National AFNR Career Cluster Standards

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B4. Motions and forces.B5. Conservation of energy and increase in disorder.B6. Interactions of energy and matter.C. Content Standard: Life ScienceAs a result of their activities in grades 9–12, all students should develop anunderstanding of:C1. The cell.C2. Molecular basis of heredity.C3. Biological evolution.C4. Interdependence of organisms.C5. Matter, energy, and organization in living systems.C6. Behavior of organisms.D. Content Standard: Earth and Space ScienceAs a result of their activities in grades 9–12, all students should develop anunderstanding of:D1. Energy in the earth system.D2. Geochemical cycles.D3. Origin and evolution of the earth system.D4. Origin and evolution of the universe.E. Content Standard: Science and TechnologyAs a result of their activities in grades 9–12, all students should develop:E1. Abilities of technological design.E2. Understanding about science and technology.F. Content Standard: Science in Personal and Social PerspectivesAs a result of their activities in grades 9–12, all students should developunderstanding of:F1. Personal and community health.F2. Population growth.F3. Natural resources.F4. Environmental quality.F5. Natural and human-induced hazards.F6. Science and technology in local, national, and global challenges.66
G. Content Standard: History and Nature of ScienceAs a result of their activities in grades 9–12, all students should developunderstanding of:G1. Science as human endeavor.G2. Nature of scientific knowledge.G3. Historical perspectives.English Language ArtsThe English language arts standards presented here are for high schools. Theywere taken from a document entitled Standards for the English Language Arts,by the International Reading Association and the National Council of Teachersof English (copyright 1996 by the International Reading Association and theNational Council of Teachers of English; reprinted with permission).1. Students read a wide range of print and non-print texts to build anunderstanding of texts, of themselves, and of the cultures of theUnited States and the world; to acquire new information; to respondto the needs and demands of society and the workplace; and forpersonal fulfillment. Among these texts are fiction and nonfiction,classic and contemporary works.2. Students read a wide range of literature from many periods in manygenres to build an understanding of the many dimensions (e.g.,philosophical, ethical, aesthetic) of human experience.3. Students apply a wide range of strategies to comprehend, interpret,evaluate, and appreciate texts. They draw on their prior experience,their interactions with other readers and writers, their knowledge ofword meaning and of other texts, their word identification strategies,and their understanding of textual features (e.g., sound-lettercorrespondence, sentence structure, context, graphics).4. Students adjust their use of spoken, written, and visual language (e.g.,conventions, style, vocabulary) to communicate effectively with avariety of audiences and for different purposes.5. Students employ a wide range of strategies as they write and usedifferent writing process elements appropriately to communicate withdifferent audiences for a variety of purposes.6. Students apply knowledge of language structure, language conventions(e.g., spelling and punctuation), media techniques, figurative language,and genre to create, critique, and discuss print and non-print texts.67
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- Level II—These are activities/a
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Career Cluster: AGRICULTURE, FOOD A
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Level I Level II Level IIICS.01.04.
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Level I Level II Level IIINational
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Level I Level II Level IIINational
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Career Cluster: AGRICULTURE, FOOD A
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National AFNR Career Cluster Standards

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