Common Planner
K–12 Standards

Agriculture Cluster (2015): Grades 9, 10, 11, 12, Higher Education

Other Colorado CTE sets

Industry of Agriculture and world food demandsAGCL.01

  • 01.

    Understand and analyze the role of agriculture in determining the need for and supply of the world's foodAGCL.01.01

    1. a.

      Define the difference in food supply and food needAGCL.01.01.a

    2. b.

      Analyze global trends (population, societal, income, health, environmental) and the impact on food supplyAGCL.01.01.b

    3. c.

      Relate trends of food supply and food need to theories of Thomas Malthus and the work of Norman BorlaugAGCL.01.01.c

    4. d.

      Analyze how technology has or can increase production capabilitiesAGCL.01.01.d

  • 02.

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

    1. a.

      Select solutions for different issuesAGCL.01.02.a

    2. b.

      Analyze selected solutions for feasibilityAGCL.01.02.b

    3. c.

      Present solutions determined most feasibleAGCL.01.02.c

  • 03.

    Envision emerging technology and globalization and projects its influence on marketsAGCL.01.03

    1. a.

      Examine new technologies to project their impact on the AFNR industryAGCL.01.03.a

    2. b.

      Discuss the relationship between the advancement of technology and the need for continuing education and career developmentAGCL.01.03.b

Career Opportunities in the AFNR ClusterAGCL.02

  • 01.

    Identify and prepare for career opportunities in the AFNR clusterAGCL.02.01

    1. a.

      Identify careers and explore advantages and disadvantages within the AFNR clusterAGCL.02.01.a

    2. b.

      Choose an agriculture career based upon your interest, skills and education necessaryAGCL.02.01.b

    3. c.

      Develop and ICAP specific to agriculture (Individual Career and Academic Plan)AGCL.02.01.c

    4. d.

      Review, and modify and implement agriculture ICAPAGCL.02.01.d

Integrate supervised agriculture experience into agriculture educationAGCL.03

  • 01.

    Define SAE and describe the purpose for the SAE programAGCL.03.01

    1. a.

      Define the SAE and its role in agricultural educationAGCL.03.01.a

    2. b.

      Identify and describe different types of SAE's (Placement, Entrepreneurship, Agriscience/Research, Exploratory, Service Learning)AGCL.03.01.b

    3. c.

      Determine the advantages and disadvantages for each type of SAE programAGCL.03.01.c

    4. d.

      Determine student possibilities for SAEAGCL.03.01.d

  • 02.

    Initiate the SAE programAGCL.03.02

    1. a.

      Select an SAE based on personal interestsAGCL.03.02.a

    2. b.

      Design and plan the SAEAGCL.03.02.b

    3. c.

      Implement the SAEAGCL.03.02.c

    4. d.

      Make satisfactory progress on the SAE programAGCL.03.02.d

  • 03.

    Develop agriculture skills through the application of the SAE and experiential learningAGCL.03.03

    1. a.

      Identify skills necessary in agriculture industry and SAE areaAGCL.03.03.a

    2. b.

      Develop a plan of action (training plan) to address needed skills in the agriculture industry/SAEAGCL.03.03.b

    3. c.

      Improve agriculture skills through application in the SAE programAGCL.03.03.c

  • 04.

    Maintain an SAE showing growth and improvement over timeAGCL.03.04

    1. a.

      Maintain an SAE throughout agricultural education enrollmentAGCL.03.04.a

    2. b.

      Analyze the SAE for improvements necessary in efficiency, productivity and successAGCL.03.04.b

    3. c.

      Utilize management techniques to improve the SAE (record keeping, skills, goals, efficiency factors, financial records, SAE visits and other SAE records)AGCL.03.04.c

    4. d.

      Implement identified improvements to the SAEAGCL.03.04.d

Integrate leadership and personal development into agricultural education experiencesAGCL.04

  • 01.

    Describe FFA and it's role in Agricultural EducationAGCL.04.01

    1. a.

      Describe the FFA organization, structure and identifying characteristics (emblem, official dress, stations, degrees, types of membership, history, ceremonies)AGCL.04.01.a

    2. 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.b

    3. c.

      Utilize leadership skills learned in the FFA to advance leadership in a group or organizationAGCL.04.01.c

    4. d.

      Utilize leadership skills learned in the FFA to serve othersAGCL.04.01.d

  • 02.

    Understand how to manage an organizationAGCL.04.02

    1. a.

      Describe the purposes of a constitution and by-laws, Program of Activities, meetings, leadership rolesAGCL.04.02.a

    2. b.

      Utilize and apply a constitution, POA, meetings and leadership roles in an organizationAGCL.04.02.b

    3. c.

      Evaluate an organization for effectivenessAGCL.04.02.c

  • 03.

    Explain the values of the FFA organizationAGCL.04.03

    1. a.

      Describe the mission, motto, creed and code of ethicsAGCL.04.03.a

    2. b.

      Analyze how the mission, motto, creed and code of ethics can be challenged in given leadership scenariosAGCL.04.03.b

    3. c.

      Utilize the mission, motto, creed and code of ethics to make appropriate choices in leadership scenariosAGCL.04.03.c

  • 04.

    Utilize parliamentary procedure to effectively operate an organizationAGCL.04.04

    1. a.

      Define parliamentary procedure and its purposesAGCL.04.04.a

    2. b.

      Understand the classification and utilization of motionsAGCL.04.04.b

    3. c.

      Describe uses of gavel, conduct of chair and members, effective debate, votingAGCL.04.04.c

    4. d.

      Apply knowledge to given organization scenarios (make a motion, chair, discussion, etc.)AGCL.04.04.d

Frequently asked questions

What grade levels do these standards cover?
Grade 9, Grade 10, Grade 11, Grade 12, and HIGHEREDUCATION
When were these standards adopted?
2015
Where can I read the official document?
Agriculture Cluster

Keep exploring

Keep exploring CTE standards

Sibling grade bands, other subjects in this jurisdiction, and the same subject across other states.

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