fewer, higher, clearer and more transferrable standards, expectations and outcomes.

COLORADO CONTENT TEAMS REVIEW

The review, benchmarking and adjusting of the Colorado Cluster and Pathway standards, expectations and outcomes was through the dedicated work of Content Teams comprised of secondary and postsecondary faculty from across the state. Participation by instructors from each level ensured competency alignment between secondary and postsecondary programs. These individuals also proposed the draft academic alignments for math, science reading, writing and communication, social studies (including Personal Financial Literacy) and post-secondary and workforce readiness (PWR.)


ACADEMIC ALIGNMENT REVIEW

In order to validate the alignment of the academic standards to the Career & Technical Education standards, subject matter experts in math, science, reading, writing and communication, and social studies were partnered with career & technical educators to determine if and when a true alignment existed.

CURRENT STATUS

• One set of aligned Essential skills to drive Postsecondary and Workforce Readiness inclusion in all Career & Technical Education programs.

• 52 pathways with validated academic alignments

• 12 pathways with revised standards ready for alignment (currently there are no approved programs in these pathways)

• 21 pathways where no secondary programming currently exists. Standards and alignments will be developed as programs emerge.

• Available for review at: www.coloradostateplan.com/content_standards.htm


Colorado Career & Technical Education Standards Academic Alignment Reference System

The Career & Technical Education standards have been organized by Career Cluster (17) and Pathway (81). In addition, a set of “Essential Skills” was developed to ensure the Postsecondary and Workforce Readiness within any cluster or pathway. These workforce readiness skills are applicable to all career clusters and should form the basis of each CTE program.

Organization

Essential Skills There exists a common set of knowledge and skills that are applicable to all students regardless of which cluster or pathway they choose. This set of standards, is meant for inclusion in each program to enhance the development of postsecondary and workforce readiness skills.

Career Cluster A Career Cluster is a grouping of occupations and broad industries based on commonalities. The 17 Career Clusters organize academic and occupational knowledge and skills into a coherent course sequence and identify pathways from secondary schools to two- and four-year colleges, graduate schools, and the workplace. Students learn in school about what they can do in the future. This connection to future goals motivates students to work harder and enroll in more rigorous courses.

Career Pathway Pathways are sub-groupings of occupations/career specialties used as an organizing tool for curriculum design and instruction. Occupations/career specialties are grouped into Pathways based on the fact that they require a set of common knowledge and skills for career success.

Prepared Completer Competency This level targets the “big ideas” in each pathway. These are the competencies that all students who complete a CTE pathway must master to ensure their success in a postsecondary and workforce setting. Prepared Completer Competencies will not usually be “course” specific but grow with the student’s progression through the sequence of courses.

Concept/Skill The articulation of the concepts and skills that indicates a student is making progress toward being a prepared completer. They answer the question: What do students need to know and be able to do?

Evidence Outcome The indication that a student is meeting an expectation at the mastery level. How do we know that a student can do it? Pathway Abbreviation (4 Letter)


Academic Alignments

Academic alignments, where appropriate in Math, Reading, Writing and Communication, Science and Social Studies (including Personal Financial Literacy) were defined by CTE and academic subject matter experts using the following criteria:

• It was a point where technical and academic content naturally collided;

• The student must demonstrate adequate proficiency with the academic standard to perform the technical skill; and

• It could be assessed for both academic and technical understanding.

Colorado’s CTE programs have had academic alignments dating back to the early 1990’s. While these alignments resulted in an increase in academic focus in CTE programs, the reality is that a true transformation in intentional teaching toward the academic standard was limited.

With these alignments comes a new expectation: If a CTE instructor is teaching a CTE concept that has an identified alignment, they must also be intentional about their instruction of the academic standard. CCCS will be providing professional development and instructional resources to assist with the successful implementation of this new expectation. In addition, this expanded expectation will require increased collaboration between CTE and academic instructors to transform teaching and learning throughout each school.

For each set of Cluster and Pathway standards, the academic alignments have been included and are separated by academic area. CCCS chose to align at the “Evidence Outcome” level. The aligned academic evidence outcome follows the CTE evidence outcome to which it has been aligned. For a sample, see Illustration A.


The academic standard number used in the alignments matches the Colorado Department of Education standards numbering convention.


AGCL.01.01 Understand and analyze the role of agriculture in determining the need for and supply of the world’s food

AGCL.01.01.a

Define the difference in food supply and food need

AGCL.01.01.b

Analyze global trends (population, societal, income, health, environmental) and the impact on food supply

AGCL.01.01.c

Relate trends of food supply and food need to theories of Thomas Malthus and the work of Norman Borlaug

AGCL.01.01.d

Analyze how technology has or can increase production capabilities

AGCL.01.02 Compare and contrast issues affecting the AFNR industry (including biotechnology food safety environmental and animal welfare)

AGCL.01.02.a

Select solutions for different issues

AGCL.01.02.b

Analyze selected solutions for feasibility

AGCL.01.02.c

Present solutions determined most feasible

AGCL.01.03 Envision emerging technology and globalization and projects its influence on markets

AGCL.01.03.a

Examine new technologies to project their impact on the AFNR industry

AGCL.01.03.b

Discuss the relationship between the advancement of technology and the need for continuing education and career development

AGCL.02 Career Opportunities in the AFNR ClusterAGCL.02.01 Identify and prepare for career opportunities in the AFNR cluster

AGCL.02.01.a

Identify careers and explore advantages and disadvantages within the AFNR cluster

AGCL.02.01.b

Choose an agriculture career based upon your interest, skills and education necessary


AGCL.02.01.c

Develop and ICAP specific to agriculture (Individual Career and Academic Plan)

AGCL.02.01.d

Review, and modify and implement agriculture ICAP

AGCL.04 Integrate leadership and personal development into agricultural education experiences

AGCL.04.01 Describe FFA and its role in Agricultural EducationAGCL.04.01.a

Describe the FFA organization, structure and identifying characteristics (emblem, official dress, stations, degrees, types of membership, history, ceremonies)

AGCL.04.01.b

Define leadership and analyze opportunities for individual leadership development (goal setting, degree advancement, CDE’s, Awards, conferences, officer/committee work, career goals)

AGCL.04.01.c

Utilize leadership skills learned in the FFA to advance leadership in a group or organization

AGCL.04.01.d

Utilize leadership skills learned in the FFA to serve others

PLSC.01 Understand the structure and significance of plant agriculture systems

PLSC.01.01 Determine the meaning and importance of Plant SystemsPLSC.01.01.a Define plant science and plant

systemsPLSC.01.01.b Explain the importance of plant systems locally, nationally and globallyPLSC.01.01.c Integrate concepts of plant science into other pathways/ agriculturePLSC.01.01.d Apply plant/ crop science/ system in a career pathway

PLSC.01.02 Understand historical and future trends in plant systemsPLSC.01.02.a Determine important historical trends in plant systemsPLSC.01.02.b Describe evolution and technological advances in plant

systemsPLSC.01.02.c Analyze trends (population, societal, income, health, environmental) and their

impact on plant systemsRWC10-GR.12-S.4-GLE.2-EO.a

Synthesize information to support a logical argument

RWC10-GR.12-S.4-GLE.2-EO.b

Distinguish between evidence and inferences

RWC10-GR.12-S.4-GLE.2-EO.c

Identify false premises or assumptions

RWC10-GR.12-S.4-GLE.2-EO.e

Summarize ideas that include alternate views, rich detail, well-developed paragraphs, and logical argumentation


PLSC.01.02.d Predict future trends in plant systemsRWC10-GR.11-S.3-GLE.2-EO.b

Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. (CCSS: W.11-12.2), i. Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. (CCSS:

RWC10-GR.12-S.4-GLE.2-EO.a




PLSC.01.03 Understand plant production industry segments

PLSC.01.03.a Define plant system industry segments (seed producer, farmer/producer, processor, retailer)

PLSC.01.03.b Describe the interrelationship of processing segments

PLSC.01.03.c Evaluate the impact of a change in markets on the plant systems industryRWC10-GR.12-S.4-GLE.2-EO.a



Distinguish between evidence and inferences





PLSC.01.04 Understand the distribution channels of the plant agriculture industry and relate these to the efficiencies of production

PLSC.01.04.a Define Wholesalers, Local Markets/Direct Markets (CSA), Retailers, Governments/Institutional (School Lunch and Prison Lunch), Restaurant (Catering)/Hotel, Fast Food

PLSC.01.04.b Describe the movement of products through channels

PLSC.01.04.c Illustrate the impact of the distribution channelsPLSC.01.04.d Design a new distribution channel (vertical integration)

PLSC.02 Understand issues and trends in the plant systems pathwayPLSC.02.01 Understand and describe sustainable

agriculture


PLSC.02.01.a Explain sustainable agriculture and define objectives and strategies

PLSC.02.01.b Describe sustainable agriculture practices and compare the ecological effects of traditional agricultural practices with those of sustainable agriculture

SC09-GR.HS-S.2-GLE.1-EO.b

Evaluate the potential ecological impacts of a plant-based or meat-based diet

SC09-GR.HS-S.2-GLE.1-EO.c

Analyze and interpret data from experiments on ecosystems where matter such as fertilizer has been added or withdrawn such as through drought

SC09-GR.HS-S.2-GLE.1-EO.d

Develop, communicate, and justify an evidence-based scientific explanation showing how ecosystems follow the laws of conservation of matter and energy

SC09-GR.HS-S.2-GLE.1-EO.e

Define and distinguish between matter and energy, and how they are cycled or lost through life processes

SC09-GR.HS-S.3-GLE.6-EO.a

Develop, communicate, and justify an evidence-based scientific explanation addressing questions regarding the interaction of Earth’s surface with water, air, gravity, and biological activity


Analyze and interpret data, maps, and models concerning the direct and indirect evidence produced by physical and chemical changes that water, air, gravity, and biological activity create


Develop, communicate, and justify an evidence-based scientific explanation regarding natural hazards, and explain their potential local and global impacts


Analyze and interpret data about natural hazards using direct and indirect evidence


Make predictions and draw conclusions about the impact of natural hazards on human activity – locally and globally

PLSC.02.01.c Prepare a plan for an agricultural enterprise that involves practices in support of sustainable agriculture




Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation. (CCSS: W.11-12.8)


RWC10-GR.11-S.4-GLE.1-EO.f

Draw evidence from literary or informational texts to support analysis, reflection, and research. (CCSS: W.11-12.9), i. Apply grades 11-12 Reading standards to literature (e.g., "Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics"). (CCSS: W.11-12.9a), ii. Apply grades 11-12 Reading standards to literary nonfiction (e.g., "Delineate and evaluate


Describe or evaluate communities in terms of primary and secondary succession as they progress over time


Examine, evaluate, question, and ethically use information from a variety of sources and media to investigate ecosystem interactions


Develop, communicate, and justify an evidence-based scientific explanation that shows climate is a result of energy transfer among the atmosphere, hydrosphere, geosphere and biosphere









PLSC.02.01.d Implement a plan for an agricultural enterprise that involves practices in support of sustainable agriculture


Evaluate the potential ecological impacts of a plant-based or meat-based diet


Analyze and interpret data from experiments on ecosystems where matter such as fertilizer has been added or withdrawn such as through drought




Define and distinguish between matter and energy, and how they are cycled or lost through life processes


Describe or evaluate communities in terms of primary and secondary succession as they progress over time


Examine, evaluate, question, and ethically use information from a variety of sources and media to investigate ecosystem interactions










PLSC.02.02 Understand the role of biotechnology in plant systemsPLSC.02.02.a Define biotechnology and its impact on

agriculturePLSC.02.02.b Recognize some current uses in biotechnology in plant systems (i.e. round-up

ready corn, sugar beets, etc.)PLSC.02.02.c Develop a management plan for the local agricultural industry incorporating

new plant system biotechnology methodsRWC10-GR.11-S.3-GLE.2-EO.b



Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. (CCSS: W.11-12.7)


Draw evidence from literary or informational texts to support analysis, reflection, and research. (CCSS: W.11-12.9), i. Apply grades 11-12 Reading standards to literature (e.g., "Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics"). (CCSS: W.11-12.9a), ii. Apply grades 11-12 Reading standards to literary nonfiction (e.g., "Delineate and evaluate


Analyze and interpret data that genes are expressed portions of DNA.


Analyze and interpret data on the processes of DNA replication, transcription, translation, and gene regulation, and show how these processes are the same in all organisms



Recognize that proteins carry out most cell activities and mediate the effect of genes on physical and behavioral traits in an organism


Evaluate data showing that offspring are not clones of their parents or siblings due to the meiotic processes of independent assortment of chromosomes, crossing over, and mutations


Explain using examples how genetic mutations can benefit, harm, or have neutral effects on an organism

PLSC.02.02.d Predict new developments in biotechnology likely to affect the agricultural industry

















PLSC.03 Understand plant biology and apply principles in a plant systems production setting

PLSC.03.01 Describe and utilize plant classification systems

PLSC.03.01.a Explain and justify the systems used to classify plantsPLSC.03.01.b Compare and contrast the hierarchical classification of agricultural

plants


PLSC.03.01.c Classify agricultural plants according to the hierarchical classification system, life cycles, plant use, and as monocots or dicots

PLSC.03.02 Identify plants according to different methods of classification and identificationPLSC.03.02.a Identify plant structures and functions and explain systems used to classify

plantsPLSC.03.02.b Identify agriculturally important plants by common namesPLSC.03.02.c Identify agriculturally important plants by scientific namesPLSC.03.02.d Classify agricultural plants according to the hierarchical classification system,

life cycles, plant use and as monocotyledons or dicotyledonsPLSC.03.03 Understand plant growth and

developmentPLSC.03.03.a Distinguish growth processes of plantsPLSC.03.03.b Define life span and relate it to living condition; explain the stages of lifePLSC.03.03.c Analyze the growth factors that affect production enterprises


Develop, communicate, and justify an evidence-based scientific explanation the optimal environment for photosynthetic activity

PLSC.03.03.d Explore the role that humans have in each of the life stages of agriculturally important plants

PLSC.03.04 Understand cell structure and function

PLSC.03.04.a Describe the basics of a plant cell and describe the cellular organelles and their functions



PLSC.03.04.b Identify and explain DNA structure and replication processesSC09-GR.HS-S.2-GLE.7-EO.a




PLSC.03.04.c Diagram and label the cell cycle (mitosis and meiosis) and have understanding of each phase





PLSC.03.05 Understand the anatomy and function of plants parts


PLSC.03.05.a Identify the components and functions of flowers, stems, leaves, and rootsSC09-GR.HS-S.2-GLE.6-EO.a

Discuss how two or more body systems interact to promote health for the whole organism


Analyze and interpret data on homeostatic mechanisms using direct and indirect evidence to develop and support claims about the effectiveness of feedback loops to maintain homeostasis

PLSC.03.05.b Explain the role flowers, stems, leaves, and roots play in overall plant healthSC09-GR.HS-S.2-GLE.6-EO.a




PLSC.03.05.c Apply the knowledge of flower, stem, leaves, and root structures to plant breeding, production, and use





PLSC.03.05.d Utilize plant anatomy to identify and classify plants and determine the adaptability of plants to the plant environment








Analyze and interpret data on how evolution can be driven by three key components of natural selection – heritability, genetic variation, and differential survival and reproduction

PLSC.03.06 Describe photosynthesis and respiration and impact on plant production

PLSC.03.06.a Explain the basic processes of photosynthesis and respiration and their importance on earth


Recognize, analyze, interpret, and balance chemical equations (synthesis, decomposition, combustion, and replacement) or nuclear equations (fusion and fission)

SC09-GR.HS-S.2-GLE.1- Develop, communicate, and justify an evidence-based scientific


EO.d explanation showing how ecosystems follow the laws of conservation of matter and energy


Identify biomolecules and their precursors/building blocks


Develop, communicate, and justify an evidence-based explanation that biomolecules follow the same rules of chemistry as any other molecule

PLSC.03.06.b Explain the requirements necessary for photosynthesis and respiration to occur and identify the products and byproducts of each process








Develop, communicate, and justify an evidence-based explanation that biomolecules follow the same rules of chemistry as any other molecule




Discuss the interdependence of autotrophic and heterotrophic life forms such as depicting the flow of a carbon atom from the atmosphere, to a leaf, through the food chain, and back to the atmosphere

PLSC.03.06.c Explain the light dependent and light independent reactions that occur during photosynthesis and explain the stages of respiration




Explain how carbon compounds are gradually oxidized to provide energy in the form of adenosine triphosphate (ATP), which drives many chemical reactions in the cell

PLSC.03.06.d Perform experiments in the greenhouse testing light duration on overall plant development

PLSC.03.07 Understand plant processes and impact on production

PLSC.03.07.a Identify the processes of transpiration and translocationSC09-GR.HS-S.1-GLE.3-EO.a




EO.d explanation showing how ecosystems follow the laws of conservation of matter and energy

PLSC.03.07.b Explain the movement of nutrients through the plant processesPLSC.03.07.c Describe signs of proper and improper physiological plant

processesPLSC.03.08 Describe the processes of plant reproduction and

replicationPLSC.03.08.a Discuss the importance of plant propagation and explain the difference

between sexual and asexual propagation methodsPLSC.03.08.b Describe how to successfully plant seeds, use stem cutting propagation, and

use grafting propagationPLSC.03.08.c Produce plants using various propagation

techniquesPLSC.03.08.d Conduct an experiment showing how plant environment affects

reproductionPLSC.03.09 Describe the impact of plant genetics on plant production

practicesPLSC.03.09.a Define principles of inheritance and genetic

termsPLSC.03.09.b Describe how improving plant genetics can improve plant

productionPLSC.03.09.c Diagram and explain how characteristics are inherited (punnet square)PLSC.03.09.d Explain how plant genetics impacts cultural reproductive practices (i.e.

Cuttings, grafting, seed production, cross-pollination)PLSC.04 Describe processes and techniques of plant environmental

managementPLSC.04.01 Understand plant environment and impact on plant growth and

developmentPLSC.04.01.a Describe the effects air, temperature, nutrients, light and water have on plant

metabolism and growthSC09-GR.HS-S.2-GLE.4-EO.a






PLSC.04.01.b Determine the optimal air, temperature, nutrients, light and water conditions for plant optimal plant growth



EO.a explanation the optimal environment for photosynthetic activitySC09-GR.HS-S.3-GLE.6-EO.a




PLSC.04.01.c Describe plant responses to changes in the environment

PLSC.04.01.d Design, implement and evaluate a growing plan to maintain optimal conditions for plant growth

PLSC.04.02 Identify and describe different growth promotants and regulators used in Plant Systems

PLSC.04.02.a Identify growth promotants and regulators and their uses in productionPLSC.04.02.b Describe the impact of growth promotants and regulators on the plant systemPLSC.04.02.c Create a management plan using growth regulators and growth promotantsPLSC.04.02.d Compare different types of actions of growth promotants and regulators

PLSC.04.03 Utilize nutrient identification and management in plant systems

PLSC.04.03.a Recognize essential nutrients and their roles in growthSC09-GR.HS-S.2-GLE.3-EO.a



Analyze and interpret data on the body’s utilization of carbohydrates, lipids, and proteins



PLSC.04.03.b Describe nutrient deficiency symptoms


Analyze and interpret data about the impact of removing keystone species from an ecosystem or introducing non-native species into an ecosystem




Analyze and interpret data on the body’s utilization of carbohydrates, lipids, and proteins



PLSC.04.03.c Identify nutrient availability in a soil






PLSC.04.03.d Determine the amount of fertilizer to apply to a soilSC09-GR.HS-S.2-GLE.4-EO.a




PLSC.04.04 Manage diseases and pests in plant systems

PLSC.04.04.a Define disease and pest triangle and how they can be used as a prevention tool

PLSC.04.04.b Identify major pests for commonly grown local crops and ornamentalsPLSC.04.04.c Describe how pests affect plants and define economic and aesthetic

thresholdsPLSC.04.04.d Evaluate the best treatments--both chemical and natural--for common

diseases and plantsPLSC.04.05 Understand and implement an integrated pest management

planPLSC.04.05.a Explain general overview and history of IPM/PHC (Integrated Pest

Management/Plant Health Care)PLSC.04.05.b Explain generally accepted control methods and combinations for common

insect, disease and weed groups based on pest life cyclesPLSC.04.05.c Identify common weeds, disease and insects (including beneficials)PLSC.04.05.d Implement an IPM plan for local agriculturalists

PLSC.04.06 Understand safety practices and chemical pest control methods

PLSC.04.06.a Explain risks and benefits associated with the materials and methods used in plant pest management

PLSC.04.06.b Explain procedures for the safe handling, use and storage of pesticidesPLSC.04.06.c Develop a safe chemical control method plan for local agricultural

producersRWC10-GR.11-S.3-GLE.1-EO.a

Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. (CCSS: W.11-12.3), i. Engage and orient the reader by setting out a problem, situation, or observation and its significance, establishing one or multiple point(s) of view, and introducing a narrator and/or characters;


create a smooth progression of experiences or events. (CCSS: W.11-12.3a), ii. Use narrative techniques, such as dialogue, pacing,



PLSC.04.06.d Evaluate environmental and consumer concerns regarding pest management strategies

PLSC.04.07 Identify pests and diagnose diseasesPLSC.04.07.a Define terms for common plant disease signs and symptoms (i.e. Stunting,

cholorosis, necrosis)PLSC.04.07.b State difference between sign and symptoms of pests/diseases




Distinguish between causation and correlation in epidemiological data, such as examining scientifically valid evidence regarding disrupted homeostasis in particular diseases

PLSC.04.07.c Diagnose unknown pest/disease using diagnostic processPLSC.04.07.d Hypothesize how pest and diseases can adapt and modify over time; analyze

new ways to control modified pests and diseasesSC09-GR.HS-S.2-GLE.7-EO.e



Analyze and interpret data on how evolution can be driven by three key components of natural selection – heritability, genetic variation, and differential survival and reproduction

PLSC.08 Understand and apply principles of greenhouse management

PLSC.08.01 Understand greenhouse function, design and structure

PLSC.08.01.a Explain the purposes of greenhouse production and identify crops grown in greenhouses

PLSC.08.01.b Identify types of greenhouse structures and framework and compare and contrast their uses

PLSC.08.01.c Recommend the best type of greenhouse structure and framework in different scenarios

PLSC.08.01.d Design a greenhouse for a specific location encompassing all aspects of structure and management

PLSC.08.02 Identify and compare greenhouse glazing materials for various applications


PLSC.08.02.a Describe types of glazing materials and the factors to consider when selecting a glazing material

PLSC.08.02.b Compare and contrast glazing materials

PLSC.08.02.c Design a greenhouse for a specific location encompassing all aspects of structure and management

PLSC.08.02.d Recommend the best type of glazing material in different scenarios

PLSC.08.03 Understand and selection of greenhouse environmental systems

PLSC.08.03.a Identify the factors that are involved with the climate of a greenhouse (Heating, Cooling, Humidity, Light) and the importance of each factor on plant production

PLSC.08.03.b Describe the purpose and use of common environmental controls

PLSC.08.03.c Recommend the best type of heating, cooling, and ventilation in different scenarios


PLSC.08.04 Understand and selection of greenhouse irrigation systems

PLSC.08.04.a Identify the types of irrigation systems used in greenhouse productionPLSC.08.04.b Compare and contrast irrigation systemsPLSC.08.04.c Recommend the best type of irrigation in different scenariosPLSC.08.04.d Design a greenhouse for a specific location encompassing all aspects of

structure and managementPLSC.08.05 Understand the process for selection of Greenhouse Growing

MediaPLSC.08.05.a Identify and compare growing mediaPLSC.08.05.b Describe properties and components of growing

mediaPLSC.08.05.c Recommend the best type of growing media in different

scenariosPLSC.08.05.d Design a greenhouse for a specific location encompassing all aspects of

structure and managementPLSC.08.06 Understand and apply practices for greenhouse plant nutrition and growth

PLSC.08.06.a Describe plant nutrition and the importance of nutrient management in a greenhouse setting

PLSC.08.06.b Identify micro- and macronutrients


PLSC.08.06.c Describe fertilization practices and growth regulation practices

PLSC.08.06.d Calculate and recommend the best fertilization practices and growth regulation practices in different scenarios

PLSC.08.07 Understand and apply practices for greenhouse disease and pest management

PLSC.08.07.a Identify major plant diseases and pests in a greenhouse productionPLSC.08.07.b Describe methods of control for major plant diseases and pests in a

greenhouse productionPLSC.08.07.c Develop standard operating procedures for control of major plant diseases

and pestsPLSC.08.07.d Design a greenhouse for a specific location encompassing all aspects of

structure and managementPLSC.08.08 Identify and analyze greenhouse operation practices

PLSC.08.08.a Describe safety procedures for greenhouse production

PLSC.08.08.b Identify common operations in a greenhouse (pot filling, transplanting, watering, inventory)

PLSC.08.08.c Identify automated systems and their advantages and disadvantages in greenhouse production


PLSC.10 Understand and apply the principles of floral design

PLSC.10.02 Explain and apply the principles of floral designPLSC.10.02.a Recognize primary, secondary and tertiary colors as they apply to basic color

themes in floral designPLSC.10.02.b Define the principles and elements of

designPLSC.10.02.c Develop a rating scale in order to critique the use of the basic design

principles in an arrangementPLSC.10.02.d Construct & critique an arrangement using a rating scale based on the

principles of designPLSC.10.03 Identify and classify design material

PLSC.10.03.a Classify flowers according to the four groups based on form and shapePLSC.10.03.b Identify most commonly used cut flowers, foliage and toolsPLSC.10.03.c Investigate the seasonal availability of flowers and foliagesPLSC.10.03.d Organize a method of pricing and packaging of the most commonly used

flowers and foliage


PLSC.10.05 Understand and demonstrate floral construction techniques

PLSC.10.05.a Identify tools and materials used in floral design and their appropriate usePLSC.10.05.b Apply wiring and taping techniques to different types of flowersPLSC.10.05.c Explain the steps to designing a bud vase, circular arrangement, angular

arrangement and line arrangementPLSC.10.05.d Construct a bud vase arrangement, circular arrangement, angular

arrangement and line arrangementESSK.01 ACADEMIC FOUNDATIONS: Achieve additional academic knowledge and skills required to

pursue the full range of career and postsecondary education opportunities within a career cluster.

ESSK.01.01 Complete required training, education, and certification to prepare for employment in a particular career field.

ESSK.01.01.a Identify training, education, and certification requirements for occupational choice.


Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. (CCSS: W.9-10.8)

ESSK.01.01.b Participate in career-related training and/or degree programs.RWC10-GR.10-S.4-GLE.1-EO.b


ESSK.01.01.c Pass certification tests to quality for licensure and/or certification in chosen occupational area.



ESSK.01.02 Demonstrate language arts knowledge and skills required to pursue the full-range of post-secondary and career opportunities.

ESSK.01.02.a Model behaviors that demonstrate active listening.


Follow the speaker's arguments as they develop; take notes when appropriate

RWC10-GR.9-S.1-GLE.2- Give verbal and nonverbal feedback to the


EO.c speakerRWC10-GR.9-S.1-GLE.2-EO.d

Ask clarifying questions


Evaluate arguments and evidence

ESSK.01.02.b Adapt language for audience, purpose, and situation. (i.e. diction/structure, style).


Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. (CCSS: L.9-10.1), i. Use parallel structure. (CCSS: L.9-10.1a), ii. Distinguish between the active and passive voice, and write in the active voice, iii. Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentation.

RWC10-GR.11-S.2-GLE.3-EO.d

Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression. (CCSS: L.11-12.6)


Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate. (CCSS: SL.11-12.6)

ESSK.01.02.c Organize oral and written information.RWC10-GR.10-S.1-GLE.1-EO.a

Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task. (CCSS: SL.9-10.4)


Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in expectations 1-2 above.) (CCSS: W.9-10.4)



ESSK.01.02.d Compose focused copy for a variety of written documents such as agendas, audio-visuals, bibliographies, drafts, forms/documents, notes, oral presentations, reports, and technical terminology.


Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. (CCSS: L.9-10.1), i. Use parallel structure. (CCSS: L.9-10.1a), ii. Distinguish between the active and passive voice, and write in the active


voice, iii. Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentation.


Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. (CCSS: L.9-10.2), i. Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses. (CCSS: L.9-10.2a), ii. Use a colon to introduce a list or quotation. (CCSS: L.9-10.2b)




Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression. (CCSS: L.11-12.6)




Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information. (CCSS: W.11-12.6)


Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. (CCSS: L.9-10.2), i. Identify comma splices and fused sentences in writing and revise to eliminate them, ii. Distinguish between phrases and clauses and use this knowledge to write varied, strong, correct, complete sentences, iii. Use a colon to introduce a list or quotation. (CCSS: L.9-10.2b), iv. Spell correctly. (CCSS: L.9-10.2c)


Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in expectations 1 and 2 above.) (CCSS: W.9-10.4)


Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology's capacity to link to other information and to


display information flexibly and dynamically. (CCSS: W.9-10.6)ESSK.01.02.e Edit copy to create focused written documents such as agendas,

audiovisuals, bibliographies, drafts, forms/documents, notes, oral presentations, reports, and technical terminology.


Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (CCSS: W.9-10.5)


Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. (CCSS: L.11-12.2), i. Observe hyphenation conventions. (CCSS: L.11-12.2a), ii. Spell correctly. (CCSS: L.11-12.2b)





ESSK.01.02.f Comprehend key elements of oral and written information such as cause/effect, comparisons/contrasts, conclusions, context, purpose, charts/tables/graphs, evaluation/critiques, mood, persuasive text, sequence, summaries, and technical subject matter.


Analyze the logic of complex situations by questioning the purpose, question at issue, information, points of view, implications and consequences, inferences, assumptions and concepts

ESSK.01.02.g Evaluate oral and written information for accuracy, adequacy/sufficiency, appropriateness, clarity, conclusions/solutions, fact/opinion, propaganda, relevancy, validity, and relationship of ideas.


Evaluate quality, accuracy, and completeness of information and the bias, credibility and reliability of the sources




Evaluate clarity and accuracy of information through close text study and investigation via other sources

ESSK.01.02.h Identify assumptions, purpose, outcomes/solutions, and propaganda techniques.




Analyze the purpose, question at issue, information, points of view, implications and consequences, inferences, assumptions, and concepts inherent in thinking



Assess strengths and weaknesses of thinking and thinking of others by using criteria including relevance, clarity, accuracy, fairness, significance, depth, breadth, logic, and precision



ESSK.01.02.i Predict potential outcomes and/or solutions based on oral and written information regarding trends.


Obtain and use information from text and text features (index, bold or italicized text, subheadings, graphics) to answer questions, perform specific tasks, or identify and solve problems

ESSK.01.02.j Present formal and informal speeches including discussion, information requests, interpretation, and persuasive arguments.




Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks. (CCSS: SL.11-12.4)




Identify a central idea or thesis, organize ideas, and develop a speech for an intended purpose and audience


Choose specific words and word order for intended effect and meaning


Select appropriate technical or specialized language

ESSK.01.03 Demonstrate mathematics knowledge and skills required to pursue the full range of postsecondary education and career opportunities.

ESSK.01.03.a Identify whole numbers, decimals, and fractions.ESSK.01.03.b Demonstrate knowledge of basic arithmetic operations such as addition,

subtraction, multiplication, and division.ESSK.01.03.c Demonstrate use of relational expressions such as equal to, not equal,

greater than, less than, etc.


ESSK.01.03.d Apply data and measurements to solve a problem.ESSK.01.03.e Analyze Mathematical problem statements for missing and/or irrelevant data.ESSK.01.03.f Construct charts/tables/graphs from functions and data.ESSK.01.03.g Analyze data when interpreting operational

documents.ESSK.01.04 Demonstrate science knowledge and skills required to pursue the full range of

postsecondary and career education opportunities.ESSK.01.04.a Evaluate scientific constructs including conclusions, conflicting data, controls,

data, inferences, limitations, questions, sources of errors, and variables.ESSK.01.04.b Apply scientific methods in qualitative and quantitative analysis, data

gathering, direct and indirect observation, predictions, and problem identification.

ESSK.02 Communications: Use oral and written communication skills in creating, expressing, and interpreting information and ideas including technical terminology and information.

ESSK.02.01 Select and employ appropriate reading and communication strategies to learn and use technical concepts and vocabulary in practice.

ESSK.02.01.a Determine the most appropriate reading strategy for identifying the overarching purpose of a text (i.e. skimming, reading for detail, reading for meaning or critical analysis).


Use flexible reading and note-taking strategies (outlining, mapping systems, skimming, scanning, key word search) to organize information and make connections within and across informational texts

ESSK.02.01.b Demonstrate use of content, technical concepts and vocabulary when analyzing information and following directions.


Identify, explain, and use content-specific vocabulary, terminology, dialect, or jargon unique to particular groups, perspectives, or contexts (such as social, professional, political, cultural, historical or geographical)

ESSK.02.01.c Select the reading strategy or strategies needed to fully comprehend the content within a written document (i.e., skimming, reading for detail, reading for meaning or critical analysis).


Use reading and note-taking strategies (outlining, mapping systems, skimming, scanning, key word search) to organize information and make connections within and across informational texts


Use flexible reading and note-taking strategies (outlining, mapping systems, skimming, scanning, key word search) to organize information and make connections within and across informational texts

ESSK.02.01.d Interpret information, data, and observations to apply information learned from reading to actual practice.

RWC10-GR.11-S.2-GLE.2- Use Integration of Knowledge and Ideas to: i. Delineate and


EO.c evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning (e.g., in U.S. Supreme Court majority opinions and dissents) and the premises, purposes, and arguments in works of public advocacy (e.g., The Federalist, presidential addresses). (CCSS: RI.11-12.8), ii. Analyze seventeenth-, eighteenth-, and nineteenth-century foundational U.S. documents of historical and liter



ESSK.02.01.e Transcribe information, data, and observations to apply information learned from reading to actual practice.





ESSK.02.01.f Communicate information, data, and observations to apply information learned from reading to actual practice.








Obtain and use information from text and text features (index, bold or italicized text, subheadings, graphics) to answer


questions, perform specific tasks, or identify and solve problems


Use verbal and nonverbal techniques to communicate information



ESSK.02.02 Demonstrate use of the concepts, strategies, and systems for obtaining and conveying ideas and information to enhance communication in the workplace.

ESSK.02.02.a Employ verbal skills when obtaining and conveying information.RWC10-GR.9-S.1-GLE.1-EO.a

Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.(CCSS: SL.9-10.6)



ESSK.02.02.b Record information needed to present a report on a given topic or problem.RWC10-GR.11-S.3-GLE.3-EO.d



Use reading and note-taking strategies (outlining, mapping systems, skimming, scanning, key word search) to organize information and make connections within and across informational texts


Select appropriate and relevant information (excluding extraneous details) to set context

ESSK.02.02.c Write internal and external business correspondence that conveys and/or obtains information effectively.




Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. (CCSS: L.11-12.2), i. Observe hyphenation conventions. (CCSS: L.11-


12.2a), ii. Spell correctly. (CCSS: L.11-12.2b)RWC10-GR.11-S.3-GLE.3-EO.c











Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology's capacity to link to other information and to display information flexibly and dynamically. (CCSS: W.9-10.6)

ESSK.02.02.d Communicate with other employees to clarify workplace objectives.RWC10-GR.11-S.3-GLE.3-EO.c




ESSK.02.02.e Communicate effectively with customers and employees to foster positive relationships.





RWC10-GR.12-S.1-GLE.1- Select appropriate technical or specialized


EO.f languageRWC10-GR.12-S.1-GLE.2-EO.a

Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed. (CCSS: SL.11-12.1b)



ESSK.02.03 Locate, organize and reference written information from various sources to communicate with coworkers and clients/participants.

ESSK.02.03.a Locate written information used to communicate with co-workers and customers.


Identify and evaluate potential sources of information for accuracy, reliability, validity, and timeliness


Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data. (CCSS: SL.11-12.2)



ESSK.02.03.b Organize information to use in written and oral communications.RWC10-GR.11-S.3-GLE.3-EO.c






ESSK.02.03.c Reference the sources of information.RWC10-GR.11-S.4-GLE.1-EO.e

Document sources of quotations, paraphrases, and other information, using a style sheet, such as that of the Modern Language Association (MLA) or the American Psychological Association (APA)

ESSK.02.04 Evaluate and use information resources to accomplish specific occupational tasks.

ESSK.02.04.a Use informational texts, Internet web sites, and/or technical materials to review and apply information sources for occupational tasks.

RWC10-GR.11-S.4-GLE.1- Gather relevant information from multiple authoritative print


EO.b and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation. (CCSS: W.11-12.8)

ESSK.02.04.b Evaluate the reliability of information from informational texts, Internet Websites, and/or technical materials and resources.



ESSK.02.05 Use correct grammar, punctuation, and terminology to write and edit documents.ESSK.02.05.a Compose multi-paragraph documents clearly, succinctly, and accurately.


Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. (CCSS: W.9-10.2), i. Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. (CCSS: W.9-10.2a), ii. Develop the topic with





ESSK.02.05.b Use descriptions of audience and purpose when preparing and editing written documents.


Address audience needs and anticipate audience questions or misunderstandings

ESSK.02.05.c Use correct grammar, spelling, punctuation, and capitalization when preparing written documents.


Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. (CCSS: L.9-10.1), i. Use parallel structure. (CCSS: L.9-10.1a), ii. Distinguish between the active and passive voice, and write in the active voice, iii. Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey


specific meanings and add variety and interest to writing or presentation.




Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. (CCSS: L.11-12.2), i. Observe hyphenation conventions. (CCSS: L.11-12.2a), ii. Spell correctly. (CCSS: L.11-12.2b)


Follow the conventions of standard English to write varied, strong, correct, complete sentences



ESSK.02.06 Develop and deliver formal and informal presentations using appropriate media to engage and inform audiences.

ESSK.02.06.a Prepare oral presentations to provide information for specific purposes and audiences.





ESSK.02.06.b Identify support materials that will enhance an oral presentation.RWC10-GR.10-S.4-GLE.1-EO.b



Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any


discrepancies among the data. (CCSS: SL.11-12.2)RWC10-GR.11-S.3-GLE.3-EO.e



Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. (CCSS: SL.11-12.5)

ESSK.02.06.c Prepare support materials that will enhance an oral presentation.RWC10-GR.10-S.4-GLE.1-EO.b









Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem. (CCSS: RI.11-12.7)



RWC10-GR.9-S.1-GLE.2-EO.g

Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source. (CCSS: SL.9-10.2)


Integrate information from different sources to research and complete a project

ESSK.02.06.d Deliver an oral presentation that sustains listeners' attention and interest.RWC10-GR.11-S.1-GLE.1- Give informal talks using an appropriate level of formality of


EO.a verbal language and nonverbal interaction with audienceRWC10-GR.12-S.1-GLE.1-EO.a




ESSK.02.06.e Align presentation strategies to the intended audience.





ESSK.02.06.f Implement multi-media strategies for presentations.RWC10-GR.11-S.1-GLE.2-EO.b










RWC10-GR.9-S.1-GLE.2-EO.g

Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source. (CCSS: SL.9-10.2)



ESSK.02.07 Interpret verbal and nonverbal cues/behaviors to enhance communication with co-


workers and clients/participants.ESSK.02.07.a Interpret verbal behaviors when communicating with clients and coworkers.


Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence. (CCSS: SL.9-10.3)




Give verbal and nonverbal feedback to the speaker

ESSK.02.07.b Interpret nonverbal behaviors when communicating with clients and coworkers.





ESSK.02.08 Apply active listening skills to obtain and clarify information.ESSK.02.08.a Interpret a given verbal message/information.





ESSK.02.08.b Respond with restatement and clarification techniques to clarify information.





ESSK.02.09 Develop and interpret tables, charts, and figures to support written and oral communications.

ESSK.02.09.a Create tables, charts, and figures to support written and oral communications.


Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task. (CCSS: SL.9-10.4)






ESSK.02.09.b Interpret tables, charts, and figures used to support written and oral communication.




Explain and interpret the visual components supporting the text (maps, complex tables and diagrams, and transitional devices, such as use of white space)



ESSK.02.10 Listen to and speak with diverse individuals to enhance communication skills.ESSK.02.10.a Apply factors and strategies for communicating with a diverse workforce.


Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively. (CCSS: SL.9-10.1) a.i-Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful,


Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively. (CCSS: SL.9-10.1) a.i-Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as need

ESSK.02.10.b Demonstrate ability to communicate and resolve conflicts within a diverse workforce.





RWC10-GR.9-S.1-GLE.2- Initiate and participate effectively in a range of collaborative


EO.a discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively. (CCSS: SL.9-10.1) a.i-Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as need

ESSK.02.11 Exhibit public relations skills to increase internal and external customer/client satisfaction.

ESSK.02.11.a Communicate effectively when developing positive customer/client relationships.






Select appropriate technical or specialized language





ESSK.03 Problem Solving and Critical Thinking: Solve problems using critical thinking skills (analyze, synthesize, and evaluate) independently and in teams. Solve problems using creativity and innovation.

ESSK.03.01 Employ critical thinking skills independently and in teams to solve problems and make decisions (e.g., analyze, synthesize and evaluate).

ESSK.03.01.a Identify common tasks that require employees to use problem-solving skills.RWC10-GR.9-S.4-GLE.2-EO.b

Assess strengths and weaknesses of their thinking and thinking of others by using criteria including relevance, clarity, accuracy, fairness, significance, depth, breadth, logic and precision

ESSK.03.01.b Analyze elements of a problem to develop creative solutions.RWC10-GR.9-S.4-GLE.2-EO.a

Analyze the purpose, question at issue, information, points of view, implications and consequences, inferences, assumptions and concepts inherent in thinking

ESSK.03.01.c Describe the value of using problem-solving and critical thinking skills to improve a situation or process.


Determine the extent to which they entered empathetically into competing points of view, exercised confidence in reason, recognized the limits of their knowledge on the topic (intellectual humility), explored alternative approaches to solving or addressing complex problems (intellectual flexibility),


were open to constructive critique (intellectual open-mindedness)

ESSK.03.01.d Create ideas, proposals, and solutions to problems.RWC10-GR.9-S.4-GLE.2-EO.c

Implement a purposeful and articulated process to solve a problem

ESSK.03.01.e Evaluate ideas, proposals, and solutions to problems.RWC10-GR.9-S.4-GLE.2-EO.d

Monitor and reflect on the rationale for, and effectiveness of, choices made throughout the problem-solving process

ESSK.03.01.f Use structured problem-solving methods when developing proposals and solutions.



ESSK.03.01.g Generate new and creative ideas to solve problems by brainstorming possible solutions.



ESSK.03.01.h Critically analyze information to determine value to the problem-solving task.RWC10-GR.9-S.4-GLE.1-EO.c

Judge the usefulness of information based on relevance to purpose, source, objectivity, copyright date, cultural and world perspective (such as editorials), and support the decision

ESSK.03.01.i Guide individuals through the process of recognizing concerns and making informed decisions.



ESSK.03.01.j Identify alternatives using a variety of problem solving and critical thinking skills.



ESSK.03.01.k Evaluate alternatives using a variety of problem solving and critical thinking skills.





ESSK.03.02 Employ critical thinking and interpersonal skills to resolve conflicts with staff and/or customers.


ESSK.03.02.a Analyze situations and behaviors that affect conflict management.




Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives. (CCSS: SL.11-12.1c)

ESSK.03.02.b Determine best options/outcomes for conflict resolution using critical thinking skills.




Implement an effective group effort that achieves a goal

ESSK.03.02.c Identify with others’ feelings, needs, and concerns.RWC10-GR.10-S.1-GLE.2-EO.b




ESSK.03.02.d Implement stress management techniques.RWC10-GR.9-S.1-GLE.1-EO.b


ESSK.03.02.e Resolve conflicts with/for customers using conflict resolution skills.RWC10-GR.10-S.1-GLE.2-EO.b










RWC10-GR.9-S.1-GLE.2- Evaluate arguments and


EO.e evidenceESSK.03.02.f Implement conflict resolution skills to address staff issues/problems.















ESSK.03.03 Identify, write and monitor workplace performance goals to guide progress in assigned areas of responsibility and accountability.

ESSK.03.03.a Write realistic performance goals, objectives and action plans.RWC10-GR.11-S.3-GLE.3-EO.c


ESSK.03.03.b Monitor performance goals and adjust as necessary.RWC10-GR.9-S.4-GLE.2-EO.c


ESSK.03.03.c Recognize goal achievement using appropriate rewards in the workplace.


Self-evaluate roles in the preparation and completion of the group goal



ESSK.03.03.d Communicate goal achievement with managers and co-workers.RWC10-GR.9-S.4-GLE.2-EO.d


ESSK.03.04 Conduct technical research to gather information necessary for decision-making.


ESSK.03.04.a Align the information gathered to the needs of the audience.RWC10-GR.9-S.4-GLE.1-EO.a


ESSK.03.04.b Gather technical information and data using a variety of resources.RWC10-GR.11-S.4-GLE.1-EO.b


ESSK.03.04.c Analyze information and data for value to the research objectives.RWC10-GR.11-S.4-GLE.1-EO.b




ESSK.03.04.d Evaluate information and data to determine value to research objectives.RWC10-GR.10-S.4-GLE.1-EO.d

Identify and evaluate potential sources of information for accuracy, reliability, validity, and timeliness





ESSK.04 Information Technology Applications: Use information technology tools specific to the career cluster to access, manage, integrate, and create information.

ESSK.04.05 Operate writing and publishing applications to prepare business communications.

ESSK.04.05.a Prepare simple documents and other business communications.


Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. (CCSS: L.9-10.1), i. Use parallel structure. (CCSS: L.9-10.1a), ii. Distinguish between the active and passive voice, and write in the active voice, iii. Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses


(independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentation.











ESSK.04.05.b Prepare reports and other business communications by integrating graphics and other non-text elements.






Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and


audience. (Grade-specific expectations for writing types are defined in expectations 1-2 above.) (CCSS: W.11-12.4)







ESSK.04.05.c Prepare complex multi-media publications.RWC10-GR.12-S.1-GLE.1-EO.b






ESSK.04.07 Employ spreadsheet applications to organize and manipulate data.

ESSK.04.07.a Create a spreadsheet.



ESSK.04.07.b Perform calculations and analyses on data using a spreadsheet.ESSK.04.09 Employ collaborative/groupware applications to facilitate group work.

ESSK.04.09.a Facilitate group work through management of shared schedule and contact information.


Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage


of technology's capacity to link to other information and to display information flexibly and dynamically. (CCSS: W.9-10.6)




Participate in the preparations of the group activity or product, defining and assuming individual roles and responsibilities

ESSK.04.09.b Facilitate group work through management of shared files and online information.







ESSK.04.09.c Facilitate group work through instant messaging or virtual meetings.RWC10-GR.10-S.3-GLE.3-EO.f






ESSK.04.10 Employ computer operations applications to manage work tasks.ESSK.04.10.a Manage computer

operations.RWC10-GR.10-S.4-GLE.1-EO.b


ESSK.04.10.b Manage file storage.



ESSK.04.10.c Compress or alter files.




ESSK.06 SAFETY, HEALTH AND ENVIRONMENTAL: Understand the importance of health, safety, and environmental management systems in organizations and their importance to organizational performance and regulatory compliance. Follow organizational policies and procedure

ESSK.06.01 Implement personal and jobsite safety rules and regulations to maintain safe and healthful working conditions and environments.

ESSK.06.01.a Assess workplace conditions with regard to safety and health.RWC10-GR.10-S.4-GLE.1-EO.a


ESSK.06.01.b Align safety issues with appropriate safety standards to ensure a safe workplace/jobsite.





ESSK.06.01.c Identify safety hazards common to workplaces.RWC10-GR.10-S.4-GLE.1-EO.a


ESSK.06.01.d Identify safety precautions to maintain a safe worksite.RWC10-GR.10-S.4-GLE.1-EO.a


ESSK.06.01.e Select appropriate personal protective equipment as needed for a safe workplace/jobsite.




ESSK.06.01.f Inspect personal protective equipment commonly used for selected career pathway.



ESSK.06.01.g Use personal protective equipment according to manufacturer rules and regulations.



ESSK.06.01.h Employ a safety hierarchy and communication system within the workplace/jobsite.





ESSK.06.01.i Implement safety precautions to maintain a safe worksite.RWC10-GR.9-S.4-GLE.2-EO.c


ESSK.07 LEADERSHIP AND TEAMWORK: Use leadership and teamwork skills in collaborating with others to accomplish organizational goals and objectives.

ESSK.07.02 Employ organizational and staff development skills to foster positive working relationships and accomplish organizational goals.

ESSK.07.02.a Implement organizational skills when facilitating others’ work efforts.RWC10-GR.12-S.1-GLE.2-EO.d


ESSK.07.02.b Explain how to manage a staff that satisfies work demands while adhering to budget constraints.





ESSK.07.02.c Describe how staff growth and development to increase productivity and employee satisfaction.




ESSK.07.02.d Organize team involvement within a group environment.RWC10-GR.12-S.1-GLE.2-EO.a



Assume a leadership role in a group that is collaboratively working to accomplish a goal

ESSK.07.02.e Work with others to develop and gain commitment to team goals.RWC10-GR.12-S.1-GLE.2-EO.c


ESSK.07.02.f Distribute responsibility and work load fairly.RWC10-GR.12-S.1-GLE.2-EO.d




ESSK.07.02.g Model leadership and teamwork qualities to aid in employee morale.RWC10-GR.12-S.1-GLE.2-EO.e


ESSK.07.02.h Identify best practices for successful team functioning.RWC10-GR.12-S.1-GLE.2-EO.d






ESSK.07.02.i Explain best practices for successful team functioning.





ESSK.07.03 Employ teamwork skills to achieve collective goals and use team members' talents effectively.

ESSK.07.03.a Work with others to achieve objectives in a timely manner.RWC10-GR.12-S.1-GLE.2-EO.a



Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full


range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives. (CCSS: SL.11-12.1c)



ESSK.07.03.b Promote the full involvement and use of team members' individual talents and skills.



ESSK.07.03.c Employ conflict-management skills to facilitate solutions.RWC10-GR.9-S.4-GLE.2-EO.c




ESSK.07.03.d Demonstrate teamwork skills through working cooperatively with coworkers, supervisory staff, and others, both in and out of the organization, to achieve particular tasks.



ESSK.07.03.e Demonstrate teamwork processes that provide team building, consensus, continuous improvement, respect for the opinions of others, cooperation, adaptability, and conflict resolution.





ESSK.07.03.f Develop plans to improve team performance.RWC10-GR.12-S.1-GLE.2-EO.g

Critique and offer suggestions for improving presentations given by own group and other groups

ESSK.07.03.g Demonstrate commitment to and a positive attitude toward team goals.RWC10-GR.12-S.1-GLE.2-EO.a


ESSK.07.03.h Take responsibility for shared group and individual work tasks.RWC10-GR.12-S.1-GLE.2-EO.d



ESSK.07.03.i Assist team members in completing their work.RWC10-GR.12-S.1-GLE.2-EO.d


ESSK.07.03.j Adapt effectively to changes in projects and work activities.RWC10-GR.9-S.4-GLE.2-EO.c




ESSK.07.03.k Negotiate effectively to arrive at decisions.



ESSK.07.04 Establish and maintain effective working relationships with all levels of personnel and other departments in order to accomplish objectives and tasks.

ESSK.07.04.a Build effective working relationships using interpersonal skills.RWC10-GR.10-S.1-GLE.2-EO.a


ESSK.07.04.b Use positive interpersonal skills to work cooperatively with coworkers representing different cultures, genders and backgrounds.



ESSK.07.04.c Manage personal skills to accomplish assignments.



ESSK.07.04.d Treat people with respect.RWC10-GR.10-S.1-GLE.2-EO.a

Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues,


building on others' ideas and expressing their own clearly and persuasively. (CCSS: SL.9-10.1) a.i-Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful,



ESSK.07.04.e Provide constructive praise and criticism.



ESSK.07.04.f Demonstrate sensitivity to and value for diversity.RWC10-GR.10-S.1-GLE.2-EO.a


ESSK.07.04.g Manage stress and control emotions.RWC10-GR.12-S.1-GLE.2-EO.a


ESSK.07.05 Conduct and participate in meetings to accomplish work tasks.ESSK.07.05.a Develop meeting goals, objectives and agenda.







ESSK.07.05.b Assign responsibilities for preparing materials and leading discussions.RWC10-GR.12-S.1-GLE.2-EO.d


ESSK.07.05.c Prepare materials for leading discussion.










ESSK.07.05.d Assemble and distribute meeting materials.



ESSK.07.05.e Conduct meeting to achieve objectives within scheduled time.



ESSK.07.05.f Demonstrate effective communication skills in meetings.







ESSK.07.05.g Produce meeting minutes including decisions and next steps.








ESSK.07.05.h Use parliamentary procedure, as needed, to conduct meetings.RWC10-GR.9-S.1-GLE.1-EO.a


ESSK.09 Employability and Career Development: Know and understand the importance of employability skills. Explore, plan, and effectively manage careers. Know and understand the importance of entrepreneurship skills.

ESSK.09.01 Identify and demonstrate positive work behaviors and personal qualities needed to be employable.

ESSK.09.01.a Demonstrate self-discipline, self-worth, positive attitude, and integrity in a work situation.


Evaluate strengths and weaknesses of their logic and logic of others by using criteria including relevance, clarity, accuracy, fairness, significance, depth, breadth, logic and precision

ESSK.09.01.b Demonstrate flexibility and willingness to learn new knowledge and skills.RWC10-GR.10-S.1-GLE.2-EO.a


ESSK.09.01.c Exhibit commitment to the organization.RWC10-GR.12-S.1-GLE.2-EO.f


ESSK.09.01.d Identify how work varies with regard to site, from indoor confined spaces to outdoor areas, including aerial space and a variety of climatic and physical conditions.


Identify, explain, and use content-specific vocabulary, terminology, dialect, or jargon unique to particular groups, perspectives, or contexts (such as social, professional, political,


cultural, historical or geographical)ESSK.09.01.e Apply communication strategies when adapting to a culturally diverse

environment.RWC10-GR.12-S.1-GLE.1-EO.c


ESSK.09.01.f Manage resources in relation to the position (i.e. budget, supplies, computer, etc.).

ESSK.09.01.g Identify positive work-qualities typically desired in each of the career cluster's pathways.



ESSK.09.01.h Manage work roles and responsibilities to balance them with other life roles and responsibilities.


Analyze the logic of complex situations by questioning the purpose, question at issue, information, points of view, implications and consequences, inferences, assumptions and concepts





ESSK.09.02 Develop a personal career plan to meet career goals and objectives.ESSK.09.02.a Develop career goals and objectives as part of a plan for future career

direction.RWC10-GR.11-S.4-GLE.1-EO.a


ESSK.09.02.b Develop strategies to reach career objectives.



ESSK.09.03 Demonstrate skills related to seeking and applying for employment to find and


obtain a desired job.ESSK.09.03.a Use multiple resources to locate job opportunities.









ESSK.09.03.b Prepare a résumé.RWC10-GR.10-S.3-GLE.3-EO.f





Seek and use an appropriate style guide to govern conventions for a particular audience and purpose



ESSK.09.03.c Prepare a letter of application.RWC10-GR.10-S.3-GLE.3-EO.f







Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage


of technology's capacity to link to other information and to display information flexibly and dynamically. (CCSS: W.9-10.6)

ESSK.09.03.d Complete an employment application.









ESSK.09.03.e Interview for employment.RWC10-GR.10-S.1-GLE.1-EO.c

Make decisions about how to establish credibility and enhance appeal to the audience


Rehearse the presentation to gain fluency, to adjust tone and modulate volume for emphasis, and to develop poise


Deliver formal oral presentations for intended purpose and audience, using effective verbal and nonverbal communication


Deliver oral talks with clear enunciation, vocabulary, and appropriate organization; nonverbal gestures; and tone

ESSK.09.03.f List the standards and qualifications that must be met in order to enter a given industry.






Select appropriate and relevant information (excluding extraneous details) to set context




ESSK.09.03.g Employ critical thinking and decision-making skills to exhibit qualifications to a potential employer.



ESSK.09.04 Maintain a career portfolio to document knowledge, skills and experience in a career field.

ESSK.09.04.a Select educational and work history highlights to include in a career portfolio.RWC10-GR.10-S.1-GLE.1-EO.c

Make decisions about how to establish credibility and enhance appeal to the audience

ESSK.09.04.b Produce a record of work experiences, licenses, certifications and products.RWC10-GR.10-S.4-GLE.1-EO.b




ESSK.09.04.c Organize electronic or physical portfolio for use in demonstrating knowledge, skills and experiences.







ESSK.09.05 Demonstrate skills in evaluating and comparing employment opportunities in order to accept employment positions that match career goals.

ESSK.09.05.a Compare employment opportunities to individual needs and career plan objectives.


Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or


solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. (CCSS: W.11-12.7)

ESSK.09.05.b Evaluate employment opportunities based upon individual needs and career plan objectives.



ESSK.09.05.c Demonstrate appropriate methods for accepting or rejecting employment offers.





ESSK.09.07 Identify and explore career opportunities in one or more career pathways to build an understanding of the opportunities available in the cluster.

ESSK.09.07.a Locate and identify career opportunities that appeal to personal career goals.







ESSK.09.07.b Match personal interest and aptitudes to selected careers.




Academic Vocabulary

adventitious roots -- A root that grows from somewhere other than the primary root, for example, roots that arise from stems or leaves.alternation of generations -- Life cycle in which haploid and diploid generations alternate with each other.anemophily -- Seed plants which are pollinated by wind are said to be anemophilous.angiosperm -- n. A group of plants that produce seeds enclosed within an ovary, which may mature into a fruit; flowering plants.anther -- The pollen producing tip of a stamen; part of a flower.antheridium -- The organ on a gametophyte plant which produces the sperm cells.anthophyte -- A flowering plant, or any of its closest relatives, such as the Bennettitales, Gnetales, or Pentoxylales.apical meristem -- Group of cells at the growing tip of a branch or root. It divides cells to create new tissues.archegonium -- The organ on a gametophyte plant which produces the egg cell, and nurtures the young sporophyte.axil -- The angle formed between a leaf stalk and the stem to which it is attached. In flowering plants, buds develop in the axils of leaves.bipinnate -- Describing a pinnate leaf in which the leaflets themselves are further subdivided in a pinnate fashion.bisporangiate -- When a flower or cone produces both megaspores and microspores, it is said to be bisporangiate. Most flowers are bisporangiate.blade -- Any broad and flattened region of a plant or alga, which allows for increased photosynthetic surface area.bract -- Any reduced leaf-like structure associated with a cone or flower.bryophyte -- Plants in which the gametophyte generation is the larger, persistent phase; they generally lack conducting tissues. Bryophytes include the Hepaticophyta (liverworts), Anthocerotophyta (hornworts), and Bryophyta (mosses).carpel -- A unit of the pistil; it is evolutionarily a modified leaf.cataphyll -- In cycads, a scale-like modified leaf which protects the developing true leaves.columella -- A small column of tissue which runs up through the center of a spore capsule. It is present in hornworts, mosses, and some rhyniophytes.compound leaves -- n. Leaves with two or more leaflets attached to a single leaf stem.cotyledon -- n. The "seed leaves" produced by the embryo of a seed plant that serve to absorb nutrients packaged in the seed, until the seedling is able to produce its first true leaves and begin photosynthesis; the number of cotyledons is a key feature for the identification of the two major groups of flowering plants.elater -- A cell or part of a cell which assists in dispersing spores. The elaters change shape as they lose or acquire water, and they will then push against surrounding spores.embryophyte -- Synonym for the Plantae, as here defined. It includes all green photosynthetic organisms which begin the development of the sporophyte generation within the archegonium.enations -- Flaps of tissue such as those found on psilophytes.endodermis -- Literally "inner skin", this is a layer of cells which surrounds the central core of vascular tissue, and which helps to regulate the flow of water and dissolved substances.entomophily -- Seed plants which are pollinated by insects are said to be entomophilous.epiphyte -- A plant which grows upon another plant. The epiphyte does not "eat" the plant on which it grows, but merely uses the plant for structural support, or as a way to get off the ground and into the canopy environment.eustele -- When a plant's vascular tissue develops in discrete bundles, it is said to have a eustele. See also protostele and siphonostele.fiber -- Elongated and thickened cell found in xylem tissue. It strengthens and supports the surrounding cells.


http://www.ucmp.berkeley.edu/plants/plantae.html

http://www.ucmp.berkeley.edu/arthropoda/uniramia/uniramia.html

http://www.ucmp.berkeley.edu/glossary/glossary_A.html#archegonium


http://www.ucmp.berkeley.edu/glossary/gloss8/monocotdicot.html

http://www.ucmp.berkeley.edu/glossary/gloss8/monocotdicot.html

http://www.ucmp.berkeley.edu/plants/anthocerotophyta.html

http://www.ucmp.berkeley.edu/seedplants/cycadophyta/cycads.html


http://www.ucmp.berkeley.edu/glossary/glossary_S.html#sporophyte

http://www.ucmp.berkeley.edu/glossary/glossary_G.html#gametophyte

http://www.ucmp.berkeley.edu/glossary/glossary_G.html#gametophyte

http://www.ucmp.berkeley.edu/anthophyta/anthophyta.html

flower -- Collection of reproductive structures found in flowering plants.fruit -- In flowering plants, the structure which encloses the seeds. True fruits develop from the ovary wall, such as bananas and tomatoes, though not all fruits are edible, such as the dry pods of milkweed or the winged fruits of the maple.grain -- (1) The texture of wood, produced by the kinds of xylem cells present. (2) The fruit of a member of the grasses.guard cells -- Pair of cells which surround a stomate and regulate its size by altering their shape.gymnosperm -- n. A plant that produces seeds, which are not enclosed; includes any seed plant that does not produce flowers.gynostemium -- The central reproductive stalk of an orchid, which consists of a stamen and pistil fused together.habit -- The general growth pattern of a plant. A plant's habit may be described as creeping, trees, shrubs, vines, etc.herb -- Generally any plant which does not produce wood, and is therefore not as large as a tree or shrub, is considered to be an herb.heterosporangiate -- Producing two different kinds of sporangia, specifically microsporangia and megasporangia. Compare with heterosporous.heterosporous -- Producing two different sizes or kinds of spores. These may come from the same or different sporangia, and may produce similar or different gametophytes. Contrast with homosporous, and compare with heterosporangiate.holdfast -- Anchoring base of an alga.homosporous -- Producing only one size or kind of spore. Contrast with heterosporous.hypha -- n.Threadlike filaments that form the mycelium (body) of a fungus; hyphae- pl.inflorescence -- A cluster of flowers.internode -- The region of a stem between two nodes, when there is no branching of the vascular tissue.lamina -- Any broad and flattened region of a plant or alga, which allows for increased photosynthetic surface area.leaf -- An organ found in most vascular plants; it consists of a flat lamina (blade) and a petiole (stalk). Many flowering plants have additionally a pair of small stipules near the base of the petiole.leaf trace -- The strand of vascular tissue which connects the leaf veins to the central vascular system of the stem.leaflet -- In a compound leaf, the individual blades are called leaflets.magnoliid -- Any member of the basal assemblage of flowering plants.mannoxylic -- Wood in which there is a great deal of parenchyma tissue among the xylem is called mannoxylic. Cycads and pteridosperms have mannoxylic wood. Contrast with pycnoxylic.megaspore -- In plants which are heterosporous, the larger kind of spore is called a megaspore; it usually germinates into a female (egg-producing) gametophyte. Contrast with microspore.meristem -- Group of undifferentiated cells from which new tissues are produced. Most plants have apical meristems which give rise to the primary tissues of plants, and some have secondary meristems which add wood or bark.merophytes -- Group of cells which have all been produced from the same initial cell. Leaves and stems in particular are often built from specific patterns of merophytes.microphyll -- A kind of leaf, specifically one which has a single, unbranched vein in it. Microphylls are only found in the lycophytes.microspore -- In plants which are heterosporous, the smaller kind of spore is called a microspore; it usually germinates into a male (sperm-producing) gametophyte. Contrast with megaspore.mycorrhizae -- Symbiotic association between a fungus and the roots or rhizoids of a plant.node -- The region of a stem between two internodes, where there is branching of the vascular tissue into leaves or other appendages.ovary -- In flowering plants, the part of the flower which encloses the ovules. When the ovary matures, it becomes the fruit.ovule -- In seed plants, the structure which gives rise to the seed.paleoherb -- Any member of a group of basal flowering herbs which may be the closest relatives of the monocots. They include the water lilies, Piperales, and Aristolochiales.


http://www.ucmp.berkeley.edu/monocots/monocot.html


http://www.ucmp.berkeley.edu/seedplants/seedplants.html



http://www.ucmp.berkeley.edu/fungi/fungi.html

http://www.ucmp.berkeley.edu/plants/lycophyta/lycophyta.html

http://www.ucmp.berkeley.edu/glossary/glossary_P.html#pycnoxylic

http://www.ucmp.berkeley.edu/seedplants/cycadophyta/cycads.html


http://www.ucmp.berkeley.edu/monocots/liliflorae/orchidales.html


http://www.ucmp.berkeley.edu/monocots/glumiflorae/glumiflorae.html


parenchyma -- A generalized cell or tissue in a plant. These cells may manufacture or store food, and can often divide or differentiate into other kinds of cells.perennial -- A plant which continues to grow after it has reproduced, usually meaning that it lives for several years.perianth -- The sepals and petals of a flower are together called the perianth; literally "around the anthers".peristome -- A set of cells or cell parts which surround the opening of a moss sporangium. In many mosses, they are sensitive to humidity, and will alter their shape to aid in spore dispersal.petal -- One of the outer appendages of a flower, located between the outer sepals and the stamens. Petals often display bright colors that serve to attract pollinators.phloem -- Nutrient-conducting tissue of vascular plants.phragmoplast -- The cell plate formed during cell division.phytomelanin -- a papery "sooty" black layer over the seed of plants in the Asparagales, which includes agaves, aloes, onions and hyacinths. It is an important character for defining the group.pinnately compound -- Leaves which are divided up like a feather are said to be pinnately compound.pistil -- The central set of organs in a flower; it is composed of one or more carpels.pith -- To severely damage the brain of a frog, also any central region of parenchyma tissue within a plant stem.pits -- Thin regions of the cell wall in xylem conducting cells. Their structure is an important characteristic for recognizing different kinds of wood.plasmodesmata -- Cytoplasmic connections between neighboring cells in plant tissues.platyspermic -- Having seeds which are flattened and disc-like. Contrast with radiospermic.plicate -- Folded like a paper fan, as in the leaves of palms, cyclanthoids, and some orchids.pollen -- The microspore of seed plants.pollen tube -- In seed plants, the extension of the male gametophyte as it emerges from the pollen grain in search of the female gametophyte.pollination -- Process of transferring the pollen from its place of production to the place where the egg cell is produced. This may be accomplished by the use of wind, water, insects, birds, bats, or other means. Pollination is usually followed by fertilization, in which sperm are released from the pollen grain to unite with the egg cell.pollinia -- A mass of fused pollen produced by many orchids.protostele -- When a plant's vascular tissue develops in a solid central bundle, it is said to have a protostele. See also siphonostele and eustele.pseudoelaters -- Moisture-sensitive cells produced in the sporangium of hornworts.pteridophyte -- Plant in which the sporophyte generation is the larger phase and in which the gametophyte lives an existence independent of its parent sporophyte. Pteridophytes are almost all vascular plants, and include the lycophytes, trimerophytes, sphenophytes, and ferns.pteridosperm -- An extinct group of seed plants which bore fern-like leaves.pycnoxylic -- Wood in which there is little or no parenchyma tissue among the xylem is called pycnoxylic. Conifers and flowering plants have pycnoxylic wood. Contrast with mannoxylic.radicle -- The end of a plant embryo which gives rise to the first root.radiospermic -- Having seeds which are round or ovoid. Contrast with platyspermic.reticulate -- Interconnecting, like a network.rhizoid -- n. A cellular outgrowth of a plant that usually aids in anchoring to the surface and increasing surface area to acquire water or nutrients; found in mosses, liverworts, and hornworts.rhizome -- n. A horizontal underground stem, such as found in many ferns, where only the leaves may stick up into the air; sphenophytes (horsetails and their relatives) spread via rhizomes, but also produce erect stems.root -- Usually the below ground portion of a plant. Contrast with shoot.rosette -- A series of whorls of leaves or leaf-like structure produced at the base of the stem, just above the ground.secondary growth -- Growth in a plant which does not occur at the tips of the stems or roots. Secondary growth produces wood and bark in seed plants.sepal -- The outermost structures of a flower.



http://www.ucmp.berkeley.edu/glossary/glossary_M.html#mannoxylic



http://www.ucmp.berkeley.edu/plants/sphenophyta/sphenophyta.html

http://www.ucmp.berkeley.edu/plants/trimerophytophyta/trimero.html

http://www.ucmp.berkeley.edu/plants/lycophyta/lycophyta.html


http://www.ucmp.berkeley.edu/monocots/liliflorae/orchidales.html

http://www.ucmp.berkeley.edu/mammal/eutheria/chiroptera.html

http://www.ucmp.berkeley.edu/diapsids/birds/birdintro.html

http://www.ucmp.berkeley.edu/arthropoda/uniramia/uniramia.html



http://www.ucmp.berkeley.edu/monocots/liliflorae/asparagales.html

shoot -- Usually, the above ground portion of a plant, bearing the leaves. Contrast with root.siphonostele -- When a plant's vascular tissue develops as a central cylinder, it is said to have a siphonostele. See also protostele and eustele.spermatophyte -- A seed plant.sporangiophore -- A stalk to which sporangia are attached.sporangium -- A chamber inside of which spores are produced through meiosis.sporophyll -- Any leaf which bears sporangia is called a sporophyll.stamen -- Part of a flower, the tip of which produces pollen and is called the anther.stigma -- The sticky tip of a pistil. Or, the dense region of pigments found in many photosynthetic protists which is sensitive to light, and thus functions somewhat like a miniature eye.stipe -- A scientific term for "stalk".stipules -- Paired appendages found at the base of the leaves of many flowering plants.stomata -- Openings in the epidermis of a stem or leaf of a plant which permit gas exchange with the air. In general, all plants except liverworts have stomata in their sporophyte stage.streptophytes -- The clade consisting of the plants plus their closest relatives, the charophytes.strobilus -- A tightly clustered group of sporophylls arranged on a central stalk; commonly termed a "cone" or "flower".style -- The narrow stalk of the pistil, located above the ovary but below the stigma.synangium -- A cluster of sporangia which have become fused in development.tepal -- When the sepals and petals of a flower are indistinguishable, they are referred to as tepals. Tepals are common in many groups of monocots.thalloid -- Plants which have no roots, stems, or leaves are called thalloid, such as liverworts and hornworts.tracheophyte -- Any member of the clade of plants possessing vascular tissue; a vascular plant.tree -- Any tall plant, including many conifers and flowering plants, as well as extinct lycophytes and sphenophytes.tuber -- An underground stem which has been modified for storage of nutrients, such as a potato.turgor pressure -- Force exerted outward on a cell wall by the water contained in the cell. This force gives the plant rigidity, and may help to keep it erect.vegetative growth -- Growth of a plant by division of cells, without sexual reproduction.venation -- The arrangement and pattern of veins in a leaf.whorl -- An arrangement of appendages, such as branches or leaves, such that all are equally spaced around the stem at the same point, much like the spokes of a wheel or the ribs of an umbrellawood -- A secondary tissue found in seed plants which consists largely of xylem tissue.xylem -- Water-conducting tissue of vascular plants.





http://www.ucmp.berkeley.edu/monocots/monocot.html

http://www.ucmp.berkeley.edu/greenalgae/charophyta/charophyta.html


http://www.ucmp.berkeley.edu/glossary/glossary_C.html#clade


http://www.ucmp.berkeley.edu/glossary/glossary_M.html#meiosis


Course: HLT 101

Title: Introduction to HorticultureLong Title: Introduction to HorticultureCourse Description:

Introduces the biology of horticultural plants, and basic horticultural practices. (60 contact hours)

Min Credit: 4Max Credit:

Origin Notes: FRCC

STANDARD COMPETENCIES: I. Define the differences between horticulture, the applied plant sciences and botany. (I) II. Demonstrate the importance of horticulture in society. (I) III. List and describe various horticulture industries and jobs. (I) IV. Define the term taxonomy, and list the various levels. (II) V. Illustrate the need for a universal nomenclature. (II) VI. Write the binomial nomenclature system for 10 plants. (II) VII. Describe various operational systems of classification of plants based on growth form, fruits, life cycle, use stem type, leaf characteristics, adaptation, and flower type. (II) VIII. Diagram the cell structure and function of major organelles. (III) IX. List and describe the primary tissues of higher plants and their functions. (III) X Describe various plant organs and how they are used as a basis for classifying horticultural plants. (III) XI. Outline the differences between monocots and dicots. (III) XII. Explain how primary growth differs from secondary growth. (III) XIII. List the important plant growth factors in both the above-ground and below-ground environments. (IV) XIV. Explain the pH scale and its importance to plant growth. (IV) XV. Discuss the need for organic matter in the soil. (IV) XVI. Illustrate the roles of each environmental factor in plant growth and development. (IV) XVII. Describe how each environmental factor may be managed for better plant performance. (IV) XVIII. Explain the generalized phases of plant growth. (V) XIX. Describe vegetative and reproductive growth and development in plants. (V) XX Discuss specific growth processes ¿ photosynthesis, respiration, transpiration, translocation, and absorption ¿ and their roles in plant growth and development. (V) XXI. Discuss specific ways in which growers may manipulate physiological processes for increased plant productivity and quality. (V) XXII. List and describe horticultural uses of plant hormones & Plant Growth Regulators. (V) XXIII. Discuss the importance of genetics in horticultural plant improvement. (VI) XXIV. Explain the genetic basis of biological variation. (VI) XXV. List the contributions of Mendel and Darwin. (VI) XXVI. Examine specific practical applications of classical genetics and molecular biology in plant improvement. (VI) XXVII. List and discuss the environmental conditions for seed germination and vegetative propagation. (VII) XXVIII. Discuss the economic effects of pests in horticulture. (IX) XXIX. Outline the categories of organisms that are pests of plants. (IX) XXX Distinguish among pests on the basis of life cycles. (IX) XXXI. Distinguish among insect pests on the basis of feeding habits. (IX)


XXXII. Discuss the general principles of pest control. (IX) XXXIII. Describe how greenhouses are used in the production of horticultural plants. (X) XXXIV. Demonstrate the correct method of pruning trees and shrubs. (X)

TOPICAL OUTLINE: I. Introduction to Horticulture II. Classifying and Naming Horticultural Plants III. Plant Anatomy IV. Plant Growth Environment Plant Physiology V. Plant Genetics and Improvement VI. Sexual Propagation VII. Asexual Propagation VIII. Biological Enemies of Horticultural Plants IX. Plant Production

Course Offered At:

Front Range Community CollegeFRCC




V09

This course teaches practices in greenhouse management, greenhouse crops, and nursery garden center management. Classroom lectures and practices are combined with hands‐on applications in the greenhouse and in the field. Students gain knowledge in greenhouse crops & production, greenhouse industry & history, soils, plant propagation, growth regulators, classification & identification, pest management, and horticultural business management.

1 Semester

15

10

Elective

Active

Career ＆ Technical Education0213f277-1be6-426c-ab7d-f7789268048c

12/2/2002

[Expiration Date]

[NCAA]

[Hear]

CTE9498be78-e329-44d0-a0d3-1ac6e162a0cb

[NonAcademic]

1000 - Industrial Arts/Technical Education


greenhouse management - bvsd content hubcontenthub.bvsd.org/curriculum/course catalog... · web...

Documents