cimc curriculum

CIMC CURRICULUM

SOIL, PLANT, & CROP SCIENCE

Embedded PASS Core Curriculum

! Science---------------------Met majority of PASS requirementsWill meet all PASS requirements when suggested supplements have been implemented.

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CIMC CURRICULUM

SOIL, PLANT & CROP SCIENCE

TABLE OF CONTENTS

♦ Science: Physical Science ......................................... 3

♦ Science: Biology...................................................... 47

♦ Science: Chemistry.................................................. 93

♦ Summary................................................................ 129

♦ Addendum ............................................................. 137

♦ Supplement Sample.............................................. 141

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SOIL, PLANT, & CROPSCIENCE

SCIENCE

PHYSICAL SCIENCE

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Oklahoma Vocational Curriculum:Embedded PASS Skills

Soil, Plant & Crop Science: Science

CIMC Developed/Recommended Curriculum: Soil, Plant, & Crop Science LAPS

PASS SkillsCore Curriculum Area: Science

PASS Skills Sub-Core: Physical Science

PASS Content Standard Area I.Observing and Measuring

Content Skill Knowledge Matching Curriculum Objectives

A.Identify similar or differentcharacteristics in a given set ofobjects, organisms, or events.

B-1:6Describe the soil textures.

D-2:14Calibrate planting equipment.

D-2:15Calibrate a grain drill.

D-5:18Survey a pasture to recommendimprovement practices.

D-6:7Survey harvesting methods for twocrops in your region.

B.Select qualitative (descriptive) orquantitative (numerical) observationsin a given set of objects, organisms,or events.



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D-5:4Define animal unit.



C.Identify qualitative (descriptive) orquantitative (numerical) observationsin a given set of objects, organisms,or events.

B-4:3Match categories of water erosion totheir correct definitions.





D.Use the appropriate SystemsInternational (SI) units (grams,meters, liters, and degrees Celsius) tomeasure objects, organisms, orevents.

B-1:11Perform a soil profile examination.



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PASS Content Standard Area II.Classifying


A.Use observable properties to classifya set of objects, organisms, or events.

A-1:9Use the binomial system of planclassification.

D-1:6Discuss types of plants based upontheir agronomic classification.

D-2:4Identify common crop seeds.

D-3:8Identify common weeds.

D-4:2Name categories of pesticides andthe pests they are used on.

D-4:3Discuss the chemical classificationsof pesticides.

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B.Identify the properties on which agiven classification system is based.







C.Place an object, organism or eventinto a classification system.






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PASS Content Standard Area III.Experimenting


A.Arrange the steps of a scientificproblem in logical order.

D-4:1List methods of controlling plantpests.

B.Identify the independent variables,dependent variables, and control inan experimental set-up.


C.Use mathematics to showrelationships within a given set ofobservations.


D-5:19Calculate the cost of establishing animproved pasture managementprogram.

D.Identify a hypothesis for a givenproblem.


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PASS Content Standard Area IV.Interpreting


A.Select appropriate predictions basedon previously observed patterns ofevidence.

B-1:2List the uses of a soil survey report.

D-3:4Discuss types of insect damage.



B.Report data in an appropriatemanner.



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C.Predict data points not included on agiven graph.





D.Interpret line, bar, and circle graphs.





E.Identify data that support or rejectstated hypothesis.



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F.Accept or reject hypothesis whengiven results of an investigation.





G.Identify discrepancies between statedhypothesis and actual results.





H.Select the most logical conclusionfor given experimental data.



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PASS Content Standard Area V.Communicating


A.Prepare a written report describingthe sequence, results, andinterpretation of an investigation orevent.

C-1:12Complete a land judging score cardwhen given the characteristics of afield.

C-1:13Judge a field and complete the scorecard.

D-5:6Complete a chart listingcharacteristics of native grasses.

D-5:12Complete a chart of important foragegrasses.

D-5:13Complete a chart of important foragelegumes.

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B.Communicate and defend a scientificargument.

B-3:16Select from a list the benefits of aliming program.





C.Identify or create an appropriategraph or chart from collected data,table, or written description.

B-3:15Complete a chart on the mostdesirable pH scale range for crops.




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PASS Content Standard Area VI.Modeling


A.Select a model, which explains agiven set of observations.

C-1:5Match land capability classes to theircorrect definitions.

C-1:6Complete a chart on correct suitableuses of land capability classes.

C-1:7Complete a chart on the best landcapability class possible for certainsoil factors.

C-1:8List recommended land treatmentsapplied to land capability classes.

C-1:9Match types of vegetative practicesto the correct land capability classeseach is applied to.

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C-1:10Match types of mechanicaltreatments to their correct uses.

C-1:11Match factors that affect landcapability class to the correct landtreatments applied to each.

D-5:15Write six steps for renovatingpastureland.

B.Select predictions based on models.







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C.Compare a given model to the realworld.








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C-2:3Choose the correct word or phrase tocomplete statements aboutsubdivisions.


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PASS Content Standard Area VII.Safety in the Science Classroom


A.Recognize potential hazards within ascience activity.

A-2:1Describe the purpose of a MaterialSafety data Sheet.

A-2:2Define acute and chronic toxicity.

A-2:3Define oral, dermal, and inhalationtoxicity.

A-2:4List symptoms of pesticidepoisoning.

A-2:5Choose the word or phrase tocomplete statements about chemicalsafety precautions.

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A-2:6Complete statements about theimportance of protective clothingand equipment.A-2:7Select from a list true statementsconcerning chemical storage.

A-2:8Choose correct methods ofhazardous waste disposal.

A-2:9Discuss labeling of hazardousmaterials.

A-2:10Choose the word or phrase tocomplete statements about chemicaluse and groundwater protection.

A-2:11List hand tool safety precautions andprocedures.

A-2:12List power tool safety precautionsand procedures.

A-2:13Complete statements concerningsafety around large equipment.

A-2:14Pass a chemical safety test with ascore of 100%.

A-2:15Interpret an MSDS.

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B.Practice safety procedures in allscience activities.










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PASS Content Standard Area VIII.Inquiry


A.Formulate a testable hypothesis anddesign an appropriate experimentrelating to the world.

D-1:12Calculate the percent of germinationto determine the rate of application.

D-2:6Choose an appropriate site for aspecified crop.

B.Design and conduct scientificinvestigations in which variables areidentified and controlled.

C-1:2List factors that determine landcapability class.



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C.Use a variety of technologies, suchas hand tools, measuringinstruments, and computers tocollect, analyze, and display data.



D.Inquiries should lead to theformation of explanations or models(physical, conceptual, andmathematical). In answeringquestions, students should engage indiscussions (based on scientificknowledge, the use of logic, andevidence from the investigations)and arguments that encourage therevision of their explanations,leading to further inquiry.








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PASS Content Standard Area IX.Structure and Properties of Matter


A.Matter is made up of minute particlescalled atoms, and atoms arecomposed of even smallercomponents.

B-1:1Describe the components of a soilsurvey report.

B.An element is composed of a singletype of atoms. When elements arelisted in order according to thenumber of protons (called the atomicnumber), repeating patterns ofphysical and chemical propertiesidentify families of elements withsimilar properties.

**See supplement booklet to meetthis PASS requirement.**

C.Matter has characteristic properties,such as boiling points, meltingpoints, solubility, and density, whichdistinguish pure substances and canbe used to separate one substancefrom another.

B-1:7Match soil structures to theirdefinitions.

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PASS Content Standard Area X.Chemical Reactions


A.Substances react chemically incharacteristic ways with othersubstances to form new substances(compounds) with differentcharacteristic properties. In chemicalreactions, the total mass is converted.

B-2:3Label a soil pH scale.

B.The rate of chemical reactions isaffected by the concentration andtemperature of the reacting material.


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PASS Content Standard Area XI.Motion and Forces


A.Objects change their motion onlywhen a net force is applied. Laws ofmotion are used to determine theeffects of forces on the motion ofobjects.

B-4:1Describe the effects of wind andwater erosion.

B-4:2Match degrees of erosion to theircorrect definitions.

C-1:4Match rates of surface runoff to theircorrect definitions.

B.Gravitation is a universal force thateach mass exerts on any other mass.

B-4:1Describe the effects of wind andwater erosion.

B-4:2Match degrees of erosion to theircorrect definitions.

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PASS Content Standard Area XII.Interactions of Energy and Matter


A.All energy can be considered to beeither kinetic energy, which is theenergy of motion: potential energy,which depends on relative position:or energy contained by a field, suchas electromagnetic waves.

B-1:4Describe the types of soil water.

B.Waves, including sounds and seismicwaves, waves on water, and lightwaves, have energy and can transferenergy when they interact withmatter.

B-3:26List factors, which determinewhether or not irrigation is feasible.


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PASS Content Standard Area XIII.The Earth System


A.Geologic time can be estimated byobserving rock sequences and usingfossils to correlate the sequences atvarious locations.

A-1:1Define soil.

D-5:9Match range sites to theirdescriptions.

B.The solid crust of the earth consist ofseparate plates that move very slowlypressing against one another in someplaces and pulling apart in otherplaces.

A-1:2State reasons why soil is important.

D-5:9Match range sites to theirdescriptions.

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PASS Content Standard Area XIV.The Universe


A.The stars differ from each other insize, temperature, and age, but theyappear to be made up of the sameelements that are found on the earth.


B.Stars condense by gravity out ofclouds of molecules of the lightestelements until nuclear fusion of thelight elements into heavier onesbegan to occur. Fusion releasedgreat amounts of energy overmillions of years. Eventually, somestars exploded, producing clouds ofheavy elements from which otherstars and planets could latercondense. The process of starformation and destruction continues.

B-1:5Select from a list the primary,secondary, and micronutrients foundin soil.

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SCIENCE

BIOLOGY

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Soil, Plant, & Crop Science: Science



PASS Skills Sub-Core: Biology












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A-2:6Complete statements about theimportance of protective clothingand equipment.

A-2:7Select from a list true statementsconcerning chemical storage.









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PASS Content Standard Area IX.The Cell


A.Cells are the fundamental unit of life,comprised of a variety of structuresthat perform functions, such astransport information and synthesisof molecules.

D-1:9Define genetic engineering.

B.Cells function according to theinformation contained in DNA.


C.Cells can differentiate and maydevelop into complex multi-cellularorganisms.

D-1:7Label parts of a legume, grain, andtuber.

D-3:11Match causes of infectious plantdiseases to their correct descriptions.

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PASS Content Standard Area X.The Molecular Basis of Heredity


A.In all organisms, the instructions forspecifying the characteristics of theorganism are carried in DNA, andchanges in DNA (mutations) occurspontaneously at low rates.

D-1:8Describe methods of cropimprovement.


D-1:10Define cloning.

B.A sorting and recombination ofgenes in production results in a greatvariety of possible genecombinations from the offspring ofany two parents.

D-1:8Describe methods of cropimprovement.


D-1:10Define cloning.

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PASS Content Standard Area XI.Biological Diversity


A.Different species might lookdissimilar, but the unity amongorganisms becomes apparent from ananalysis of internal structures, thesimilarity of their chemicalprocesses, and the evidence ofcommon ancestry.

D-1:11Describe uses of defoliants andgrowth inhibitors.

D-3:11Match causes of infectious plantdiseases to their correct descriptions.

B.Diversity of species is developedthrough gradual processes over manygenerations. Species acquire manyof their unique characteristicsthrough biological adaptation, whichinvolves the selection of naturallyoccurring variations in populations.Biological adaptations includechanges in structures, behaviors, orphysiology, that enhance survivaland reproductive success in aparticular environment.

D-1:1Arrange in order the stages in the lifecycle of plants.

D-1:2Explain transpiration.


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C.Extension occurs when theenvironment changes and theadaptive characteristics of a speciesare insufficient to its survival.


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PASS Content Standard Area XII.The Interdependence of Organisms


A.Matter on the earth cycles among theliving and nonliving components ofthe biosphere.

A-1:3List the factors responsible for soilformation.

D-2:8Describe methods of planting.

D-3:7State ways weeds hinder cropproduction.

D-3:9Discuss bird and wildlife damage.

D-4:4Explain the principles of integratedpest management.

D-5:5Match native grasses to their degreeof palatability.

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B.Energy flows through ecosystems inone direction.





C.Organisms both cooperate andcompete in ecosystems.

A-1:6Identify environmental issuesaffecting plant agriculture.


D-3:2Explain how pests affect plant andcrop growth.




D-6:1Explain the importance of harvestingefficiently.

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D.Living organisms have the capacityto produce populations of infinitesize, but environments and resourceslimit population size.

A-1:7Describe the relationship betweenlivestock and crop production.





D-5:5Match native grasses to their degreeof palatability.

D-6:1Explain the importance of harvestingefficiently.

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PASS Content Standard Area XIII.Matter, Energy, and Organization in Living Systems


A.The complexity and organization oforganisms accommodates the needfor obtaining, transforming,transporting, releasing, andeliminating the matter and energyused to sustain the organism.

A-1:3List the factors responsible for soilformation.

D-1:1Arrange in order the stages in the lifecycle of plants.

D-1:2Explain transpiration.

D-2:5Identify characteristics of commonplants.

D-3:3Label the stages in the life cycle ofcommon insects.

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B.As matter and energy flow throughdifferent levels of organizations ofliving systems—cells , organs,organisms, and communities—andbetween living systems and thephysical environment, chemicalelements are recombined in differentways by different structures. Eachrecombination results in storage, use,and dissipation of energy into theenvironment as heat. Matter andenergy are conserved in each change.

A-1:2State reasons why soil is important.

D-2:5Identify characteristics of commonplants.

D-3:3Label the stages in the life cycle ofcommon insects.

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PASS Content Standard Area XIV.The Behavior of Organisms


A.Organisms have behavioralresponses to internal changes and toexternal stimuli.

A-1:4Describe how plants use soil.

D-2:7List factors affecting seeding ratings.

B.Broad patterns of behavior exhibitedby animals have adapted to ensurereproductive success.

A-1:4Describe how plants use soil.

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SCIENCE

CHEMISTRY

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PASS Skills Sub-Core: Chemistry












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B-2:6List the steps for collecting a soilsample.








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PASS Content Standard Area IX.Structures and Properties of Matter


A.Matter is made of atoms and atomsare composed of even smallercomponents.

A-1:8Describe no-agricultural uses ofplants.

B.Atoms interact with one another bytransferring or sharing outerelectrons that are farthest from thenucleus.

B-2:2Name the major items for whichsoils are tested.

B-3:11Explain the Haber process ofmanufacturing nitrogen fertilizers.

C.An element is composed of a singletype of atom. When elements arelisted in order according to thenumber of protons, repeating patternsof physical and chemical propertiesidentify families of elements withsimilar properties. This is the basisfor the Periodic Table.


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D.A compound is formed when two ormore kinds of atoms bind togetherchemically. Each compound hasunique chemical and physicalproperties.

A-1:1Define soil.

E.Solids, liquids, and gases differ inthe energy that binds them together.

B-1:4Describe the types of soil water.

B-1:5Select from a list the primary,secondary, and micronutrients foundin soil.

C-1:3Match degrees of permeability totheir correct soil characteristics.

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PASS Content Standard Area X.Chemical Reactions


A.Chemical reactions occur all aroundus. These reactions may release orconsume energy but the total energyof the system remains constant.

D-1:3State the formula for respiration.

D-1:4Explain the process of respiration.

D-1:5State the formula for photosynthesis.

B.A large number of importantreactions involve the transfer ofeither electrons (oxidation/reduction)or hydrogen ions (acid/basereactions).


C.Reaction rates depend on theconcentration and temperature of thereactants. Catalysts acceleratechemical reactions.


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SCIENCE

SUMMARY

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SUMMARYPASS Skills in this particular analysis of

Vocational Curriculum

Curriculum: Soil, Plant, & Crop Science LAPS

PASS: Science—Physical Science

PASS Summary and Strengths

The core curriculum area met the majority of PASS standard requirements.Of the fourteen PASS content standards fourteen were addressed. Of theforty-four content skills within the PASS content standards forty-two wereaddressed.

PASS Standards/Skills Not Addressed

AREA IX—Structures and Properties of Matter

B. An element is composed of a single type of atoms. When elementsare listed in order according to the number of protons (called theatomic number), repeating patterns of physical and chemicalproperties identify families of elements with similar properties.

AREA XIV—The Universe

A. The stars differ from each other in size, temperature, and age, but theyappear to be made up of the same elements that are found on the earth.

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PASS: Science—Biology


The core curriculum area met all of the PASS standard requirements. Of thefourteen PASS content standards fourteen were addressed. Of the forty-seven content skills within the PASS content standards forty-seven wereaddressed.


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PASS: Science—Chemistry


The core curriculum area met the majority of PASS standard requirements.Of the ten PASS content standards ten were addressed. Of the thirty-ninecontent skills within the PASS content standards thirty-seven wereaddressed.


AREA X—Chemical Reactions

B. A large number of important reactions involve the transfer of eitherelectrons (oxidation/reduction) or hydrogen ions (acid/base reactions).

C. Reaction rates depend on the concentration and temperature of thereactants. Catalysts accelerate chemical reactions.

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ADDENDUM

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ADDENDUM

PASS Skills Analysis of Vocational CurriculumSoil, Plant, & Crop Science

PASS Requirements—Supplement Suggestions

Science—Physical Science Area IX—Structures and Properties of MatterB. Use the periodic table to identify nutrients(elements) necessary in soil. Compare fertilizers andcontents to prices and how they can be different: Usingunit B-3 Soil, Plant, & Crop Science, Fertilizers &Irrigation.

Area XIV—The UniverseA. Compare nutrients and recomposition of soil tomoon, stars, etc. to show its consistency: Using unit B-2objective 5.

Science—Biology Met all PASS Standard Requirements

Science—Chemistry Area X—Chemical ReactionsB. Discuss process (chemical change) in wet, dry andgas fertilizers and how they are made: Using unit B-3,Fertilizers.

C. Discuss mixing fertilizers and safety (reactions toheat and other chemicals): Using unit B-3, Fertilizersand videos through the chemical companies.

NOTE: supplement information to meet PASS requirements using assignment sheets, job sheets, etc.

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SUPPLEMENT SAMPLE

Name ____________________________________________Score_________

Investigate the physical structure and properties of thenutrients in soil and fertilizers.

Core ScienceSub-Core Physical ScienceStandard Area IX — Structures and Properties of Matter

B — An element is composed of a single type of atom. Whenelements are listed in order according to the number ofprotons (called the atomic number), repeating patternsof physical and chemical properties identify families ofelements with similar properties.

You are going to investigate the atomic structures of the elementsthat are present in soil nutrients and fertilizers.

Remember, there are 2 kinds of atomic structures in soilnutrients and fertilizers:

An element is a substance that contains only one kind ofatom.

A molecule contains 2 or more different kinds of atoms.

For this assignment, you will need a chart called a periodic table.This chart shows all the elements, grouped into related familiesbased on their atomic number (the number of protons theycontain).

1. The primary, secondary, and micro plant nutrients are allelements. Look up each of these plant nutrients on theperiodic table. Write down each nutrient’s chemical symbol,its atomic number, and the names of other elements in thesame family.

INSTRUCTIONS

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INTRODUCTION

PASS Information

OBJECTIVE

SUPPLEMENT SAMPLE - Embedded PASS Core CurriculumASSIGNMENT SHEET - CIMC - 1 - 1

ASSIGNMENTSHEET

INVESTIGATING THEELEMENTS IN FERTILIZERS PASS-1

TABLE 3 Micronutrients

Other Nutrient/ Atomic Elements Element Symbol Number in Family

Boron

Iron

Manganese

Zinc

Copper

Chlorine

Molybdenum

TABLE 2 Secondary Plant Nutrients


Calcium

Magnesium

Sulfur

TABLE 1 Primary Plant Nutrients


Nitrogen

Phosphorus

Potassium


2. Fertilizers contain the 3 primary plant nutrients: nitrogen,phosphorus, and potassium. The phosphorus and thepotassium atoms are often combined with atoms of a well-known gas to form molecules of chemical compounds. Reviewthe information in Unit B-3 and the periodic table, thenanswer the following questions.

a. What is the name of the gas with which the phosphorusand potassium atoms are often combined in fertilizers?

__________________________________________________________

b. What is the chemical symbol for this gas? ________________

c. What other elements belong to the same family as thisgas? _____________________________________________________

d. Write the name and molecular formula of the chemicalcompound that is created when phosphorus is combinedwith this gas:

__________________________________________________________

__________________________________________________________

__________________________________________________________

e. Write the name and molecular formula of the chemicalcompound that is created when potassium is combinedwith this gas:

__________________________________________________________

__________________________________________________________

__________________________________________________________

3. Compare the prices of several types of fertilizers with differentNPK ratios. Which elements seem to make fertilizer moreexpensive? Can you suggest any reasons for this?


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