21st Century Instructional Guide for Career Technical Education
Soil and Plant Science
Agriculture, Science, and Natural Resources
Elective Course
Title:
Leadership Development (0150)
Standard
Number:
ASN.S.SPS.1
Nature of Soil and Plant Science
Students will:
 Demonstrate an understanding of the scope of soil and plant science.
 Demonstrate the ability to use the inquiry process to solve problems.
Why is soil important to life?
Essential
Questions
Who is responsible for management of soil?
Objectives
ASN.O.SPS.1.1
Students will
describe the impact of agriculture on the
environment.
ASN.O.SPS.1.2
list and describe the function of federal,
state, and local entities and interest groups
concerned with soil and plant science.
examine the role of soil and plants in the
ecosystem.
ASN.O.SPS.1.3
ASN.O.SPS.1.4
research career opportunities in soil and
plant science.
Learning Plan & Notes to Instructor:
Have students research Internet sites about the
positive and negative impacts agriculture has on the
environment and then conduct a debate on the
issues.
Have a guest speaker from NRCS or WV
Conservation Agency speak on the role different
entities have in soil and plant science.
Have students work in small groups to create a
picture of the role soil and plants have in the
ecosystem at the beginning of the course and then
have them update their picture at the end of the
course.
Have students research Internet sites or interview soil
and plant science employees to determine career
opportunities in soil and plant science and report
findings to the class.
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Standard
Number:
ASN.S.SPS.2
Essential
Questions
Content of Studies in Soil and Plant Science
Students will:
 Demonstrate knowledge, understanding, and applications of facts, concepts, principles,
theories, and models as delineated in the objectives.
 Relate the principles contained in the sciences, economics, mathematics, and language arts to
soil and plant science.
Can the characteristics of soil determine how land is used?
How did soil form?
Objectives
ASN.O.SPS.2.1
ASN.O.SPS.2.2
ASN.O.SPS.2.3
ASN.O.SPS.2.4
ASN.O.SPS.2.5
ASN.O.SPS.2.6
ASN.O.SPS.2.7
ASN.O.SPS.2.8
ASN.O.SPS.2.9
Why is it important to practice soil conservation practices?
Students will
Learning Plan & Notes to Instructor:
describe soil formation factors.
Review the five soil forming factors with students
(Climate, Parent Material, Topography, Living
Organisms and Time).
interpret information included in soil surveys. Provide students with a local soil survey to find own
property and then use the various tables in the survey
to find determine properties of the soil found on their
property.
define and determine soil depth.
Have students examine a soil pit to determine the
depth of soil.
distinguish between categories of soil
Have students bring soil sample from home. With soil
texture.
samples, have students use textural triangle to
determine the soil texture.
define and determine soil structure.
Review the major types of soil structure and have
students determine structure of various soils.
predict the permeability of soils.
Have students examine a soil pit to determine the
permeability.
analyze soil profiles and determine drainage Have students examine a soil pit to determine the
characteristics.
drainage and different soil profiles.
calculate slope.
Have students calculate the slope of land using two
stakes at the same height 50 feet apart.
classify soils according to land use factors.
Have students evaluate different sites (using
observation and soil survey) to determine class and
subclass.
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ASN.O.SPS.2.10
ASN.O.SPS.2.11
ASN.O.SPS.2.12
ASN.O.SPS.2.13
ASN.O.SPS.2.14
ASN.O.SPS.2.15
ASN.O.SPS.2.16
Standard
Number:
ASN.S.SPS.3
Essential
Questions
evaluate the function and management of
soil ph and nutrient levels.
calculate fertilizer rates to maintain proper
plant nutrition.
compare and contrast various pest
management measures.
appraise agricultural soil conservation best
management practices.
Have students use soil testing kits to determine the
ph and nutrient level of different soil samples.
Have students utilize their own soil test results as a
basis to calculate fertilizer rates.
Have students research the various methods of pest
management.
Review soil conservation BMPs and have students
make observations in the local community of sites
where BMPS are being utilized and report findings to
the class.
examine wetland preservation and
Review wetland characteristics and wetland benefits
management.
with students. Try to find a wetland in your local
community for students to observe and evaluate.
discuss the water cycle and how water is
Have students draw and label the water cycle and
managed.
discuss the importance of water conservation. Have
students collect data on the amount of water they use
in a 24 hour period and report findings to the class.
discuss improvement and diversification of
Provide students with ideas for improvement and
SAEs.
diversification of SAE. Conduct and SAE tour so
students can observe the SAEs of other students.
Application of Knowledge and Skills Acquired Through Soil and Plant Science
Students will:
 Apply the principles of the sciences, economics, mathematics, and language arts to soil and
plant science.
 Analyze information and situations related to soil and plant science.
 Demonstrate an ability to utilize technology in the study of soil and plant science.
 Engage in work-based learning through Supervised Agricultural Experience (SAE) programs.
What is the most important crop to our local economy?
What is a weed? What is the best way to control weeds?
How is growing and harvesting a forage crop different than growing and harvesting a grain crop?
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Objectives
ASN.O.SPS.3.1
Students will
collect soil samples and conduct tests.
ASN.O.SPS.3.2
interpret soil test results.
ASN.O.SPS.3.3
calculate percent slope of land using
instrumentation.
evaluate soil and land using a soil survey.
ASN.O.SPS.3.4
ASN.O.SPS.3.5
evaluate soil and land use using a
topographic map.
ASN.O.SPS.3.6
collect and categorize various agronomic
plant species.
ASN.O.SPS.3.7
identify forage crops common to the area.
ASN.O.SPS.3.8
describe cultural requirements and
production practices of forage crops.
ASN.O.SPS.3.9
list and describe forage harvesting methods.
ASN.O.SPS.3.10
identify row crops common to the area.
ASN.O.SPS.3.11
describe cultural requirements and
production practices of row crops.
Learning Plan & Notes to Instructor:
Have students collect soil samples from home and
bring to class for testing purposes. Use soil testing
kits to determine ph and nutrient levels.
Send student soil samples to the WVU Soil Testing
Lab for testing. Upon receiving results, assist
students with interpreting results.
Have students use clinometers and Abney level to
determine the slope of land.
Using the site of the soil sample the student brought
to class, have students use the soil survey to
determine the soil series and land use of the soil.
Provide the students with topographical maps to use
in conjunction with soil surveys to evaluate the soil
properties and land use of the student’s soil based on
topography.
Have students collect various weed, forage and grain
plant species from home and at school and make a
labeled collection.
Through the use of the agronomy collection, plant
mounts or Internet, have students identify the major
forage crops of the area.
Review information on forage crop production with
students and have a local farmer serve as a guest
speaker on forage crop production.
Provide students with pictures of forage harvesting
equipment and describe the major function of each.
There are high-quality videos available on forage
harvesting.
Through the use of the agronomy collection, plant
mounts or Internet, have students identify the major
row crops of the area.
Review information on row crop production with
students and have a local farmer serve as a guest
speaker on row crop production.
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ASN.O.SPS.3.12
list and describe harvesting methods for row
crops.
ASN.O.SPS.3.13
identify small grains common to the area.
ASN.O.SPS.3.14
describe cultural requirements and
production practices of small grains.
ASN.O.SPS.3.15
list and describe harvesting methods small
grains.
ASN.O.SPS.3.16
develop an integrated pest management
plan.
ASN.O.SPS.3.17
maintain accurate records on individual
Supervised Agricultural Experience (SAE)
programs.
summarize and analyze records related to
Supervised Agricultural Experience (SAE)
programs.
ASN.O.SPS.3.18
Standard
Number:
ASN.S.SPS.4
Essential
Questions
Objectives
ASN.O.SPS.4.1
Provide students with pictures of row crop harvesting
equipment and describe the major function of each.
There are high-quality videos available on row crop
harvesting.
Through the use of the agronomy collection, plant
mounts or Internet, have students identify the major
small grain crops of the area.
Review information on small grain production with
students and have a local farmer serve as a guest
speaker on small grain production.
Provide students with pictures of small grain
harvesting equipment and describe the major function
of each. There are high-quality videos available on
small grain harvesting.
Review the components of an integrated pest
management plan and have students develop a plan
based on a given scenario or on their own SAE.
Provide a few minutes of class time each week for
students to enter and update data in their record
books.
Students will complete financial income and expense
statements and determine profitability of enterprises.
Students will calculate pertinent efficiency factors
such as rate of gain, yield per acre, etc.
Participating in the student organization
Students will participate in a local student organization.
How could membership in a student organization benefit your career?
Students will
identify the purposes and goals of the
student/professional organization.
Learning Plan & Notes to Instructor
Use visual presentations and the chapter program of
activities to depict opportunities. Invite state officers
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ASN.O.SPS.4.2
explain the benefits and responsibilities of
participation in student/professional/civic
organization as an adult.
ASN.O.SPS.4.3
demonstrate leadership skills through
participation in student/professional/civic
organization activities such as meetings,
programs, and projects.
21st Century
Skills
Information and
Communication
Skills
Thinking and
Reasoning Skills
Learning Skills & Technology Tools
21C.O.912.1.LS1.
21C.O.912.2.LS1
Student
recognizes
information
needed
for
problem
solving,
can
efficiently browse, search
and navigate online to
access relevant information,
evaluates information based
on
credibility,
social,
economic, political and/or
ethical issues, and presents
findings
clearly
and
persuasively using a range
of technology tools and
media
Student engages in a critical
thinking process that
supports synthesis and
conducts evaluation using
complex criteria.
or alumni to speak to class. View state and national
FFA web pages and have students find the
organization’s goals and purpose.
Hold a panel discussion with guests invited from
business and industry to talk about their involvement
in the community and how their earlier participation in
FFA affected their careers.
Have students compete in state and national
competitions, attend winter leadership and other
career development conferences. Encourage
students to run for officers in the local, state, or
National FFA Organization.
Teaching Strategies
Evidence of
Culminating Activity
Success
Provide basic instruction of
Student
appropriate research
demonstrates
techniques and follow-up with
ability to gather
opportunities to utilize available data for assigned
technology.
research projects
and incorporates
pertinent
information into
well-developed
presentations.
Consistently provide
opportunity to apply principles
acquired to real-world
situations.
Carefully
review
answers to higherorder questions and
require students to
defend
decisions
when faced with
such.
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Personal, and
Workplace, Skills
21C.O.912.3.LS1
Student remains composed Frequently conduct role-playing
and focused, even under
scenarios in the context of the
stress, willingly aligns
agriculture industry.
his/her personal goals to the
goals of others when
appropriate, approaches
conflict from win-win
perspective, and derives
personal satisfaction from
achieving group goals.
Learning Skills & Technology Tools
Entrepreneurship
Skills
B.01-B.11,
.17-.28
D.01-D.06,
.08, .014, .17,
.21-.30,
E.01-.16
H.04-06, .14.18
Understands the personal
traits/behaviors associated
with successful
entrepreneurial
performance.
Understand concepts,
strategies, and systems
needed to interact
effectively with others.
Understand concepts and
procedures needed for
basic computer operations
Understand concepts and
strategies needed for career
exploration, development,
and growth.
Teaching Strategies
Culminating Activity
Students will process
leadership, personal
management, communication,
and interpersonal skills as they
engage in collaborative work,
decision-making processes,
operate multimedia equipment,
and draw career conclusions.
Evaluate students’
abilities to work
with
others
on
projects and have
students
defend
actions
and
decisions in roleplaying scenarios.
If
students
are
employed, discuss
job
performance
with supervisor.
Evidence of
Success
Student display
appropriate
leadership,
communication,
and interpersonal
traits/behaviors in
personal
applications and
collaboration with
others. Students
successfully use
basic computer
operations to
complete task and
projects. Students
draw conclusions
regarding
educational
requirements, job
duties, and salary
expectation in their
area of interest.
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Culminating Assessment
Culminating
Assessment
Links and Other
Resources
Have students evaluate a soil pit for agricultural and home site purposes using the WV Land Judging
and Homesite scorecards. Provide in-depth explanation of the vegetative and mechanical practices
listed on the scorecard.
Links and Other Resources
Related Websites:
Consult State Departments of Agriculture websites
Consult college and university plant and soil science departments’ websites
Pathways to Success
http://careertech.k12.wv.us/pathwaystosuccess/
U.S. Department of Labor in the 21st Century
http://www.dol.gov/
Advanced Distributed Learning
www.adlnet.org
America's Career InfoNet
www.acinet.org
America's Job Bank
www.ajb.org
America's Service Locator
www.servicelocator.org
CareerOneStop
www.careeronestop.org
Employment & Training Administration
www.doleta.gov
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The Job Accommodation Network (JAN)
http://www.jan.wvu.edu
Monthly Labor Review Online: Labor Force Archives
http://www.bls.gov/opub/mlr/indexL.htm#Labor force
Occupational Information Network
www.doleta.gov/programs/onet
Office of Disability Employment Policy
www.dol.gov/odep
Career Voyages
http://www.careervoyages.gov/index.cfm
Workforce West Virginia
https://www.workforcewv.org/
West Virginia Earn A Degree Graduate Early (EDGE)
http://www.wvtechprep.wvnet.edu/edge.htm
West Virginia FFA Association
www.wvffa.org
West Virginia Career and Technical Education
http://careertech.k12.wv.us/
Georgia Agricultural Education
http://aged.ces.uga.edu/
Contacts
Contacts
Agriculture Teachers: See Agricultural Education Directory
Agriculture, Science and Natural Resources Coordinator: Keith Burdette
([email protected])
OCTI Assistant Executive Director and EOCTST Coordinator: Donna Burge-Tetrick
OCTI Executive Director: Gene Coulson
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