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Power Standards and

“I Can” Statements

Rugby Agricultural

Education Department

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

Index

Introduction …………………………………………………………………………………………………………. Page 1

Agricultural Education 1 …………………………………………………………………………………………

Agricultural Education 2 ………………………………………………………………………………………… Page 3



Advanced Animal Science ……………………………………………………………………………………… Page 6

Agricultural Mechanics ………………………………………………………………………………………….. Page 7

Horticulture 1 ……………………………………………………………………………………………………….. Page 8

Meat Science ………………………………………………………………………………………………………… Page 9

Community Projects …………………………………………………………………………………………….. Page 10

Agricultural Co-op ………………………………………………………………………………………………… Page 11

Supervised Agricultural Experience ………………………………………………………………………. Page 12

8Th Grade Agriculture …………………………………………………………………………………………… Page 13

Dear Reader,

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

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

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

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

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

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

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

succeed every day in our classrooms and labs.

1

Agricultural Education 1:

Description of Class:

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

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

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

cold metal, carpentry, and safe tractor operation.

Ag Leadership Development:

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

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

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

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

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

Soil Science:

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

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

grit and amount of clay in the soil sample.”

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

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

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

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

what soil type it is.

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

hands-on techniques.

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

techniques I learned in class.”

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

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

texturing methods.

Carpentry:

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

complete their wood projects.

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

projects using these tools.”

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

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

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



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

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

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

Metal Fabrication

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

welding torch.

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

acetylene torch.”

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

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

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

for us to use.”

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

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

Leadership Development

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

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

know that skill.

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

minutes of time.

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

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

motions in a meeting setting.

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

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

Landscaping

1) Students are able to point out

I Can Statement-

2)

I Can Statement-



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

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

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

Structures (scale model buildings), and independent projects.

Job Skils

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

they want to apply for.

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

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

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

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

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

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

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

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

in a professional manor.

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

of interviewers.”

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

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

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

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

chapter class meetings.”

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

conduct a meeting using the rules of parliamentary procedure.

Structures and Independent Projects

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

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

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

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

efficiently.”



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

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

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

Power Standards:

1)

I Can Statement-

2)

I Can Statement-

3)

I Can Statement-

4)

I Can Statement-

5)

I Can Statement-

6)

I Can Statement-

Advanced Animal Science:


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

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

Power Standards:

1)

I Can Statement-

2)

I Can Statement-

3)

I Can Statement-

4)

I Can Statement-

5)

I Can Statement-

6)

I Can Statement-

Agricultural Mechanics:


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

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

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

be included. (2) Units of study will center on advanced welding, project planning and construction. We will utilize

all metal working tools at our disposal including MIG welders, plasma cutters, and metal working tools. Students

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

on large scale construction of sheds and garages etc…

Welding:

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

overhead, flat).

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

demonstrated to me in the welding shop.”

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

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

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

positions.”

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

acetylene torch.

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

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

Construction:

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

connections, ending with a water pressure test.

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

pressure test.”

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

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

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

procedures and finish projects.

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

Horticulture:

Description of Class: - Topics to be covered include: Vegetable production, fruit production, greenhouse

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

Greenhouse management:

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

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

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

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

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

greenhouse.”

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

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

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

hydroponics.

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

growing plants via hydroponics”

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

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

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

customer.

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

ticket.”

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

working at a greenhouse.

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

growth and prosperity.

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

plant growth and prosperity.”

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

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

Meat Science:


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

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

Meat Cutting:

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

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

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

ratio while cutting and grinding in the lab.

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

lab.”

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

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

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

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

they have ordered.”

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

FDA.

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

FDA.”

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

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

Community Projects:


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

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

service learning are integral to the success of this course.

Community Involvement:

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

I Can Statement- “I can work with city leaders to create ideas of projects to better the

community.”

2) The students are able to draw/scheme a plan for specific projects.

I Can Statement- “I can work to develop project plans for any specific project asked of me.”

3) The students are able to work with both metal and wood to create high quality items.

I Can Statement- “I can put forth a great effort to make a high quality project for the

community to use or sell.”

4)

I Can Statement-

5)

I Can Statement-

6)

I Can Statement-

Agricultural Co-op:


- Cooperative work experience conforms to related instruction in which the student is enrolled

and is consistent with the student’s expressed occupational intent. Emphasis is on student employment. Students must have a job that will allow them to work Monday – Friday. The job must be pre-approved by the Ag. Ed. Department Chairman.

Power Standards:

1)

I Can Statement-

2)

I Can Statement-

3)

I Can Statement-

4)

I Can Statement-

5)

I Can Statement-

6)

I Can Statement-

Supervised Agricultural Experience:


- All students are required to complete a minimum program of Supervised Agriculture Experience; those

who wish to exceed the minimum may earn 1/4 credit each year.

Record Keeping

Power Standards:

1) Students are able to keep records of work and money earned on the “AET” or on an “Excel”

workbook.

I Can Statement- “I can keep track of my work records using a computer program designated by

my Ag teacher”

2) Students are to take pictures of their different work experiences outside of when their Ag

teacher comes to do an SAE visit.

I Can Statement- “I can line up individuals at work to take some snapshots of me working while

at my place of employment.”

Work Accountability

1) Students are to show up on time to their job and work as hard as they can throughout the

work day.

I Can Statement- “I can display responsibility through my actions of showing up on time and

working hard.”

8th Grade Agriculture:


- Units of instruction include; Basic FFA knowledge (Paragraph 1 of the FFA Creed, The FFA Emblem, and

the basic overview of how the FFA is ran and what it is about), Shop safety, Measurements, Tool

identification, Carpentry (Nail Box wood project), and basic parliamentary procedure.

Basic FFA Knowledge

Power Standards:

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

I Can Statement- “I can accurately recite the first paragraph of the FFA Creed from memory”

2) Students are to know what the FFA Emblem is and what each piece of it represents.

I Can Statement- “I can break down the FFA Emblem and explain what each piece of it

represents”

Shop Work/Safety/Measuring

Power Standards:

1) Students are able to read a tape measure accurately down to the 1/16 inch mark.

I Can Statement- “I can successfully and accurately measure down to the 1/16 inch mark on my

tape measure while building my wood project.”

2) Students are to display safe shop practices whenever they are in a shop setting. (Safety

glasses on, hair tied back, proper clothing and protective equipment, etc.)

I Can Statement- “I can use correct shop safety practices whenever I am in a shop setting.”

3) Students are able to read a wood project plan and make that plan come to life by

constructing the project out of wood.

I Can Statement- “I can break down a wood project plan and accurately use that plan to

construct my wood project.”

4) Students are to know the tools they will be using during their wood project and will be able

to operate them safely.

I Can Statement- “I can correctly identify the tools I will be using in the shop and I can

demonstrate how to safely operate them.”

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