2014 – 2015
Florida Department of Education
Curriculum Framework 

Program Title:	Aquaculture
Program Type:	Career Preparatory
Career Cluster:	Agriculture, Food and Natural Resources

Secondary – Career Preparatory	
Program Number	8112000	
CIP Number	0101030300	
Grade Level	9-12, 30, 31	
Standard Length	3 credits	
Teacher Certification	AGRICULTUR 1 @2	
CTSO	FFA	
SOC Codes (all applicable) 	45-2093 - Farmworkers, Farm, Ranch, and Aquacultural Animals	
Facility Code	203 http://www.fldoe.org/edfacil/sref.asp (State Requirements for Educational Facilities)	
Targeted Occupation List	http://www.labormarketinfo.com/wec/TargetOccupationList.htm	
Perkins Technical Skill Attainment Inventory	http://www.fldoe.org/workforce/perkins/perkins_resources.asp 	
Industry Certifications	http://www.fldoe.org/workforce/fcpea/default.asp 	
Statewide Articulation	http://www.fldoe.org/workforce/dwdframe/artic_frame.asp 	

Purpose 

This program offers a sequence of courses that provides coherent and rigorous content aligned with challenging academic standards and relevant technical knowledge and skills needed to prepare for further education and careers in the Agriculture, Food and Natural Resources career cluster; provides technical skill proficiency, and includes competency-based applied learning that contributes to the academic knowledge, higher-order reasoning and problem-solving skills, work attitudes, general employability skills, technical skills, and occupation-specific skills, and knowledge of all aspects of the Agriculture, Food and Natural Resources career cluster. 

The content includes but is not limited to instruction in the planning, management, finance, technical and production skills, underlying principles of technology, labor issues, community issues and health, safety and environmental issues in the aquaculture industry.

Additional Information relevant to this Career and Technical Education (CTE) program is provided at the end of this document.

Program Structure

This program is a planned sequence of instruction consisting of one occupational completion point.  Planned and Supervised Agricultural Experiences (SAE) must be provided through one or more of the following:  (1) directed laboratory experience, (2) student project, (3) placement for experience, or (4) cooperative education.

The following table illustrates the secondary program structure:

OCP	Course Number	Course Title	Length	SOC Code	Level	
A	8106810	Agriscience Foundations	1 credit	45-2093	3	
	8112010	Aquaculture 2	1 credit		3	
	8112020	Aquaculture 3	1 credit		3	

Academic Alignment Table

Some or all of the courses in this program have been academically aligned to the Florida Standards for Mathematics and the Next Generation Sunshine State Standards (NGSSS) for Science.  The table below contains the results of the alignment efforts by both academic core and Career and Technical Education (CTE) professional educators.  Data shown in the table includes the number of academic standards in the CTE course and the percentage of alignment to the CTE course.

Courses	Algebra 1	Algebra 2	Geometry	Anatomy/ Physiology Honors	Astronomy     Solar/Galactic Honors	Biology 1	Chemistry 1	Earth-Space Science	Genetics	Marine Science 1 Honors	Physical Science	Physics 1	
Ag. Foundations	^^	^^	^^	32/53
60%	19/52
37%	40/56
71%	21/55
38%	22/58
38%	23/35
66%	28/42
67%	24/56
43%	19/53
36%	
Aquaculture 2	^^	^^	^^	38/53
72%	27/52
52%	50/56
89%	30/55
55%	21/58
36%	24/35
66%	36/42
86%	35/56
63%	30/53
57%	
Aquaculture 3	^^	^^	^^	22/53
42%	28/52
54%	35/56
63%	35/55
67%	30/58
52%	20/35
57%	36/42
86%	40/56
71%	34/53
64%	
^^	Alignment pending full implementation of the    				**   Alignment pending review    
	Florida Standards for Mathematics.					#   Alignment attempted, but no correlation to academic course

Florida Standards for Technical Subjects 

Florida Standards (FS) for English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects are the critical reading and writing literacy standards designed for grade 6 and above. These standards are predicated on teachers of history/social studies, science, and technical subjects using their content area expertise to help students meet the particular challenges of reading, writing, speaking, listening, and language in their respective fields. It is important to note that the 6-12 literacy standards in history/social studies, science, and technical subjects are not meant to replace content standards in those areas but rather to supplement them.

This curriculum framework incorporates the grades 9-10 reading and writing literacy standards in the first two courses of this CTE program and grade 11-12 reading and writing literacy standards in the third and fourth courses of this CTE program. The standards for Mathematical Practices describe varieties of expertise that educators at all levels should seek to develop in their students. These practices rest on important “processes and proficiencies” with longstanding importance in mathematics education.  This curriculum framework incorporates the appropriate mathematical practices in the first four courses of this CTE program.  

Florida Standards for Mathematics & Language Arts (FS-M/LA)

Some or all of the courses in this program have been aligned to the Florida Standards for Mathematics and Language Arts used in core academic classes. Data shown in the framework table (column ‘FS-M/LA’) contains the results of these alignment efforts.

Next Generation Sunshine State Standards (NGSSS) - Science 

Some or all of the courses in this program have been aligned to the Next Generation Sunshine State Standards (NGSSS) for Science. These standards are listed next to the content standards.

Common Career Technical Core – Career Ready Practices

Career Ready Practices describe the career-ready skills that educators should seek to develop in their students.  These practices are not exclusive to a Career Pathway, program of study, discipline or level of education.  Career Ready Practices should be taught and reinforced in all career exploration and preparation programs with increasingly higher levels of complexity and expectation as a student advances through a program of study. 

1. Act as a responsible and contributing citizen and employee. 

2. Apply appropriate academic and technical skills. 

3. Attend to personal health and financial well-being. 

4. Communicate clearly, effectively and with reason. 

5. Consider the environmental, social and economic impacts of decisions. 

6. Demonstrate creativity and innovation. 

7. Employ valid and reliable research strategies. 

8. Utilize critical thinking to make sense of problems and persevere in solving them. 

9. Model integrity, ethical leadership and effective management. 

10. Plan education and career path aligned to personal goals. 

11. Use technology to enhance productivity. 

12. Work productively in teams while using cultural/global competence. 

Standards

After successfully completing this program, the student will be able to perform the following:

01.0	Methods and strategies for using Florida Standards for grades 09-10 reading in Technical Subjects for student success in Aquaculture.
02.0	Methods and strategies for using Florida Standards for grades 09-10 writing in Technical Subjects for student success in Aquaculture.
03.0	Methods and strategies for using Florida Standards for grades 09-10 Mathematical Practices in Technical Subjects for student success in Aquaculture.
04.0	Describe the history of agriculture and its influence on the global economy.
05.0	Practice agriscience safety skills and procedures.  
06.0	Apply scientific and technological principles to agriscience issues.
07.0	Apply environmental principles to the agricultural industry.  
08.0	Investigate and utilize basic scientific skills and principles in plant science.  
09.0	Investigate and utilize basic scientific skills and principles in animal science.  
10.0	Demonstrate the use of agriscience tools, equipment, and instruments.
11.0	Demonstrate agribusiness, employability and human relation skills.  
12.0	Apply leadership and citizenship skills.  
13.0	Describe the nature and origin of and career opportunities in aquaculture.
14.0	Demonstrate the management and environmentally sound use of water and land resources.
15.0	Apply biological principles to the reproduction, identification and growth of aquaculture species.
16.0	Safely operate, maintain and repair machinery, equipment and facilities used in aquaculture.
17.0	Assist in the propagation and culture of an aquaculture organism.
18.0	Describe procedures used in locating markets and marketing aquaculture products.
19.0	Apply business management skills in managing an aquaculture operation.
20.0	Identify applicable local, state, and federal rules and regulations and assistance programs.
21.0	Assist in producing aquaculture species in one or more of the following: ponds, cages, tanks, raceways, net pens.
22.0	Students evaluate the importance of the food and fiber system to understand the impact on global economy.
23.0	Students examine the scope of career opportunities in and the importance of agriculture to the economy.
24.0	Describe the nature and origin of and career opportunities in aquaculture.
25.0	Methods and strategies for using Florida Standards for grades 11-12 reading in Technical Subjects for student success in Aquaculture.
26.0	Methods and strategies for using Florida Standards for grades 11-12 writing in Technical Subjects for student success in Aquaculture.
27.0	Methods and strategies for using Florida Standards for grades 11-12 Mathematical Practices in Technical Subjects for student success in Aquaculture.
28.0	Exhibit management and environmentally sound use of water and land resources.
29.0	Complete the propagation and culture of an aquaculture organism.
30.0	Demonstrate procedures used in locating markets and marketing aquaculture products.
31.0	Incorporate business management skills in managing an aquaculture operation.
32.0	Demonstrate leadership, employability, communication, and human relations skills.
33.0	Produce an aquaculture species in one or more of the following: pond, cage, tank, raceway, net pen.
34.0	Control disease, pest and water quality problems.
35.0	Assist in harvesting and processing aquaculture species.
36.0	Explain the components of the American business system.
37.0	Investigate agricultural cooperatives structure and function.

2014 – 2015
Florida Department of Education
Student Performance Standards

Course Title: 	Agriscience Foundations 1
Course Number: 	8106810 
Course Credit:	1

Course Description:

This course is designed to develop competencies in the areas of agricultural history and the global impact of agriculture; career opportunities; scientific and research concepts; biological and physical science principles; environmental principles; agriscience safety; principles of leadership; and agribusiness, employability, and human relations skills in agriscience.  Laboratory-based activities are an integral part of this course.  These include the safe use and application of appropriate technology, scientific testing and observation equipment.

Florida Standards	Correlation to CTE Program Standard #	
01.0	Methods and strategies for using Florida Standards for grades 09-10 reading in Technical Subjects for student success in Aquaculture.		
01.01	Key Ideas and Details		
01.01.1	Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions.
LAFS.910.RST.1.1		
01.01.2	Determine the central ideas or conclusions of a text; trace the text’s explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text.
LAFS.910.RST.1.2		
01.01.3	Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text.
LAFS.910.RST.1.3		
01.02	Craft and Structure		
01.02.1	Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9–10 texts and topics.
LAFS.910.RST.2.4		
01.02.2	Analyze the structure of the relationships among concepts in a text, including relationships among key terms (e.g., force, friction, reaction force, energy).
LAFS.910.RST.2.5		
01.02.3	Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, defining the question the author seeks to address.
LAFS.910.RST.2.6		
01.03	Integration of Knowledge and Ideas		
01.03.1	Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words.
LAFS.910.RST.3.7		
01.03.2	Assess the extent to which the reasoning and evidence in a text support the author’s claim or a recommendation for solving a scientific or technical problem.
LAFS.910.RST.3.8		
01.03.3	Compare and contrast findings presented in a text to those from other sources (including their own experiments), noting when the findings support or contradict previous explanations or accounts.
LAFS.910.RST.3.9		
01.04	Range of Reading and Level of Text Complexity		
01.04.1	By the end of grade 9, read and comprehend literature [informational texts, history/social studies texts, science/technical texts] in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range.
01.04.2	By the end of grade 10, read and comprehend literature [informational texts, history/social studies texts, science/technical texts] at the high end of the grades 9–10 text complexity band independently and proficiently.
LAFS.910.RST.4.10		
02.0	Methods and strategies for using Florida Standards for grades 09-10 writing in Technical Subjects for student success in Aquaculture.		
02.01	Text Types and Purposes		
02.01.1	Write arguments focused on discipline-specific content.
LAFS.910.WHST.1.1		
02.01.2	Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes.
LAFS.910.WHST.1.2		
02.01.3	Write precise enough descriptions of the step-by-step procedures they use in their investigations or technical work that others can replicate them and (possibly) reach the same results.
LAFS.910.WHST.1.3		
02.02	Production and Distribution of Writing		
02.02.1	Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
LAFS.910.WHST.2.4		
02.02.2	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.
LAFS.910.WHST.2.5		
02.02.3	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.
LAFS.910.WHST.2.6		
02.03	Research to Build and Present Knowledge		
02.03.1	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.
LAFS.910.WHST.3.7		
02.03.2	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.
LAFS.910.WHST.3.8		
02.03.3	Draw evidence from informational texts to support analysis, reflection, and research.
LAFS.910.WHST.3.9		
02.04	Range of Writing		
02.04.1	Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
LAFS.910.WHST.4.10		
03.0	Methods and strategies for using Florida Standards for grades 09-10 Mathematical Practices in Technical Subjects for student success in Aquaculture.		
03.01	Make sense of problems and persevere in solving them.
MAFS.K12.MP.1.1		
03.02	Reason abstractly and quantitatively.
MAFS.K12.MP.2.1		
03.03	Construct viable arguments and critique the reasoning of others.
MAFS.K12.MP.3.1		
03.04	Model with mathematics.
MAFS.K12.MP.4.1		
03.05	Use appropriate tools strategically.
MAFS.K12.MP.5.1		
03.06	Attend to precision.
MAFS.K12.MP.6.1		
03.07	Look for and make use of structure.
MAFS.K12.MP.7.1		
03.08	Look for and express regularity in repeated reasoning.
MAFS.K12.MP.8.1		

Abbreviations: 
FS-M/LA = Florida Standards for Math/Language Arts
NGSSS-Sci = Next Generation Sunshine State Standards for Science

Note: This course is pending alignment in the following categories: FS-M/LA 

CTE Standards and Benchmarks	FS-M/LA	NGSSS-Sci	National Standards	
04.0	Describe the history of agriculture and its influence on the global economy – the student will be able to:		SC.912.E.5.7; SC.912.L.14.1; SC.912.L.15.13; SC.912.L.17.1, 5, 13, 18, 20; 
SC.912.N.4.2;		
04.01	Investigate the origin and history of agriculture and its relationship to science and technology. 			CS.10.02.01	
04.02	Analyze the impact of agriculture on the local, state, national and global economy.				
04.03	Identify significant career patterns/shifts in the history of the agricultural industry. 				
04.04	Examine the role of the agricultural industry in the interaction of population, food, energy, and the environment.  				
05.0	Practice agriscience safety skills and procedures – the student will be able to:	MAFS.912.S-IC.2;	SC.912.L.14.6; SC.912.L.15.4; SC.912.L.16.7, 10; SC.912.L.17.12, 14, 15, 16, 18; SC.912.N.1.1, 2, 3; SC.912.N.4.2; SC.912.P.8.7; 		
05.01	Identify the common causes and prevention of accidents in agriscience operations.  				
05.02	Demonstrate proper safety precautions and use of personal protective equipment.  			CS.06.03.01.a
CS.07.04.01.c	
05.03	Evaluate the food safety responsibilities that occur along the food supply chain.			FPP.01.02.01.a
FPP.02.01.01.a
FPP.02.02.02.a
FPP.02.03	
05.04	Extract and utilize pertinent information from a container label and/or Material Safety Data Sheet (MSDS) following Environmental Protection Agency (EPA), Worker Protection Standard, and Occupational Safety and Health Agency (OSHA) regulations.  			CS.07.04.01	
05.05	Identify proper disposal of hazardous waste materials and biohazards.  			ESS.04.02.02.b
ESS.04.05.01	
05.06	Describe emergency procedures.  			CS.07.03.01.c	
06.0	Apply scientific and technological principles to agriscience issues – the student will be able to:		SC.912.E.7.8; SC.912.L.14.2, 3, 4, 5, 6, 8; SC.912.L.15.14, 15; SC.912.L.16.1, 2, 3, 4, 7, 9, 10, 12, 14, 15, 16, 17; SC.912.N.1.1, 2, 3, 4, 6, 7; 
SC.912.N.2.2, 5; SC.912.N.3.1; SC.912.N.4.1;		
06.01	Employ scientific measurement skills.  			BS.02.02.01
CS.10.01.01.a	
06.02	Demonstrate safe and effective use of common laboratory equipment.  			BS.02.02.01
ESS.01.01.02.b	
06.03	Identify the parts and functions of plant and animal cells.  			PS.01.02.01.c
AS.02.02.02.b	
06.04	Describe the phases of cell reproduction.  			PS.01.02.01.b
AS.02.02.03.b	
06.05	Implement the scientific method and science process skills through the design and completion of an agriscience research project. 			CS.11.01.01
CS.11.02.01	
06.06	Interpret, analyze, and report data.  				
06.07	Investigate DNA and genetics applications in agriscience including the theory of probability.   			BS.02.05.03.a	
06.08	Evaluate advances in biotechnology that impact agriculture (e.g. transgenic crops, biological controls, etc.). 			BS.01.01.03.a	
07.0	Apply environmental principles to the agricultural industry – the student will be able to:		SC.912.E.6.1, 4; SC.912.E.7.1, 4, 6, 7, 8; 
SC.912.L.17.4, 7, 8, 10, 11, 12, 13, 14, 15, 16, 18, 19, 20; SC.912.L.18.12		
07.01	Research how different climactic and geological activity influences agriculture.  			NRS.02.06.09
CS.05.03.02	
07.02	Describe various ecosystems as they relate to the agriculture industry.  			NRS.01.01.02.	
07.03	Describe the environmental resources (soil, water, air) necessary for agriculture production. 			PS.03.02.04.c
PS.02.01.01.a
PS.02.02.02.c	
07.04	Identify regulatory agencies that impact agricultural practices. 				
07.05	Apply Best Management Practices that enhance the natural environment. 			PS.03.04.01.b
AS.08.01.01.c	
07.06	Identify conservation practices related to natural resources.  			PS.03.04.01.a	
08.0	Investigate and utilize basic scientific skills and principles in plant science – the student will be able to:	MAFS.912.S-IC.2	SC.912.E.5.4; SC.912.L.14.2, 3, 5, 6, 7, 8, 9, 53; SC.912.L15.9, 14, 15; 
SC.912.L.17.6, 12, 16, 17, 19; SC.912.L.18.7, 8, 9; SC.912.P.8.5, 7;		
08.01	Identify and describe the specializations within the plant science industry. 				
08.02	Categorize plants based on specific characteristics according to industry and scientific standards.  			PS.01.01.01.c.	
08.03	Examine the processes of plant growth including photosynthesis and respiration.  			PS.01.03.01
PS.01.03.02	
08.04	Identify the nutrients required for plant growth from the periodic table and explain their functions.  			PS.02.03.01	
08.05	Analyze information from a fertilizer label. 			PS.02.03.04	
08.06	Propagate and grow plants through sexual and/or asexual reproduction. 			PS.03.01.03
PS.03.01.02	
08.07	Investigate the impacts of various pests and propose solutions for their control. 			PS.03.03.02
PS.03.03.03
PS.03.03.04	
08.08	Investigate the nature and properties of food, fiber, and by-products from plants. 			FPP01.01.01.a	
08.09	Explore career opportunities in plant science. 				
09.0	Investigate and utilize basic scientific skills and principles in animal science – the student will be able to:		SC.912.L.14.11, 12, 13, 14, 15, 16, 17, 18, 19, 21, 22, 28, 29, 31, 32, 33, 34, 36, 40, 41, 42, 43, 45, 46, 47, 48, 51; SC.912.L.15.4, 5, 6, 7; 
SC.912.L.16.3, 4; SC.912.L.17.11, 12, 13, 15, 16, 17, 18, 19;		
09.01	Explain the economic importance of animals and the products obtained from animals.   			AS.02.01.02.c	
09.02	Categorize animals according to use, type, breed, and scientific classification.  			AS.02.01.01.c	
09.03	Illustrate correct terminologies for animal species and conditions (e.g. age, sex, etc.) within those species. 			AS.02.01.02.a
AS.05.02.01.a	
09.04	Compare basic internal and external anatomy of animals.  			AS.02.02.01.c
AS.02.02.05.a
AS.02.02.05.b
AS.02.02.06.b
AS.02.03.01.b	
09.05	Demonstrate scientific practices in the management, health, safety, and technology of the animal agriculture. 			AS.02.03.01.a
AS.03.01.03.a
AS.03.01.03.c.
As.03.02.01.a
AS.06.01.01.b	
09.06	Compare and contrast animal welfare issues. 			AS.06.01.02.a
AS.06.01.02.b
AS.06.01.02.c	
09.07	Investigate the nature and properties of food, fiber, and by-products from animals. 			AS.06.02.01.a
FPP01.01.01.a	
09.08	Explore career opportunities in animal science. 			AS.01.01.02.b	
10.0	Demonstrate the use of agriscience tools, equipment, and instruments – the student will be able to	MAFS.912.S-IC.2	SC.912.L.14.4; SC.912.P.12.2, 3, 4, 9; 		
10.01	Select and demonstrate proper use of agriscience tools, equipment, and instruments.			CS.08.01.01.b
PST.02.02.02.b.	
10.02	Examine various physical science principles as applied in selected mechanical applications (e.g. levers, pulleys, hydraulics, and internal combustion).  			PST.03.04.01.b
PST.03.03.02.a.	
10.03	Solve time, distance, area, volume, ratio, proportion, and percentage problems in agriscience.			PST.04.04.03.a
PST.04.04.06.a	
10.04	Service and maintain agriscience equipment, instruments, facilities, and supplies.			CS.08.03.01.c
PST.03.02.03.c.
PST.01.03.01.a.	
11.0	Demonstrate agribusiness, employability and human relation skills – the student will be able to:				
11.01	Develop, implement, and maintain work based learning through Supervised Agricultural Experiences (SAE). 				
11.02	Utilize a record keeping system to collect, interpret, and analyze data.  			CS.09.02.01.b
CS.10.01.01.a	
11.03	Enhance oral communications through telephone, interview and presentation skills. 			CS.03.01.03.b	
11.04	Enhance written communication by developing resumes and business letters. 			CS.03.01.01
CS.03.01.02	
11.05	Demonstrate interpersonal (nonverbal) communication skills. 			CS.03.01.01
CS.03.01.02	
11.06	Demonstrate good listening skills.  			CS.01.02.02	
12.0	Apply leadership and citizenship skills – the student will be able to:				
12.01	Identify and describe leadership characteristics.  			CS.01.06.01.a	
12.02	Identify opportunities to apply acquired leadership skills.  			CS.02.02.02.b	
12.03	Identify and demonstrate ways to be an active citizen.  			CS.01.05.02.c	
12.04	Participate in community based learning activities. 			CS.01.05.01.c	
12.05	Demonstrate the ability to work cooperatively. 			CS.01.02.02.b	
12.06	Conduct formal and informal meetings using correct parliamentary procedure skills.  				
12.07	Identify the opportunities for leadership development available through the National FFA Organization and/or professional organizations.  				

2014 – 2015
Florida Department of Education
Student Performance Standards

Course Title: 	Aquaculture 2
Course Number: 	8112010
Course Credit:	1

Course Description:

This course is designed to develop competencies in the areas of nature and origin, career opportunities, biological principles, safety, water quality, seed production, market outlets, rules and regulations, technological advances, problem solving and leadership employability communication and human relations skills.

Florida Standards	Correlation to CTE Program Standard #	
01.0	Methods and strategies for using Florida Standards for grades 09-10 reading in Technical Subjects for student success in Aquaculture.		
01.01	Key Ideas and Details		
01.01.1	Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions.
LAFS.910.RST.1.1		
01.01.2	Determine the central ideas or conclusions of a text; trace the text’s explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text.
LAFS.910.RST.1.2		
01.01.3	Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text.
LAFS.910.RST.1.3		
01.02	Craft and Structure		
01.02.1	Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9–10 texts and topics.
LAFS.910.RST.2.4		
01.02.2	Analyze the structure of the relationships among concepts in a text, including relationships among key terms (e.g., force, friction, reaction force, energy).
LAFS.910.RST.2.5		
01.02.3	Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, defining the question the author seeks to address.
LAFS.910.RST.2.6		
01.03	Integration of Knowledge and Ideas		
01.03.1	Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words.
LAFS.910.RST.3.7		
01.03.2	Assess the extent to which the reasoning and evidence in a text support the author’s claim or a recommendation for solving a scientific or technical problem.
LAFS.910.RST.3.8		
01.03.3	Compare and contrast findings presented in a text to those from other sources (including their own experiments), noting when the findings support or contradict previous explanations or accounts.
LAFS.910.RST.3.9		
01.04	Range of Reading and Level of Text Complexity		
01.04.1	By the end of grade 9, read and comprehend literature [informational texts, history/social studies texts, science/technical texts] in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range.
01.04.2	By the end of grade 10, read and comprehend literature [informational texts, history/social studies texts, science/technical texts] at the high end of the grades 9–10 text complexity band independently and proficiently.
LAFS.910.RST.4.10		
02.0	Methods and strategies for using Florida Standards for grades 09-10 writing in Technical Subjects for student success in Aquaculture.		
02.01	Text Types and Purposes		
02.01.1	Write arguments focused on discipline-specific content.
LAFS.910.WHST.1.1		
02.01.2	Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes.
LAFS.910.WHST.1.2		
02.01.3	Write precise enough descriptions of the step-by-step procedures they use in their investigations or technical work that others can replicate them and (possibly) reach the same results.
LAFS.910.WHST.1.3		
02.02	Production and Distribution of Writing		
02.02.1	Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
LAFS.910.WHST.2.4		
02.02.2	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.
LAFS.910.WHST.2.5		
02.02.3	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.
LAFS.910.WHST.2.6		
02.03	Research to Build and Present Knowledge		
02.03.1	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.
LAFS.910.WHST.3.7		
02.03.2	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.
LAFS.910.WHST.3.8		
02.03.3	Draw evidence from informational texts to support analysis, reflection, and research.
LAFS.910.WHST.3.9		
02.04	Range of Writing		
02.04.1	Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
LAFS.910.WHST.4.10		
03.0	Methods and strategies for using Florida Standards for grades 09-10 Mathematical Practices in Technical Subjects for student success in Aquaculture.		
03.01	Make sense of problems and persevere in solving them.
MAFS.K12.MP.1.1		
03.02	Reason abstractly and quantitatively.
MAFS.K12.MP.2.1		
03.03	Construct viable arguments and critique the reasoning of others.
MAFS.K12.MP.3.1		
03.04	Model with mathematics.
MAFS.K12.MP.4.1		
03.05	Use appropriate tools strategically.
MAFS.K12.MP.5.1		
03.06	Attend to precision.
MAFS.K12.MP.6.1		
03.07	Look for and make use of structure.
MAFS.K12.MP.7.1		
03.08	Look for and express regularity in repeated reasoning.
MAFS.K12.MP.8.1		

Abbreviations: 
FS-M/LA = Florida Standards for Math/Language Arts
NGSSS-Sci = Next Generation Sunshine State Standards for Science

Note: This course is pending alignment in the following categories: FS-M/LA 

CTE Standards and Benchmarks	FS-M/LA	NGSSS-Sci	
13.0	Describe the nature and origin of and career opportunities in aquaculture – the students will be able to:	MAFS.912.N-Q.1.3  MAFS.912.S-IC.2	SC.912.E.6.4, 5, 6 SC.912.L.14.2, 3, 6, 33 SC.912.L.15.3, 6, 7, 9, 13
SC.912.L.16.9, 14, 15, 16
SC.912.L.17.7, 9 10, 12, 13, 14, 15, 16, 17, 18
SC.912.N.1.2, 3, 4, 5, 6; SC.912.N.2.5;	
13.01	List the definition of aquaculture as defined by the Florida Division of Aquaculture.  			
13.02	Compare and contrast aquaculture and fisheries. 			
13.03	List and describe major global aquatic crops and animals.			
13.04	Explain the history of aquaculture. 			
13.05	List and describe aquaculture related occupations.			
13.06	Determine the educational requirements and experience needed to enter and advance in aquaculture occupations.  			
14.0	Demonstrate the management and environmentally sound use of water and land resources – the student will be able to:	MAFS.912.N-Q.1.3  MAFS.912.S-IC.2	SC.912.E.5.6 SC.912.E.6.2, 4, 5, SC.912.E.7.1, 2, 3, 4, 5, 6, 7, 8  9
 SC.912.L.17. 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 13, 14, 15, 16, 18, 20 SC.912.L.18.6, 12 SC.912.P.8.2, 6, 10, 11, 12
SC.912.P.12.9, 12	
14.01	Identify and describe the physical and chemical characteristics of water for use in aquaculture. 			
14.02	Explain how changes in water affect aquatic life.			
14.03	Be able to measure the dissolved oxygen, pH, total ammonia nitrogen (TAN), unionized ammonia, nitrite, nitrate, salinity, hardness, alkalinity, turbidity, chlorine/chloramine and carbon dioxide in a water system			
14.04	Explain how the nitrogen cycle is related to maintaining healthy fish.			
15.0	Apply biological principles to the reproduction, identification and growth of aquaculture species – the students will be able to:	MAFS.912.N-Q.1.3  MAFS.912.S-IC.2	SC.912.L.14.1, 3,  4, 6, 11, 12, 13, 14, 16, 17, 18, 19, 21, 28, 29, 30, 31, 32, 33, 36, 42, 43, 44, 46, 48, 49, 50, 51, 52, 53
SC.912.L.15.4, 5, 6, 7 SC.912.L.15.7, 9 SC.912.L.17.13 SC.912.L.18.1, 2, 3, 4, 7, 8, 9, 10, 11, 12 SC.912.N.3.1, 2, 5 SC.912.N.4.1, 2 SC.912.P.8.7, 8, 11, 12, 13	
15.01	Define morphology, anatomy, and physiology. 			
15.02	Identify and describe the anatomy and physiology of crustaceans. 			
15.03	Identify and describe the anatomy and physiology of mollusks.			
15.04	Identify and describe the anatomy and physiology of fish. 			
15.05	Identify and describe the basic morphology of aquatic macroalgae and microalgae. 			
15.06	List and describe important characteristics in choosing a production species. 			
15.07	Identify and describe common aquaculture organism by family, genus and species.			
15.08	List and describe the chemical and physical factors which influence the growth of aquatic fauna and flora. 			
15.09	Identify aquaculture species of commercial importance in your area. 			
15.10	Describe necessary biosecurity measures for various aquaculture facilities. 			
16.0	Safely operate, maintain and repair machinery, equipment and facilities used in aquaculture  – the student will be able to:	MAFS.912.N-Q.1.3  MAFS.912.S-IC.2	SC.912.L.17.7
SC.912.P.8.2 SC.912.P.10.2, 3, 4, 5, 7, 8, 14, 15 SC.912.P.12.2, 3, 5, 5, 9, 13	
16.01	Recognize and observe safety practices necessary in carrying out aquaculture activities. 			
16.02	Inspect, maintain and perform basic repairs on aquaculture machinery, equipment and facilities. 			
16.03	Safely operate aquaculture machinery and equipment. 			
16.04	Discuss the safety and maintenance of a re-circulating aquaculture system (RAS) including biological, chemical, and mechanical filtration, degassing, sterilization, and foam fractionation.			
17.0	Assist in the propagation and culture of an aquaculture organism – the student will be able to:	MAFS.912.N-Q.1.3  MAFS.912.S-IC.2	SC.912.L.15.12, 13, 15 SC.912.L.16.1, 2, 3, 4, 7, 9, 10, 12, 14, 15, 16, 17
SC.912.L.17.4, 5, 6, 7, 8, 9, 11, 14, 15, 17 SC.912.N.1.7 SC.912.P.12.13	
17.01	Identify/describe facilities used in a grow-out operation. 			
17.02	List sources of aquaculture organisms and how they are produced. 			
17.03	Determine the purpose and functions of a hatchery. 			
17.04	Describe and contrast the reproductive anatomy of aquaculture organisms.			
17.05	Describe and contrast types of spawning exhibited by aquaculture organisms.			
17.06	Discuss proper broodstock conditioning and spawning techniques for aquaculture organisms.			
17.07	Discuss proper grow-out techniques for aquaculture organisms.			
18.0	Describe procedures used in locating markets and marketing aquaculture products – the student will be able to:		SC.912.E.5.10 SC.912.N.1.1, 5, 7 SC.912.N.2.2, 3, 4, 5 SC.912.P.8.1, 2, 7, 10, 11, 12	
18.01	Identify possible market outlets for aquaculture products. 			
18.02	Identify the steps in securing a specific market outlet for a given species.			
18.03	Describe the product characteristics of a marketable product. 			
19.0	Apply business management skills in managing an aquaculture operation – the student will be able to:	MAFS.912.S-IC.2		
19.01	Identify and list functions in the management process. 			
19.02	Demonstrate basic bookkeeping skills. 			
19.03	Complete Supervised Agricultural Experience (SAE) records.			
20.0	Identify applicable local, state and federal rules, regulations and assistance programs – the student will be able to:	MAFS.912.N-Q.1.3  MAFS.912.S-IC.2	SC.912.N.4.1, 2	
20.01	Identify and observe laws and regulations affecting the industry in the local area. 			
20.02	Describe process to obtain required permits, licenses, leases, etc. for production and marketing. 			
20.03	Identify and list agencies regulating the industry and their functions. 			
20.04	Identify and list government assistance programs available to the industry.			
21.0	Demonstrate leadership, employability, communication, and human relations skills – the student will be able to:		SC.912.N.1.7	
21.01	Conduct group meetings, using parliamentary procedure and public-speaking skills. 			
21.02	Identify acceptable work habits (ethics) and desired personal characteristics. 			
21.03	Demonstrate acceptable employee-hygiene habits. 			
21.04	Secure information about a job.			
21.05	Complete a job application.			
22.0	Students evaluate the importance of the food and fiber system to understand the impact on global economy – the student will be able to:			
22.01	Assess the agricultural impact upon the US gross national product and the total global economy.			
22.02	Investigate local, state, and national regulatory laws, industry regulations, and legislation for agricultural businesses.			
22.03	Identify and describe the primary government agencies involved with agriculture.			
22.04	Research new and emerging technologies and their impact on the economy.			
22.05	Recognize the value of the food and agribusiness industry.  			
23.0	Students examine the scope of career opportunities in and the importance of agriculture to the economy – the student will be able to:			
23.01	Define and explore agriculture and agribusinesses and their role in the economy.			
23.02	Evaluate and explore the agribusiness career opportunities in agriculture.			
23.03	Compare how key organizational structures and processes affect organizational performance and the quality of products and services.			
23.04	Demonstrate those qualities, attributes and skills necessary to succeed in, or further prepare for, a chosen career while effectively contributing to society			
24.0	Describe the nature and origin of and career opportunities in aquaculture – the students will be able to:			
24.01	List the definition of aquaculture as defined by the Florida Division of Aquaculture.  			
24.02	Compare and contrast aquaculture and fisheries. 			
24.03	List and describe major global aquatic crops and animals.			

2014 – 2015
Florida Department of Education
Student Performance Standards

Course Title: 	Aquaculture 3 
Course Number: 	8112020
Course Credit:	1

Course Description:

This course is designed to develop competencies in the area of management and use of water, the propagation and rearing of seed, producing aquaculture species, control of diseases, pests and water quality problems, harvesting and processing, marketing and transportation, management skills and leadership, employability, communication and human relation skills.

Florida Standards	Correlation to CTE Program Standard #	
25.0	Methods and strategies for using Florida Standards for grades 11-12 reading in Technical Subjects for student success in Aquaculture.		
25.01	Key Ideas and Details		
25.01.1	Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account.
LAFS.1112.RST.1.1		
25.01.2	Determine the central ideas or conclusions of a text; trace the text’s explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text.
LAFS.1112.RST.1.2		
25.01.3	Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text.
LAFS.1112.RST.1.3		
25.02	Craft and Structure		
25.02.1	Determine the meaning of symbols key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11–12 texts and topics.
LAFS.1112.RST.2.4		
25.02.2	Analyze how the text structures information or ideas into categories or hierarchies, demonstrating understanding of the information or ideas.
LAFS.1112.RST.2.5		
25.02.3	Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, identifying important issues that remain unresolved.
LAFS.1112.RST.2.6		
25.03	Integration of Knowledge and Ideas		
25.03.1	Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g. quantitative data, video, multimedia) in order to address a question or solve a problem.
LAFS.1112.RST.3.7		
25.03.2	Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information.
LAFS.1112.RST.3.8		
25.03.3	Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible.
LAFS.1112.RST.3.9		
25.04	Range of Reading and Level of Text Complexity		
25.04.1	By the end of grade 11, read and comprehend literature [informational texts, history/social studies texts, science/technical texts] in the grades 11–CCR text complexity band proficiently, with scaffolding as needed at the high end of the range.
25.04.2	By the end of grade 12, read and comprehend literature [informational texts, history/social studies texts, science/technical texts] at the high end of the grades 11–CCR text complexity band independently and proficiently.
LAFS.1112.RST.4.10		
26.0	Methods and strategies for using Florida Standards for grades 11-12 writing in Technical Subjects for student success in Aquaculture.		
26.01	Text Types and Purposes		
26.01.1	Write arguments focused on discipline-specific content.
LAFS.1112.WHST.1.1		
26.01.2	Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes.
LAFS.1112.WHST.1.2		
26.01.3	Write precise enough descriptions of the step-by-step procedures they use in their investigations or technical work that others can replicate them and (possibly) reach the same results.
LAFS.1112.WHST.1.3		
26.02	Production and Distribution of Writing		
26.02.1	Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
LAFS.1112.WHST.2.4		
26.02.2	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.
LAFS.1112.WHST.2.5		
26.02.3	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.
LAFS.1112.WHST.2.6		
26.03	Research to Build and Present Knowledge		
26.03.1	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.
LAFS.1112.WHST.3.7		
26.03.2	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 specific 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.
LAFS.1112.WHST.3.8		
26.03.3	Draw evidence from informational texts to support analysis, reflection, and research.
LAFS.1112.WHST.3.9		
26.04	Range of Writing		
26.04.1	Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
LAFS.1112.WHST.4.10		
27.0	Methods and strategies for using Florida Standards for grades 11-12 Mathematical Practices in Technical Subjects for student success in Aquaculture.		
27.01	Make sense of problems and persevere in solving them.
MAFS.K12.MP.1.1		
27.02	Reason abstractly and quantitatively.
MAFS.K12.MP.2.1		
27.03	Construct viable arguments and critique the reasoning of others.
MAFS.K12.MP.3.1		
27.04	Model with mathematics.
MAFS.K12.MP.4.1		
27.05	Use appropriate tools strategically.
MAFS.K12.MP.5.1		
27.06	Attend to precision.
MAFS.K12.MP.6.1		
27.07	Look for and make use of structure.
MAFS.K12.MP.7.1		
27.08	Look for and express regularity in repeated reasoning.
MAFS.K12.MP.8.1		

Abbreviations: 
FS-M/LA = Florida Standards for Math/Language Arts
NGSSS-Sci = Next Generation Sunshine State Standards for Science

Note: This course is pending alignment in the following categories: FS-M/LA 

CTE Standards and Benchmarks	FS-M/LA	NGSSS-Sci	
28.0	Exhibit the management and environmentally sound use of water and land resources – the student will be able to:		SC.912.L.17.5, 7, 8, 13, 14, 15, 16, 17, 20 SC.912.L.18.12 SC.912.N.4.1, 2, 6 SC.912.P.8.1, 10, 11, 12, 13
SC.912.P.10.2, 3, 9; SC.912.P.12.2, 5, 6, 9, 12	
28.01	Calculate volume in circular, rectangular and irregular shaped water structures. 			
28.02	Identify and explain point and non-point pollution management associated with aquaculture. 			
28.03	Determine soil types, land slope and other factors to consider in choosing a location for an aquaculture operation.			
28.04	Discuss Florida Department of Agriculture and Consumer Services (FDACS) Best Management Practices (BMP) for managing water usage and aquaculture affluent.			
28.05	Discuss different stages of construction of ponds and/or other aquaculture production facilities. 			
28.06	Discuss the advantages and disadvantages of hydroponics and aquaponics.			
29.0	Complete the propagation and culture of an aquaculture organism. – the student will be able to:  		SC.912.E.5.8 SC.912.E.6.4, 5, 6 SC.912.E.7.1, 6, 8 SC.912.L.14.4, 6, 31, 33, 41, 43, 44, 46, 52 SC.912.L.15.6, 7, 9 SC.912.L.16.1, 2, 3, 7, 9, 12, 14 SC.912.L.17.1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 17, 18, 19, 20
SC.912.L.18.1, 2, 3, 4 SC.912.N.1.1 SC.912.N.2.4, 5	
29.01	 Identify and describe the methods of reproducing aquaculture organisms.			
29.02	Identify and describe the hatchery facilities used in aquaculture. 			
29.03	Select a method of producing seed for a selected species.  			
29.04	List and explain the process for hatching eggs in different aquaculture organisms. 			
29.05	Determine the types and sizes of feeds to grow different life stages of aquaculture organisms. 			
29.06	Discuss the proper methods for harvesting, grading and transporting seed, fry and juvenile aquaculture organisms.			
30.0	Demonstrate procedures used in locating markets and marketing aquaculture products – the student will be able to:		SC.912.N.1.1, 3, 4, 5, 6 SC.912.N.2.2, 4, 5 SC.912.N.3.5 SC.912.N.4.1, 2	
30.01	Develop a marketing plan for an aquaculture product. 			
30.02	Determine laws and regulations involved in transporting and marketing aquaculture organisms. 			
30.03	Market aquaculture products. 			
31.0	Incorporate business management skills in managing an aquaculture operation – the student will be able to:	MAFS.912.S-IC.2	SC.912.N.2.5
SC.912.N.3.5 SC.912.N.4.1, 2 SC.912.P.8.2, 6, 9, 11, 12, 13 
SC.912.P.10.2, 13, 14, 15	
31.01	Determine cost of production/harvesting and profitability of different systems. 			
31.02	Determine procedures and costs for acquiring the land/water, machinery, equipment structures, etc., needed for an operation specified by the instructor.			
31.03	Complete forms related to (a) land purchase, (b) water leases, (c) permits, (d) licenses, (e) financial loans, (f) insurance, (g) others specified by the instructor. 			
31.04	Keep records related to:  (a) property ownership, (b) equipment acquired, (c) equipment repair and maintenance, (d) income and expense, (e) employee time and days, (f) income tax and social security, (g) insurance, (h) others specified by instructor.			
31.05	Manage a production/harvesting system. 			
31.06	Complete Supervised Occupational Experienced (SAE) records. 			
32.0	Demonstrate leadership, employability, communication, and human relations skills – the student will be able to:		SC.912.N.1.1, 3, 5, 7
SC.912.N.2.2, 5 SC.912.N.4.1, 2	
32.01	Demonstrate competence in job-interview techniques. 			
32.02	Demonstrate proper office procedures.			
32.03	Demonstrate appropriate response to criticism from employer, supervisor, or other persons in the workplace. 			
32.04	Demonstrate knowledge of how to appropriately make a career change, including resigning from a job.			
32.05	Write a resume.			
33.0	Produce an aquaculture species in one or more of the following: pond, cage, tank, raceway, net pen – the student will be able to:		SC.912.E.5.8 SC.912.E.6.4, 5 SC.912.E.7.1, 2, 3, 4, 5, 6, 8, 9 
SC.912.L.14.4, 6, 7, 16, 19, 46, 53 SC.912.L.17.2, 3, 5, 6, 7, 8, 9, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20 SC.912.L.18.1, 2, 3, 4 SC.912.N.1.3, 4, 5, 6, 7 SC.912.N.2.4, 5 SC.912.N.3.5 SC.912.N.4.1, 2 SC.912.P.8.1, 6, 7, 8, 9, 10, 11, 12 SC.912.P.10.2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 18 SC.912.P.12.2, 3, 4, 5, 6, 7, 8, 9	
33.01	Identify the types of growing systems and important factors in their selection, design and use. 			
33.02	Determine economic factors to consider in choosing a system for commercial production. 			
33.03	Identify and describe facility construction and site requirements. 			
33.04	Select species for a specific culture facility. 			
33.05	Determine feeding methods and calculate feeding rates for an aquaculture organism. 			
33.06	Assist in managing water quality in one or more production systems. 			
34.0	Control disease, pest and water quality problems – the student will be able to:		SC.912.E.5.8 SC.912.E.6.5, 6 SC.912.L.14.2, 3, 4, 6, 11, 12, 16, 19, 29, 42, 43, 44, 45, 46, 47, 52, 53 
SC.912.L.15.15 SC.912.L.16. 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14 
SC.912.L.17.1, 2, 3, 5, 6, 7, 8, 9, 13, 14, 15, 16, 17, 18 SC.912.L.18.5, 7, 8, 9, 11, 12 
SC.912.N.2.4, 5 SC.912.N.3.5 SC.912.P.8.9	
34.01	Identify major diseases of several locally important commercial species and list different methods of prevention and treatment. 			
34.02	Identify major pests of several locally important commercial species and list recommended control methods. 			
34.03	Describe methods of prevention, treatment and control of the major diseases and pests previously identified. 			
34.04	Identify water quality problems. 			
34.05	Determine water quality parameters and describe corrective action where needed. 			
35.0	Assist in harvesting and processing aquaculture species – the student will be able to:		SC.912.E.5.8
SC.912.E.6.5, 6 SC.912.L.14.2, 3, 4, 6, 11, 12, 16, 19, 29, 42, 43, 44, 45, 46, 47, 52, 53 
SC.912.L.15.15 SC.912.L.16. 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14 
SC.912.L.17.1, 2, 3, 5, 6, 7, 8, 9, 13, 14, 15, 16, 17, 18 SC.912.L.18.5, 7, 8, 9, 11, 12 
SC.912.N.2.4, 5 SC.912.N.3.5 SC.912.P.8.9	
35.01	Recognize and observe safety and sanitary practices including biosecurity in harvesting and processing aquaculture organisms. 			
35.02	Determine harvesting practices recommended for aquaculture organisms. 			
35.03	Determine equipment, labor, financial and legal requirements for harvesting aquaculture organisms. 			
35.04	Harvest aquaculture organisms using recommended practices. 			
35.05	Determine processing and packaging practices recommended for aquaculture organisms.			
35.06	Determine equipment, labor, financial and legal requirements for processing and packaging aquaculture organisms. 			
35.07	Process and/or package aquaculture organisms using recommended practices. 			
35.08	Compare and contrast methods for shipping aquaculture organisms.			
36.0	Explain the components of the American business system – the student will be able to:			
36.01	Describe the five basic ways American business is organized.			
36.02	Distinguish and identify between the characteristics of each method of doing business.			
36.03	Evaluate the advantages and disadvantages provided by each business method.			
36.04	Evaluate how cooperative principles and practices differentiate cooperatives from other businesses.			
37.0	Investigate agricultural cooperatives structure and function – the student will be able to:			
37.01	Explain the definition of a cooperative.			
37.02	Understand the history of cooperative principles and practices.			
37.03	Describe the five areas that classify cooperative structure.			
37.04	Distinguish and identify between the five types of cooperative structure and their functions. 			

Additional Information

Laboratory Activities

Laboratory investigations, including the use of scientific research, measurement, and laboratory technologies are an integral part of this course.  These activities include instruction in the use of safety procedures, tools, equipment, materials, and processes related to these occupations.  Equipment and supplies should be provided to enhance hands-on experiences for students.

Career and Technical Student Organization (CTSO)

FFA is the appropriate career and technical student organization for providing leadership training and reinforcing specific career and technical skills.  Career and Technical Student Organizations provide activities for students as an integral part of the instruction offered.  The activities of such organizations are defined as part of the curriculum in accordance with Rule 6A-6.065, F.A.C.

Cooperative Training – OJT

On-the-job training is appropriate but not required for this program.  Whenever offered, the rules, guidelines, and requirements specified in the OJT framework apply. 

Accommodations

Federal and state legislation requires the provision of accommodations for students with disabilities as identified on the secondary student’s Individual Educational Plan (IEP) or 504 plan or postsecondary student’s accommodations’ plan to meet individual needs and ensure equal access.  Postsecondary students with disabilities must self-identify, present documentation, request accommodations if needed, and develop a plan with their counselor and/or instructors.  Accommodations received in postsecondary education may differ from those received in secondary education.  Accommodations change the way the student is instructed.  Students with disabilities may need accommodations in such areas as instructional methods and materials, assignments and assessments, time demands and schedules, learning environment, assistive technology and special communication systems.  Documentation of the accommodations requested and provided should be maintained in a confidential file.

In addition to accommodations, some secondary students with disabilities (students with an IEP served in Exceptional Student Education (ESE)) will need modifications to meet their needs.  Modifications change the outcomes or what the student is expected to learn, e.g., modifying the curriculum of a secondary career and technical education course.  Note: postsecondary curriculum and regulated secondary programs cannot be modified.

Some secondary students with disabilities (ESE) may need additional time (i.e., longer than the regular school year), to master the student performance standards associated with a regular Occupational Completion Point (OCP) or a Modified Occupational Completion Point (MOCP).  If needed, a student may enroll in the same career and technical course more than once.  Documentation should be included in the IEP that clearly indicates that it is anticipated that the student may need an additional year to complete an OCP/MOCP.  The student should work on different competencies and new applications of competencies each year toward completion of the OCP/MOCP.  After achieving the competencies identified for the year, the student earns credit for the course.  It is important to ensure that credits earned by students are reported accurately.  The district’s information system must be designed to accept multiple credits for the same course number for eligible students with disabilities.

Articulation

For details on articulation agreements which correlate to programs and industry certifications refer to http://www.fldoe.org/workforce/dwdframe/artic_frame.asp.

Bright Futures/Gold Seal Scholarship

Course substitutions as defined in the Comprehensive Course Table for this program area may be used to qualify a student for Florida’s Gold Seal Vocational Scholarship, providing all other eligibility requirements are met.  Eligibility requirements are available online at https://www.osfaffelp.org/bfiehs/fnbpcm02_CCTMain.aspx. 

Fine Arts/Practical Arts Credit

Many courses in CTE programs meet the Fine Arts/Practical Arts credit for high school graduation (http://www.fldoe.org/articulation/CCD/files/pacourses1213.pdf).  A listing of approved CTE courses is published each year as a supplemental resource to the Course Code Directory (http://www.fldoe.org/articulation/CCD/default.asp).

Equivalent Mathematics and Equally Rigorous Science Courses

Equally rigorous science courses are based upon levels of cognitive complexity of content specific benchmarks, depth and breadth of content focus, and required laboratory components. 

Courses in this program satisfying equally rigorous science content are:

•	Agriscience Foundations (8106810) 
•	Aquaculture 2 (8112010)
•	Aquaculture 3 (8112020)