Glendora High School Agriculture Department

A Farm-to-Fork Approach to Agriculture Education

Greggory Cates, Stefanie Scott, Lina Yamashita

March 18, 2013

Table of Contents
Overview of Our Agriculture Department..................................................................................... 1 Agriculture Department Team & Mission Statement ..................................................................... 2 Department Management Philosophy ........................................................................................... 2 Department Objectives ................................................................................................................... 3 Chart of Responsibilities ................................................................................................................. 4 Ag Facilities ..................................................................................................................................... 6 Agriculture Department Courses ................................................................................................... 8 Sequencing of Courses .................................................................................................................... 9 Teaching Responsibilities .............................................................................................................. 10 Course Description ........................................................................................................................ 11 Example course syllabus (Ag Biology) .......................................................................................... 14 Sample Lesson Plans on the food system, pests, and building materials ................................... 17 Student Body ................................................................................................................................ 28 Demographics & Socioeconomic Status ....................................................................................... 29 Ag Program Demographics & Socioeconomic Status ................................................................... 29 Community and Resources .......................................................................................................... 30 Major Agricultural Industries ........................................................................................................ 31 Demographic & Socioeconomic Characteristics of Glendora ....................................................... 31 Advisory Committee ..................................................................................................................... 32 Advisory Committee By-laws ........................................................................................................ 34 Booster Committee By-laws ......................................................................................................... 37 Types of Student Projects for Supervised Agricultural Experiences .......................................... 41 Fairs and Shows Our Students Will Attend ................................................................................... 42 Opportunities for Paid and Unpaid Employment ......................................................................... 42 Recruitment Program ................................................................................................................... 46 Recruitment Strategies ................................................................................................................. 47 Recruitment Timeline ................................................................................................................... 48 Recruitment Brochure (see attachment) Graduate Follow-Up ..................................................................................................................... 50 Graduate Follow-Up Strategies..................................................................................................... 51 Graduate Follow-Up Survey .......................................................................................................... 52 FFA ................................................................................................................................................ 55 Officers & Selection Process ......................................................................................................... 56 List of Activities that Students Will Participate in......................................................................... 57 Calendar of Activities .................................................................................................................... 58

Overview of Our Agriculture Department

Our Agriculture Department Team

Greggory Cates: Agricultural Engineering Mr. Cates has an MBA, a BA in Economics and senior standing towards a BS in Civil Engineering. For the past 7 years he served as the Project Administrator, Field Inspector and QA/QC Manager for an engineering contract to seismically retrofit 22 of Buildings for the Bay Area Rapid Transit as part of BARTs $1 billion Earthquake Safety Program. He will teach courses in the Agricultural Engineering pathway, as well as Intro to Ag. Stefanie Scott: Horticulture Ms. Scott graduated from University of California Davis, with a BS in Environmental Science and minor in Education. During college, she has held environmental education positions, including teaching children about the importance of agriculture in the student farms and teaching flower arranging classes. She will teach courses in the Horticulture pathway, as well as Intro to Ag and Ag Chemistry. Lina Yamashita: Food Science & Nutrition Ms. Yamashita has a BA in biology and environmental studies and an Ed.M. in education. Before joining Glendora High, she worked at a non-profit organization teaching children and adults about how to grow and harvest food and prepare healthy, nutritious meals. She has also worked at a few restaurants as a prep chef. She will teach courses in the Food Science & Nutrition pathway, as well as Intro to Ag and Ag Biology.

Department Mission Statement

Our mission is to partner with the businesses and residents of Glendora, California to make Glendora High School a leader and model for sustainable urban agriculture that includes nutrition, culinary arts, horticulture, farming, design and engineering. The Glendora Ag Department seeks to empower the student body at large, promote healthy lifestyles, and cultivate winning strategies that promote the students opportunities for employment, higher education and a quality life through exceptional service and the common threads of agriculture and engineering in our daily lives.

Department Management & Grading Philosophy

Our agriculture education program reflects FFAs motto of Learning to Do. Doing to Learn. Earning to Live. Living to Serve, and has three main components: classroom and laboratory instruction, supervised agricultural experience (SAE) and FFA. Classroom instruction, which will account for 75% of a students grade, focuses on cognitive learning and is designed to cultivate students critical thinking skills. Supervised agricultural experience projects, which will account for 15% of the grade, give students the opportunity to apply what they have learned in the class in a real-world context through experiential learning. Participation in FFA activities, which will account for 10% of the grade, allows students to share what they have learned with their peers and community members as well as give them an opportunity to learn from one another. Each of the 3 components therefore is interconnected and integral to the agriculture program.

Department Objectives
Students that participate in the Ag Department classes and programs will: 1. Be better prepared to be successful in college in disciplines that include Nutrition, Horticulture and Engineering. a. Specifically, students in the Ag Engineering pathway will be prepared for the civil engineering, environmental engineering, or the BioResource and Agricultural Engineering program at Cal Poly. b. Students in the Horticulture pathway will be prepared for a horticulture-related major in college and will earn college credit for the Ornamental Horticulture course, as it is articulated with Mt. San Antonio College. 2. Have opportunities to develop work experience and gain career-specific skills through internship and part- and full- time employment. a. Specifically, students in the Food Science & Nutrition pathway will be employable upon graduation. Students will also earn college credit for the Nutrition & Recipe Development course, as it is articulated with Glendale Community College. b. For the Horticulture track, students will be ready to go into the work force, such as working in flower shops or for horticulture companies. 3. Learn to be leaders in sustainable urban agricultural design. 4. Develop skills that will hold them in good stead throughout their lives. 5. Learn leadership, empathy and a sense of community. a. Each year, students will participate in at least 4 FFA activities and do one supervised agricultural experience project. 6. Learn to be creative and designers of their future. 7. Have a better understanding of human civilization and how it integrates with the natural world.

2013-2014 Responsibilities
Cates Scott Yamashita

Judging Teams
Ag. Mechanics & Technology Best Informed Greenhand (BIG) Floriculture Food Science and Technology Public Speaking Ornamental Horticulture & Nursery Landscape Vegetable Crop ID A A A A A A A A A A A A A A A A A A A A A A A A A A

Field Day Competitions

Mt. Sac/Pomona Field Day Riverside Field Day San Diego Field Day Fresno Field Day Cal Poly SLO L.A. Speech Competitions

Creed A Extemporaneous Speech Prepared Speech Job Interview (All officers participate) A Project Competition (up to each advisor) TBA

A A TBA P/A A A A A TBA

Conferences
Greenhand Conference Made For Excellence (MFE) Conference State Leadership Conference (SLC) SoCal Chapter Officer Leadership Conference (COLC) Summer CATA Conference A P/A P/A A A P/A A P/A A A A A P/A A A A

P/A P/A A P/A P/A A A P/A A P/A A P/A

FFA Happenings
Summer Officer Retreat General FFA Meetings October Heritage Park Carnival Degree Banquet Greenhand Applications Chapter Applications L.A. County Administrators Night National FFA Week Chapter Officer Application Chapter Officer Interviews Project Competition Dinner Awards Banquet Food

A A A A A A P/A A A A

Awards Officer Prep Electronics/media

A A A P/A P/A P/A P/A A A A A A A A P/A P/A P/A A A P/A P/A P/A P/A P/A P/A P/A A A

Reports
Facilities Program of Work R-2 Incentive Grant & Budget Project Supervision Ag Mechanics Citrus Vegetable Crops Landscaping Booth Catfish L.A. County Fair

Fundraisers
Christmas Poinsettia sale Valentines Day Flower Sale Mothers Day Flower Sale Iron Chef Competitions (quarterly) Spring Horticulture Auction

Committees
Ag. Advisory Committee FFA Advisors Building Maintenance Science Equipment Restaurant Cleanup and Maintenance Greenhouse Maintenance

A= Teacher Attending and helping out at event P= Point person/paperwork

Ag Facilities

Glendora High School

Site of the Ag. Dept.

Bldg.

Ag Department Building The Ag Departments new building integrates habitat reintroduction, water collection and reuse, sustainable energy collection and food production within the architecture. Designed as a living building and classroom which draws resources from the immediate environment to become self-sufficient, the Ag Department building features gray and rain water collection systems, renewable energy from photovoltaic cells, organic vegetable, kitchen, ornamental and native species gardens, green houses as well as a chicken farm, rabbit hutches and aquaculture ponds.

The Ag Building layout includes class rooms, lab rooms, a science and engineering learning center and it features a restaurant that serves as profit center for the Ag department as well as a class room for the culinary arts.

Our Farm2Fork restaurant is open to the public and also serves as an ancillary cafeteria for the high school. Features of the restaurant include open kitchen design to serve the departments teaching needs. (See next page for more information about the restaurant.)

Farm2Fork Restaurant The restaurant is a state of the art facility that has an open floor plan for viewing the kitchen and it is outfitted with cameras and televisions to provide the patrons with views of the kitchen from all locations. This serves to facilitate teaching Ag department courses as well as for the competitions discussed below. The Farm2Fork Restaurant serves as the primary revenue generator for the department. This revenue is generated in three ways. 1. The restaurant, which is open to the public and school body for breakfast, lunch, and dinner during the week, serves highly nutritious and delectable food of which some of the ingredients comes from the buildings garden. Many menu items are provided as student rates to help promote good eating among the student body. Farm2Fork also participates in the Free and Reduced Lunch program. For the general public, a small menu, which changes regularly, keeps the menu from getting boring and local interest high. 2. On a quarterly basis, the restaurant will hold Iron Chef or Chopped style cooking competitions where tickets are sold to patrons/audience and the show is taped and featured on local television channels. There is a hope that the show is picked up nationally and this ad revenue would increase cash flow to the department. 3. On weekends, the restaurant, when not in use for competition or TV programming, is available for rent by for local cooking classes or private events.

Agriculture Department Courses

Sequencing of Courses

Intro to Ag

AG ENGINEERING PATHWAY

Ag Biology

Ag Engineering I

HORTICULTURE PATHWAY

FOOD SCIENCE & NUTRITION PATHWAY

Ornamental Horticulture Ag Engineering II

Ag Chemistry

Floristics Ag Engineering & Design

Food Science & Nutrition

Edible Landscaping

Recipe & Menu Development

Teaching Responsibilities
Intro to Ag (year-long) Cates 1-2 classes Scott 1-2 classes Yamashita 2-3 classes Total # of students 30-35 students per class; maximum of 245 students 30-35 students per class; maximum of 90 students

Ag Biology (year-long)

2 classes

(if needed, 1 class)

Ag Engineering Pathway
Ag Engineering I (yearlong) Ag Engineering II (yearlong) Ag. Engineering & Design (year-long) 1-2 classes 30 students per class; maximum of 60 students 30 students per class 30 students per class

1 class 1 class

Horticulture Pathway
Ornamental Horticulture (fall semester) Floristics (spring semester) Edible Landscaping (year-long) 1 class 1 class 1 class 30-35 students per class 30-35 students per class 30-35 students per class

Food Science & Nutrition Pathway

Ag Chemistry (yearlong) Food Science & Nutrition (fall semester) Recipe & Menu Development (spring semester) 1-2 classes 30-35 students per class; maximum of 70 students 30 students per class

1 class

1 class

30 students per class

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Course Offerings
Intro to Agriculture Prerequisite: None Required for all subsequent agriculture courses Designed for freshmen but open to all grades This course provides an overview of career opportunities in agriculture and will give students the foundation for moving on to the three pathways: Ag Engineering, Horticulture, or Food Science & Nutrition. Topics covered will include vocabulary and concepts regarding building maintenance, garden and farming, infrastructure systems, horticulture, food chemistry, food safety, and nutrition. Agriculture Biology Prerequisite: Sophomore Standing & Intro to Ag Counts toward Biological Sciences with Lab under A-G requirements Ag Bio meets all of the requirements of the California State Standards in biology, but has an emphasis on its application on agriculture and food systems. Unlike a regular biology class, Ag Bio will have multiple hands-on learning experiences in the Ag Department building. Specific topics of instruction include molecular and cellular aspects of living things, structure and function of agricultural plants and animals, genetics, physiology, plant and animal diversity and principles of classification, ecological relationships, and animal behavior. Note: This is a required course for students wishing to go into the Food Science & Nutrition or Horticulture Pathways. This class can be taken in place of 9th grade biology.

Ag Engineering Pathway
Ag Engineering I Prerequisite: Sophomore Standing & Intro to Ag Counts toward Elective credits under A-G requirements In this course, students will be introduced to the Ag Department Building and will study and participate in the maintenance of the departments living building. This class will build on the introduction of relevant concepts from Intro to Ag and it will start to develop an understanding and skills in sustainable design and living through hands on learning. Ag Engineering II Prerequisite: Junior Standing & Ag Engineering I Counts toward Elective credits under A-G requirements Building on the concept of sustainable living, this course will expand upon students previous learning from the Intro to Ag ad Ag Engineering I and it will delve into the science and engineering behind the building which includes civil engineering and agricultural sciences. This class will be math heavy in order to develop the skills and tools necessary to design and build sustainable (resource neutral) infrastructure.

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Ag Engineering & Design: Designing Sustainable Infrastructure Prerequisite: Senior Standing & Ag Engineering II Counts toward Elective credits under A-G requirements This course is a capstone course in the Ag Engineering track. The students will design and engineer, at least conceptually, their own piece of infrastructure. This course builds on the other three courses in this track by adding design and engineering concepts. Coursework includes sites visits and evaluations of buildings and infrastructure pieces in the LA area. The goal of this course is to prepare students for future studies at the college level in various engineering and design disciplines. The course will culminate in the students presenting a paper and model of their design piece at a competition.

Food Science & Nutrition Pathway

Agriculture Chemistry Prerequisite: Junior Standing & Ag Bio Counts toward Laboratory Science credits under A-G Requirements Agriculture chemistry is a laboratory science course designed for the college bound interest. Topics of study include chemistry and its relationship to agriculture, matter and energy, the periodic table, bonding, chemical reactions, and the biochemical processes involved in digestion, absorption, metabolism, and energy balance. This course is intended to provide an introductory foundation for those who intend to continue their study of chemistry and for those students who intend to study in related scientific, medical and agricultural fields. Food Science & Nutrition (Fall Semester) Prerequisite: Senior Standing & Ag Chemistry Counts toward Laboratory Science credits under A-G Requirements This lab-based course is designed to provide an overview of food science and nutrition. Topics of instruction include food chemistry and technology; food processing and preservation; safe and sanitary food-handling procedures as set forth by local, state, and federal health and safety codes; procedures for preventing the spread of food-borne pathogens and illness; and the science of nutrition. Students will develop skills in doing laboratory work, writing, reasoning and thinking critically. Recipe & Menu Development (Spring Semester) Prerequisite: Senior Standing & Food Science & Safety Counts toward Elective credits under A-G Requirements Articulation with Glendale Community College Building upon Food Science & Nutrition, this course will provide students with the skills to design, test and evaluate healthy recipes and menus (particularly for the school restaurant) that cater to a variety of dietary and health needs. Using the school restaurant as a lab, students will

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also gain skills in food preparation. The final project will involve developing and testing healthy recipes using produce from the school farm and preparing a meal using those recipes at the school restaurant. This course is articulated with NUTR 114 (Nutrition and Menu Planning) at Glendale Community College.

Horticulture Pathway
Ornamental Horticulture (Fall Semester) Prerequisite: Junior Standing & Ag Biology Counts toward Elective credits under A-G requirements Articulation with Mt. San Antonio College This is a science-based class that applies biological processes to plants, specifically how to grow and manage plants used for ornamental uses. Topics about the ornamental plant industry and economical and social factors that go into ornamental plant production will also be covered in this course. Students will apply this knowledge as they choose their own ornamental plant to grow and monitor over the course, along with helping to propagate poinsettias for our annual Holiday Poinsettia sale in December. Floristics (Spring Semester) Prerequisite: Junior Standing & Ornamental Horticulture Counts toward Elective OR Visual Art credits under A-G requirements Intended to be a continuation of Ornamental Horticulture, this class will focus on the use of ornamental and edible flowers in various setting and industries. Students will learn the history of flower arranging and use, and will have various assignments to apply techniques used, including arranging center pieces for the Farm2Fork restaurant, rose arrangements for Valentines day fund-raiser, and FFA banquet arrangements. * Open to a limited amount of students not in Ag tracks upon consent of instructor. Edible Landscaping Prerequisite: Senior Standing & Ornamental Horticulture & Floristics Counts toward Elective OR Visual Arts under A-G requirements This is a multidisciplinary class which will tie bring all the aspects of the Farm to Fork program close to home for the students. Those who take this class will learn the basics of landscaping and design and tie in all aspects with horticulture techniques learned in Ornamental horticulture and Floristic, but keeping edible plants ad their main focus. Topics of sustainability and food justice issues will be discussed in the course as a means for students to critically think about how these problems arose and solutions to these issues. Students will have the opportunity to apply what they learn by tending to vegetable crops and other edible plants in the Ag Department building, and designing their own edible gardens as their final project.

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Agriculture Biology Syllabus

* adapted from the Agriculture biology syllabus from Denair High School, http://www.dusd.k12.ca.us/dhs/Academics/courseoutlines/Agriculture/AgBiologySyllabus.pdf

Instructor: Stefanie Scott Email: sscott@glendora.k12.ca.us Prerequisite: Intro to Agriculture Graduation: Fulfills one year of life science requirements UC/CSU: Applies to d requirement I. Course Description Agriculture Biology is a laboratory science course designed for the college bound student. This class will be taught according to the California State Science Standards. The course emphasizes detailed knowledge of the biological principles of the following areas: molecular and cellular aspects of living things, structure and function of agricultural plants and animals, genetics, physiology, plant and animal diversity and principles of classification, ecological relationships, and animal behavior. Priority is given to students with ninth grade honors and tenth through twelfth grade students who plan to enter a college and /or university with a major in agriculture. This is an elective course that meets life science graduation requirements and departmental major requirements, as well as University of California oneyear laboratory science admission requirements. II. Academic Expectations: 1. Each student is required to have a binder that will be used strictly for Ag Biology. 2. All students will be successful as long as the following are completed: All tests/assignments must be completed within one week of the original date in which they were given or will result in a zero if not made up. Students are informed of major exam ahead of time, so the exam will be given on the first day of the students return. If the student is not aware of the exam due to extended absence, then two days will be allowed for the student to catch up on missed notes. It is the students responsibility to find out what work, etc., was missed. Late or Makeup Work: In certain circumstances, I may accept late work from a student. If a student has an excused absence, the student must come see me immediately upon returning to the classroom (or in advance if possible). A minimum of 2 FFA activities per semester must be attended. A Supervised Agriculture Experience Program (SAE) will be completed along with an FFA record book. An organized notebook/class binder of all materials: notes, handouts, labs completed from this class will be collected and graded at the end of each week. III. Course Topics: Overarching Topics

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1. The nature of scientific inquiry as it relates to biological and agricultural principles 2. Reading, writing, and critical thinking skills as they relate to scientific inquiry Specific topics, with a focus on content relating to plants and animals relevant for agriculture: Cell biology Cellular growth Growth of organisms Reproduction Genetics Variation and adaptation Development of multicellular organisms Diversity Ecology Individuals, populations, communities, ecosystems Ecosystems and interrelationships among organisms Interrelationships between biotic and physical factors Human impacts IV. Learning Objectives: By the end of the course, students should be able to: Describe the characteristics of living organisms. Describe the characteristics of plant and animal cells with respect to their structure and chemistry. Compare and contrast the roles of meiosis and mitosis in cellular and organism reproduction. Define the chromosome theory of heredity and Mendelian genetics and apply this knowledge to inheritance of traits among plants and animals. Distinguish between historical and modern taxonomy systems and scientific nomenclature that demonstrate evolutionary relationships among plants and animals. Identify the structural and functional similarities and differences among the major animal, plant, and protist phyla. Analyze the major organ systems of animals and understand their functions. Recognize the structure and function of ecosystems, populations, and communities, and the impact of human society on the natural and agricultural environment. Describe the nitrogen, carbon, and water cycles, explain the importance of these interrelationships (especially for agriculture) Identify the environmental and genetic factors that influence variation among organisms. Demonstrate basic laboratory techniques including the use of microscopes, microscope slide preparation, maintenance and examination of microorganism cultures, tests demonstrating fundamental biochemical reactions, dissection of representatives of plant and animal phyla, and the sharpening of interpretative skills. III. Behavior Expectations: a. Listen when others are talking. b. Follow directions.

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c. No food, drinks, cell phones or other electronic devices. d. No hats once you enter the classroom. e. No disruptive behavior of any kind. f. Show respect for all school and personal property. g. Work and learn in a safe environment. h. A tardy is given to a student who is not sitting at their assigned desk at the time the final bell rings. IV. Grading: Grading is based on a straight accumulation of points throughout the entire semester. Students will submit a class binder each week that will include the weeks assignments to be graded. The students total will be divided by the class total to determine a percentage. The following scale will be used: 10090% 8089% 7079% 6069% Below 60% A B C D F

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Sample Lesson Plans

Lesson Plan Name Class Lina Yamashita Intro to Agriculture Date: 2/13/2013 The Food System

Lesson Title/Topic Purpose/Goal

Lesson Plan Unit The Components of a Food System

Students will be able to define the components of a food system and identify the different kinds of resources, tools, people and processes involved. They will also be able to explain the positive and negative consequences of our consumption of resources on society and the environment. C2.1 Understand important agricultural environmental impacts on soil, air and water. C2.3 Understand how natural resources are used in agriculture. C3.1 Understand how an agricultural commodity moves from producer to consumer. Students will define the food system. Students will define at least 3 of each of the following components of a food system: people, facilities, processes, and resources that are involved in the food system. For English language learners, an aide could assist in translating the terms (see Terms below).

Agriculture Standards Met

Objectives for Lesson

Adaptations/ Accommodations for EL / special needs students References/Resources

There are different ways of visualizing food systems; here are a few diagrams that could serve as resources: http://www.goodfoodworld.com/wp-content/uploads/2012/05/FoodSystem.jpg http://college.library.wisc.edu/digitalsalon/2010/student_files/FSCa.jp g http://test.foodandsustainability.com/wp/wpcontent/uploads/2012/10/Food-supply-chain2.jpg List of terms, cut into card-size pieces (see pp. 5-6); copy of the taboo words and list of associated taboo words for each student Arrange chairs in a circle, or create a clear space in the middle of the room where students can sit down. Food system includes the processes of production, processing,

Supplies/Equipment

To do before class

Terms

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distribution, consumption, and waste removal and each of these processes involves a variety of resources (natural and human) Safety Requirements Review from previous day N/A Students should already be fairly familiar with the list of terms, as this lesson plan should occur toward the end of the unit. This lesson plan can be used to consolidate students understanding of the food system and make connections between the different processes involved and the resources used throughout the food system. Weve been learning a lot about the resources that are used in agriculture and the different kinds of processes and people that are involved in making food. All these resources, processes, and people make up what is called the food system. You can think of it as a farmto-fork system, and it includes the steps of producing food, processing food, distributing food, consuming food, and removing waste. And, as weve been learning, these steps require different kinds of resources and people. Today, I want us to recall everything weve learned so far and start connecting the dots. To do that, were going to play a game of Taboo. How many of you have played Taboo? (If someone has not played Taboo, have one of the students explain the rules.)

Interest Approach

Content and Teaching & Learning Time Summary of Content: Explain the rules of the food system Taboo game. Have students sit in a circle, and then number off the students in 1s and 2s to create 2 teams that will compete against one another. There will be a stack of cards; on each card will be a term pertaining to the food system as well as a list of taboo terms students cannot use to describe the term. Each student will get 25 seconds, during which time he/she picks up a card from the stack, and describes the term to his/her team members without using the list of taboo terms on his/her card. If his/her team guesses the term correctly within 25 seconds, one point is awarded, and he/she can pick up another card and have his/her team guess the term until the 25 seconds are up. Then, a student from the other team will repeat the process, and so on, for about 10 minutes. In the meantime, with each term that the team guesses correctly, the instructor will write the term on the board. One student volunteer could keep the score.

Teaching Strategy Used: Interactivity, humor, getting students to recall and reflect upon what theyve learned throughout the unit

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Closure/Review If students were not able to guess most of the terms, ask them, So what other terms were in the stack? and write these terms on the board. Then, emphasize that the terms on the board represent processes, resources, or people that are important components of the food system. Then, distribute a list of the Taboo terms and explain the homework/evaluation (see below). Explain that their homework is to write a few paragraphs or draw a concept map about the food system using as many terms on the list as possible and that bonus points will be given to students who include other people and/or processes not on the list that are also a part of the food system. Evaluation Students will construct a story or a concept map that illustrates the components of a food system by describing the sequence of the terms (i.e., processes, people, and resources) used in the Taboo game.

List of Terms Used in Taboo: Carbon dioxide Chef Compost Distribution Farmer Farmers market Farmworkers Feedlot Food & Drug Administration Fossil fuel Landfill Marketing Packaging Pesticide Pollinator Processing Soil Sun Supermarket Tractor United States Department of Agriculture Water

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Taboo Words Farmer Producer Agriculture Grow food Field Crops United States Department of Agriculture government agency food policies subsidies inspection Food & Drug Administration food safety regulation government label consumers

Landfill Garbage / trash Waste Leftover food Packaging

Compost Food waste Soil Worms Fertilizer Break down Packaging marketing plastic label landfill wrapper

Fossil Fuel Energy Oil / gasoline / coal Transportation Carbon dioxide Distribution trucks Long-distance transport Carry food Refrigeration

Farmworkers field workers migrant labor harvest low wages Feedlot industrial animals raise / grow waste / manure water contamination

Marketing advertisement commercial promoting selling consumers Tractor farm equipment machine engine transport farmer

Pollinator Insect pollen nectar flowers bees

Water grow food irrigation rain / flood H2O Moisture

Pesticide kill pest spray poison harm environment

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Supermarket Grocery store Produce Processed food Buy food Safeway, Trader Joes (or any other name of grocery store)

carbon dioxide we breathe out photosynthesis greenhouse gas air CO2

Farmers market vendors fruits and vegetables produce sell tents

Sun Light Warmth Photosynthesis Plants Growth

Processing Factory Transform / convert Technology machines

Chef restaurant cook kitchen recipe food

Soil dirt ground nutrients water micro-organisms

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Lesson Plan
Name: Class: Stefanie Scott Ag Biology Date: Feb. 13, 2013 Lesson Plan Unit: Mechanisms of Natural Selection and Evolution Natural Selections Effect on Pest Management

Lesson Title/Topic:

Purpose/Goal:

Reinforce the concept of natural selection in an applicable agricultural context. Introduce different aspects of pest control in agriculture

Agriculture Standards Met:

C12.0 Students understand fundamental pest management C12.1- classifications of pests C12.2- Understand different methods of pest control (*This lesson focuses on chemical as an example) C12.3- Understanding principles, advantages, and disadvantages of integrated pest management.

Objectives for Lesson Students will:

1. define the term pest as used in this lesson 2. Students will be able to apply the concept of natural selection to pest management practices in Agricultural Systems 3. List 3 benefits and 3 drawbacks of pest control method presented in class (pesticides)

Adaptations/ Accommodations for EL / Special Needs Students

For English Learners, have the handouts in English and Spanish. Have a translator present in the class rooms- teach a pace that is a little be slower to allow translator to relay all information that is necessary (depending on level of English proficiency that the student has).

For Special Needs, have the special education teacher there to help with participating in the exercise; they can also assign a modified

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hand out that is compatible with their needs as well.

References/ Resources (text books, web sites)

Biology Textbook- Life, the Science of Biology, Ninth Edition by Sadava, Hillis, Heller, Berenbaum Sustainable Agriculture Notes (Spring Quarter, 2012 taught by Mark Van Horn) UC IPM Online- http://www.ipm.ucdavis.edu/PMG/cropsagriculture.html

Supplies/ Equipment (list everything that is necessary for a successful lesson)

PowerPoint and projector o (If unavailable, just use white/blackboard with writing utensil to instruct class) Index cards to write traits on A hat/bowl/sack to mix them up and pick traits randomly

Terms (that may be new to a student learning this material):

1. Pest

4. Mutations

2. Pest Management (and Integrated Pest Management)

5. Genetic resistance

6. Natural Selection 3. Selective pressures

Safety Requirements Make sure no one gets a paper cut There is clear exit route out of the class room in case of fire

Review from previous day (what does the student need to know to be successful)

History of the theory on Natural Section and Evolution o o o Darwin and his theory Mechanisms through which Natural selection occurs What survival of the really fittest means

Interest Approach:

You all may be thinking, How does Darwins theory that we learned yesterday really affect my life? But understanding these

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(How are you going to make the subject relevant to the student)

concepts become more prevalent when it come to protecting the food from organisms that want to eat it before you do.

Content and Teaching-Learning

Time 0-5min Summary of Content Recap of what we learned in the last lesson Define what a pest is and the goal of pest Management Explain how we will use a pest on a farm to demonstrate natural selection in a chemical treatment Teaching Strategy used

Cognitive

Begin interactive activity 5-10min Have all the students pick their first trait (normal/mutation) from a hat. All stand up Introduce selective pressure-farmer decides to use pesticide- so ask students with normal traits to sit down o Briefly describe genetic resistance 3 students sitting around survivors will stand back up from the mutants, these are offspring Have the students pick out another trait (new mutation/ no new mutation) Farmer decides to increase dosage of spray to kill genetically resistant pestask all students expect the new mutation carriers to sit down. 3 students around the survivors will stand back up as the offspring Continue for one more round, if time permits If not, just explain how this can turn into a cycle of increasing the strength of pesticides and creating resistant pests. Closure/Review: 10-15min (includes

Experiential

Discuss the benefits and drawbacks of chemical treatment

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evaluation)

Briefly talk about the goal of Integrated Pest management on farms

Evaluation:

Have them fill out the hand out- or go over this part with them o What were the components that drove natural selection in this pest control situation? o What could have been some other methods of Pest Management that could have been used? o List a few new/interesting things that was learned today.

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LESSON PLAN Name: Class: Greggory Cates Ag Engineering 1 Date Lesson Plan Unit 3/16/13 Bldg Materials

Lesson Title/Topic Purpose/Goal Agricultural Standards Met.

Performing a concrete slump test Learn about concrete properties Ag Mechanics Building Trades & Construction Industry Sector Determine the slump in inches of a batch of concrete.

Objectives for Lesson Students will:

Adaptations/Accommodations Reading materials in different languages, pictographic for EL / Special Needs examples, video demonstration. Students References/Resources Supplies/Equipment Terms CTE Online, ACI Manual American Concrete Institute. Slump kit, concrete, measuring tape, plastic and water, PPE 1. Slump 2. Slump Kit 3. Concrete 4. Cement/water ratio 5. PPE Personal Protection Equipment

Safety Requirements

Concrete is heavy (teach proper lifting), skin and eye hazard gloves and safety glasses required 1. Pouring and placing concrete

Reviews from previous day Interest Approach

Poor quality concrete leads to structural failure in cases of earthquakes and causes deaths. (shows examples of bad concrete and structural failure)

Content and Teaching-Learning Time Summary of Content Teaching strategy used

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Overview of concrete. Reason for slump test. Overview of testing equipment (slump kit) Taking measurements of concrete. Closure /Review

Experiential Demo and try Direct instruction

Re-iterate the vocabulary and the reasons for performing a slump test. Perform a slump test - sumative

Evaluation:

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Student Body

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Student Body Demographics As of 2010-11, there are 2581 students enrolled at Glendora High School. There are 660 freshmen, 655 sophomores, 650 juniors, and 645 seniors. The following chart shows the demographics of the students.

Two or more races, 3.60% African American, 1.70% Filipino, 2.50% Asian, 5.30%

American Indian , 0.30% Pacific Islander, 0.20%

Hispanic/Latino, 34.90%

White, 51.40%

Student Demographics as of 2011-12

Socioeconomic Status 9% of the students (233 students) are eligible for free or reduced-price lunch.

Agriculture Department Student Demographics We aim to have roughly 20% of the student population, or about 500 students, enrolled in our agriculture classes. We will do our best to make sure that the make-up of our students reflects the demographic and socioeconomic characteristics of the whole student body. We value diversity in our program, and will make a concerted, targeted effort to reach out to students (such as Hispanic students) and their parents who may not initially consider taking agriculture courses. We will also have scholarships available for students who need the funding to participate in FFA events.

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Community & Resources

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Major Agricultural Industries in Glendora

1. 2. 3. 4. 5. Flower/horticulture Industry includes wholesale, florists, nurseries Construction and Building Maintenance Industry Cooking, Restaurant and Culinary Arts Industry Health Care and Nutrition Industry Architecture and Engineering (A&E) Industry

These industries are represented in our agricultural advisory committee.

Demographic and Socioeconomic Characteristics of Glendora

The population of Glendora is 52,474 as of 2010. The following chart shows the racial makeup of the city.

Demographics of Glendora, CA
Asian & Pacific Islander, 8.10% Black, 1.90%

Latino, 30.70% White, 75.10%

The median household income in Glendora is $75,954. The per capita income is $32,951. There are some very wealthy people that live here, but 6.9% of the residents had income below the poverty level in 2009. The graph on the next page shows the breakdown of poor residents by races.1

Information & graph from http://www.city-data.com/poverty/poverty-Glendora-California.html

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Advisory Committee Members

School Board Member Mike Gautreau Vice President, First elected 2005, term expires 11/13 Mike Gautreau is a Southern California native. He graduated from West Covina High School , attended the University of California at San Diego and Cal Poly Pomona where he earned a Bachelors of Science degree and Teaching Credential. He has since earned a Masters of Science in Educational Leadership and an Administrative Services Credential. Mike currently serves as the Principal of Covina High School. Before his current position, he served as the Assistant Principal of Bonita High School in La Verne. His teaching career included 11 years at Sandburg Middle School , as well as part-time assignments at Citrus College and Mt. San Antonio College. He coached high school, college, and club swim teams for 19 years. For the past 30 years he has officiated high school and college football, and currently serves as the Instructional Chairman for the California Football Officials Association. His wife Barbara teaches at Glendora High School , and daughters Nicole and Brooke both attend Glendora schools. Counselor Michelle Ashley Current Glendora High Counselor Principal Paul Lopez Current Glendora High Principal Cooking Advisor Christian Felippa, Owner and Chef of LucaBella Fine Foods Christian has been an executive chef for over 10 years at some of Southern Californias most popular restaurants and has been in the food-service industry for 16 years. LucaBella brings fresh, healthy Italian cooking to Glendora. Florist Advisor Denise Orton, Glendora Florist a family owned and operated company

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Glendora Florist proudly serves the Glendora area. We are family owned and operated. We are committed to offering only the finest floral arrangements and gifts, backed by service that is friendly and prompt. Because all of our customers are important, our professional staff is dedicated to making your experience a pleasant one. That is why we always go the extra mile to make your floral gift perfect. Construction Trade Advisor Robert Pabon Pabon Construction Company Pabon Construction is a commercial rough carpentry and panelized roof-contracting company located on historic Route 66 in Glendora, CA at the foot of the San Gabriel Mountains. The company was founded in 1986 by Robert Pabon. We build projects from the ground up and tenant improvement with jobs ranging in size from $10,000 to $3,000,000. We have built many high-profile shopping centers, office buildings, industrial buildings, churches, private schools and restaurants in Southern California. Our portfolio includes well-known brands like Fresh & Easy, P.F. Changs China Bistro, Bank of America, Vons and Walgreens. Nutrition Advisor Carolyn Katzin, MS, CNS, MNT (Medical Nutrition Therapy) Cancer Nutrition Center Carolyn is a nutritionist with twenty-five years of experience. Educated at University of Londons Kings College and UCLA, Carolyns expertise includes the emerging field of Nutrigenomics. Her graduate degree in nutritional science involved research into this discipline. Architecture and Engineering Advisor Christopher Jones, AIA (American Institute of Architects) Inc., President Christopher founded Jones & Martinez Architects in 1986 with the intent to design quality architecture which would meet the needs of private, institutional, and governmental agencies. Jones & Martinez, Architects, Inc. has been providing architectural design and consulting services since its firm was formed in June of 1986. This firm, comprised of W. Christopher Jones, AIA, Principal, and Frank V. Martinez, Architect, represents a combined architectural experience of over 80 years of service. Jones & Martinez has established a well prepared and reputable firm with capabilities to meet the clients needs in the private, institutional, and governmental sectors. Committee President Nursery Advisor Carol Smythe, Rainbow Garden Nursery Rainbow Gardens is an independent family-owned retail/wholesale nursery that specializes in plants that thrive in our beautiful Mediterranean climate. We grow much of our own product right here in Glendora, California, lessening the impact on the environment, and producing plants that are acclimated to this region. Secretary Anne Hatheway Parent

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By-Laws for the Glendora High School Agricultural Education Advisory Committee
Section A Purpose and Name

Article 1.

The Agricultural Education Advisory Committee of the Glendora High School was created in an attempt to keep the Board of Education thoroughly aware of the community needs in regards to agriculture education. The organization is designed to develop within the community a body of informed citizens on matters pertaining to local needs for Agricultural Education. It is hoped that through this organization a better program of Agriculture Education can be developed not only for the students, but also for the community.

Article 2.

The name of the organization shall be the Agricultural Education Advisory Committee of Glendora High School.

Article 3.

The aims and objectives of this organization shall be as follows:

1.

To direct its advice to the Agriculture instructor, the superintendent of schools, and local Board of Education. It shall limit its activities to matters which directly concern the schools Agriculture Department. To exchange ideas for the purpose of developing an improved understanding of community agricultural needs and problems on the part of the schools Agriculture Department. To facilitate awareness to the schools Agriculture Department regarding community agricultural needs and problems. To evaluate progress towards program objectives and learning outcomes. To study programs of Agricultural Education in other communities with the purpose of encouraging the establishment of new programs, which may be applicable to this community.

2.

3.

4. 5.

6.

To provide counsel to teachers and provide assistance on special programs.

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Article 4.

Function of the Advisory committee 1. 2. 3. 4. 5. 6. 7. 8. To determine community educational needs regarding agriculture. To review goals and objectives of the Agricultural Education curriculum. To assist in adapting the program to new and changing conditions. To suggest resource people for instructional purposes. To suggest community resources that could be used in teaching. To assist in the evaluation of the program. To promote good public relations. To assist students in gaining experiences in agriculture outside of the classroom. 9. To assist the teacher in relating in-school learning activities to the real world.

Section B

Officers

Officers of this group shall consist of a chairperson, and a secretary, who shall be recommended by the agriculture instructor with approval by the Board of Education on an annual basis.

Article 1.

Chairperson

The duties of the chairman shall be to preside at all meetings of the Agricultural Education Advisory Committee and to arrange the order of business of such meetings in cooperation with the members of the committee and agricultural instructor.

Article 2.

Secretary

The duties of the secretary shall be to record the minutes of the meetings and to preside at the meetings in the absence of the chairman. The secretary shall also keep attendance records of committee members and maintain a permanent record file of all committee activities.

Section C

Membership

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Article 1.

There shall be (6 to 12) six to twelve voting members of the Advisory Committee.

Article 2.

Members shall be selected in such a way that they represent a cross section of the community served by the schools Agriculture Education department. The committee will consist of capable individuals, team workers, individuals with insight into education, and a representative group. The committee must be represented by both males and females.

Article 3.

The term of a new committee member shall begin with the new school year.

Article 4.

A student currently enrolled in one or more agriculture class in the school. The student member is advisory only to the committee, shall not vote and is encouraged to be at each meeting of the council.

Section D

Policy

Article 1.

The committee shall fulfill the state requirement of holding at least (3) three meetings per year.

Article 2.

Shall keep the Board of Education appraised of its activities, and any recommendations made to the agriculture teacher and school administrators.

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By-Laws for the Glendora High School FFA Booster Committee

Article I Name: Glendora FFA Booster Club Article II Objectives: 1. To support and promote the FFA organization, FFA activities, and agricultural education on local and higher levels. 2. To maintain the local Covington Show by supervising the operation of the show and auction. 3. To raise money in order to assist FFA booster club members in the selling of their projects at the county show. 4. To provide scholarships for graduating senior booster club members to assist them in their future goals. 5. This organization is organized exclusively for charitable, religious, educational, and or scientific purposes under section 501c (3) of the Internal Revenue Code. Article III Membership: 1. Membership shall be open to any parent or family members of past or present FFA members. 2. Businesses or outside individuals may also be members in the club. 3. At the first meeting of the year, the members in attendance are allowed to vote upon paying the one dollar a year for dues. Article IV Officers: 1. The elected officers shall serve a term of one year. 2. The elected officers shall constitute the executive board of directors. It shall be the duty of this board to advise and make recommendations to the general membership with respect to the activities and business of the organization. 3. Officers missing 3 unexcused general meetings or executive meetings may be removed from office and another election will be held to fill the position, as determined by Ms. Yamashita 4. The elected officers shall be: A. President B. Vice-President C. Secretary D. Treasurer E. Reporter F. Advisor(s) 5. 6.

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7. 8. Duties of the officers: A. President: 1. Serve as the official representative of the club. 2. Set the agenda. 3. Preside over the meetings. 4. Coordinate with other officers to ensure that materials for the concession stand have been purchased. B. Vice- President: 1. Serve as the chairman in the absence of the president. 2. In charge of all committees. 3. Calculate and give a report at each meeting about how many points the members have earned. 4. Keep a complete list of members. 5. In charge of acquiring volunteers for the concession stands for the club. 6. Coordinate with other officers to ensure that materials for the concession stand have been purchased. C. Secretary: 1. Prepare and present the minutes at each meeting. 2. Mail out newsletters before all meetings. 3. Coordinate with other officers to ensure that materials for the concession stand have been purchased. D. Treasurer: 1. Receive, record, and deposit clubs funds weekly. 2. Present a monthly treasurers report. 3. Tabulate and complete tax donation forms and mail them to those that have donated by January 31st. 4. Coordinate with a designated tax professional to file tax forms with the IRS. 5. Coordinate with other officers to ensure that materials for the concession stand have been purchased. E. Reporter: Release news and information to local and regional news media. Coordinate and send thank you letters and other correspondence. Keep the web page up to date at all times. Post all posters and flyers to advertise our different fund raisers. Coordinate with other officers to ensure that materials for the concession stand have been purchased. Advisor(s): F. 1. Serve as a representative of the school and club. 2. Supervise the direction and operation of the club. 1. 2. 3. 4. 5.

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Article V Location of Offices: 1. The principle office of the organization shall be the Agricultural Sciences Department at Covington High School. Article VI Meetings: 1. Meetings will be held at least 6 times a year. The president will set dates and locations. 2. A quorum shall be declared when ten or more members are present at any regular or called meeting. Article VII Check Signatures: 1. The treasurer, president, and/or the advisor shall sign all checks. 2. In the absence of one of the two officers, the other can sign. Article VIII Amendments: 1. These bylaws may be altered, amended, or repealed by a majority vote and/or approval of the board of directors once a year, at the March meeting. Article IX Dues: 1. Annual membership dues of the organization shall be established by a majority vote of the membership. st 2. The membership dues have been amended to be effective beginning the 1 organizational meeting after the county sale, and ending at that same time the following year. (Amendment made February 2011 to allow members to vote at the officer election meeting). 3. Points will not accumulate until dues are paid. 4. The dues for the voting membership are currently set at one dollar per member. An individual who pays their dues must wait until the next meeting in order to be a voting member. Article X Concession Stands: 1. All officers are in charge of running the concession stand. 2. An officer will be designated before each game to be in charge of the concession stand for the night. 3. At the end of each game, the designated officer will take inventory and inform other officers of what is needed for the next game. The inventory sheet will then be given to the person whom is in charge of purchasing items for the next game. 4. One member, and one officer, must count the money before and after the game, and sign the form at the end of the game. 5. The Board will set the prices for the concession stand. 6. No one under the age of 15 (or in high school) will be allowed in the concession stand for safety reasons.

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7. All items must be paid for at the time of purchase. No tabs are allowed. The Constitution and Bylaws are the Articles of our club. The constitution and bylaws is the only governing instrument of our organization. We have grouped them together to serve as our governing instrument.

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Types of Student Projects for Supervised Agricultural Experience Projects

41

Fairs Our Students Will Attend:

L.A. County Fair Kern County Fair San Bernardino Co Fair La Habra Valley Community Fair Chino Fair

Opportunities for Paid and Unpaid Employment

Construction/Architecture Whether it be actual construction to land assessment and planning, each of these opportunities allows students to obtain and practice skills that are transferable into any areas of work, including the agricultural fields. NTD Architects 2025 Financial Way #106 Glendora, California, 91741 USA (626) 963-1401 417 W Foothill Blvd b204 Glendora, CA 91741 (626) 914-1432 2001 E. Financial Way, Suite # 104 Glendora, California 91741 (626) 914-5788 Students will be able to develop and apply their architecture and sustainable design skills learned in class and will help work on projects such as adaptive planning, site analysis and space planning. Serving the SoCal area since 1983, students get hands-on experience with seismic retrofitting (making building more earthquake proof) to Historic Architectural Restoration (restoring old buildings with keeping its original look). Students interested in engineering will be able to shadow engineers and assist in task such as land surveying, street plans and many water-related assessment and planning. This company also helps with LEED certification on buildings, which is great to know for sustainable design.

Courts Construction Company Inc.

Marshall Engineering Group

Crop Production These local areas are places where students can experience the entire cycle of planting, growing and harvesting their own crops. Heritage Park 725 E. Mauna Loa Ave. Glendora, CA 91741 This historical site in Glendora is home to some of the last of the original orange trees that use to be across the entire town. Volunteers that run the area will help show students the methods used to grow and

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Glendora Community Garden Lewallens Pumpkin and Christmas Tree sales

133 S. Glendora Ave Glendora, CA 91741 (626) 905-4586 Glendora Ave. (Seasonal)

Ag. Department Gardens

1234 Sellars St Glendora, CA 91741

maintain the trees as well as current practices. Students will help with harvesting and transporting fruit from trees to the Ag. Dept.s Farm to Fork restaurant. Run by a local church, this small community garden allows members to grow practically any vegetable of their choice, and requires of them at least one hour of work per week. The Lewallens have been selling pumpkins and Christmas trees for years, and is one of the main suppliers of these seasonal products in Glendora. Students that work under their supervision will help with handling, sourcing and transporting the products as well as inspect products for quality. In addition to work required for their courses, students can help with tending to and maintaining the vegetable crops and smallscale livestock.

Floral Shops Students will help with various tasks involving floral arrangement making, shop management, and marketing as instructed by the shop owner/ manager. Glendora Florists 234 N Glendora Ave. Glendora, CA 91741 525 W. Route 66 Glendora, CA 91741 (626)-335-1231 100 N Glendora Ave Glendora, CA 91741 (626) 335-203 Students will help with making orders from individual requests to large-scale events such as weddings that serve the Glendora area. This flower shop makes deliveries seven days a week and specializes from tropical, to dry floral, to Gourmet and fruit basket arrangements. The busiest time of year for this place is the Prom season- students that decide to do their SAE with Shes will get a lot of experience in corsage and boutonniere making.

Grand Florist

Shes Florist-

Nurseries Students will be able to apply what they have learned in horticulture and floristic classes and have new opportunities to learn new get hands- on experience with operating, managing and tending to nursery plants and facilities. Rainbow Garden Nursery 1132 S. Grand Ave. Glendora, CA 91740 An independent family-owned retail/wholesale nursery that specializes in plants that thrive in

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(626) 914-6718

Colorama Wholesale Nursery

Armstrong Garden Centers, Glendora

1025 N Todd Ave Azusa, CA 91702 (626) 969-3585 1350 East Route 66 Glendora, CA 91740 (626) 963-0328

our beautiful Mediterranean climate. They grow much of our own product right here in Glendora, California, lessening the impact on the environment, and producing plants that are acclimated to this region. Grows ornamental plants to vegetables and is the main supplier of local hardware stores such as Home Depot and Ace Hardware In addition to helping run the nursery, Armstrong also has classes and events to teach the public about various topics from vegetable gardens, to making your own hanging plant, to pest control. Students can attend one of these classes and write a short report on what they learned/ bring in the project that they learned, for SAE credit.

Restaurants Students will work closely with the owner/manager and head chef to understand how a restaurant is run. Tasks can include managing food resources to creating nutritious new dishes. Farm2Fork (school restaurant) 1600 East Foothill Blvd. Glendora, CA 91741 From helping to run the restaurant to cooking the many dishes. Students can help with assessing nutritional value of food and coming up with new dishes that are both tasty and good for the body. A restaurant that is on the fancier side but has a wide range in cuisines and types of dishes that they make- not to mention the variety of ingredients used, which is great for expanding ones knowledge and experience in ingredient utilization. A small Italian grab-n-go place that is very popular among Glendora locals. Everything is made fresh. Students will get a feel for running a small and busy family owned and operated business A family-owned Italian caf open for breakfast and lunch that is popular for its sandwiches. Students will learn about creating fresh, healthy flavors. Another local favorite that is best known for their sandwiches, the Eatery is another great

Chelseas

1810 E Rt 66 Glendora, CA 91740

Dominecos Jr.

146 N. Glendora Ave. Glendora, CA 91741 (626) 852-0950

Luca Bella Fine Foods

529 S Glendora Ave Glendora, CA 91741 (626) 963-5500 221 North Glendora Avenue Glendora, CA

The Village Eatery

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91741 (626) 852-1777

place where students can help with managing, keeping and making dishes for customers.

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Recruitment Program

46

Recruitment Plan*
* Adapted from: http://www.alabamaffa.org/Forms_Applications/RecruitRetentionHndbook.pdf Key Target Audiences & Strategies: Students eligible to take courses next year: Brochures Course descriptions Phone calls Feeder school students (including middle grade students), teachers, administrators: Meet with middle school teachers, guidance counselors and administrators and tell them about the agriculture department. Share Ag in the Classroom activities and encourage teachers to use these in their teaching. Give presentations to middle school students about the agriculture department. Have them fill out a Reservation Request to hold a place in our classes and get their contact information. Follow up with students who sign up for our classes. After our first year, we would enlist the help of current students to help us with the presentations. 4-H members: Ongoing cooperation and support Presentations Recruitment newsletter Underrepresented students (especially Hispanics): Brochures (in Spanish) Course descriptions (in Spanish) Phone calls Information sessions (in Spanish)

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Recruitment Timeline:
Year-Round Develop and update brochures in both English and Spanish Spring March & April Hold an information session for students, parents, and community members to raise awareness about the agriculture department and garner interest. At this info session, identify adults to help with recruitment events. Conduct another information session in Spanish for Hispanic students and parents. [After our first year, we would have current students help us to prepare for this info session as well as all other recruitment events.] Conduct recruitment activities for potential students in advance of course sign-up for next school year. Work with advisory committee members and FFA leaders to host an Agriculture Awareness Night, perhaps in conjunction with National Ag Day. Meet with guidance counselors to discuss program benefits and provide useful materials. Send welcome or welcome back letters to all students who signed up for next years courses. [After our first year: conduct retention activities for current students in advance of course sign-up for next school year.] [After our first year, train student recruiters select those who are charismatic and excited about the agriculture department.] May Invite current and newly enrolled students and their parents to the annual awards banquet. Continue distributing information about the agriculture department and course offerings. Summer Follow up with newly enrolled students and others who have expressed interest. Work with FFA officers to plan a fun social event (e.g., a BBQ) for potential and re-enrolled students. Develop and distribute recruitment newsletters Refine multimedia and print materials for use in fall. Plan and prepare for scheduling and program changes. Send welcome letters to newly enrolled students and their parents.

Fall September Conduct recruitment activities for students who have not yet chosen fall courses. Survey newly enrolled and not-enrolled students about recruitment and retention strategies. Interim goal: 200 total enrollment.

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Analyze recruitment and retention efforts and adjust recruitment plan. Conduct FFA chapter recruitment activities. Distribute recruitment information at back-to-school and/or Open House events.

October Survey students about why they have or have not enrolled in a course. Tally and analyze enrollment results. Ensure agricultural education and FFA scholarships are in place and publicized. Ensure program facilities and displays present the most positive possible image during parent-teacher conferences. November Contact middle school teachers as well as other feeder school teachers for recommendations about high-potential future students. Devote an advisory committee meeting to analyzing enrollment challenges and solutions. Meet with guidance counselors to discuss scheduling and the enrollment process for next school year. Winter December Review recruitment and retention plan. Produce recruitment and retention materials. Host administrator and counselor visits to agriculture courses and labs. January Update recruitment and retention plan and goal. Present plan to students, adult supporters, administrators, guidance personnel, school board, and ag advisory committee. le Recruitment and Retention Calendar (continued) February Send recruitment letters to feeder school students and their parents. Work with students to develop and give presentations about the agriculture department at feeder schools (e.g., middle school classrooms) and at 4-H meetings. Work with adult recruiters (volunteers) to contact potential students' parents.

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Graduate Follow Up

50

Graduate Follow-Up Strategies

Invite graduates of the agriculture education department to recruitment events, open houses; have them talk to prospective students about their experiences as well as what they are currently doing [As the number of graduates increases, plan an alumni event in conjunction with a recruitment program.] Contact all seniors in the agriculture department and have them fill out a survey that asks questions about their future plans. Follow up with them a year later and send another survey that asks what they are doing now. The following survey will be mailed or e-mailed out to our graduates one year after they have graduated. To increase the response rate, we will give them an incentive by having a few gift certificates available. Once we receive the completed surveys, we will compile and then share our findings with our advisory committee, and use this information to make necessary improvements to our department.

* Survey was adapted from: http://www.southernregionffa.org/cata/resources/Programplantemplate/index.html

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Graduate Follow-up Survey

Your answers to this survey will be very helpful in shaping and making improvements to our agriculture department. Thank you in advance for your time and input! To show our appreciation for those of you who take the time to complete and submit this survey, everyone who participates will be entered into a drawing for gift certificates to local restaurants.

What are you doing at the present time? Attending school Full-time Part-time ______In the military ______Homemaker ______Other In what type of business or industry are you employed? Working Full-time Part-time Not working Looking for work Not looking for work

What is your job title or job description?

________________________________________________________________________

Which statement best applies to your present occupation? I am using most of the skills I learned in the agriculture program at GHS. I am using some of the skills I learned in the agriculture program at GHS. I am not using any of the skills I learned in the agriculture program at GHS.

What type of school are you currently attending? ______Community college 4-year college Adult education Trade/technical school Private business school Other

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What is your major course of study? __________ How would you rate the training you received in the agriculture program? Excellent Good Fair Poor

How do you rate the career guidance and counseling you received in the agriculture program? Excellent Good Fair Poor

Please check the following courses that you felt were valuable to you. Intro to Ag Ag Engineering I Ag Engineering II Ag Engineering & Design Ag Biology Ornamental Horticulture ______Floristics Edible Landscaping Ag Chemistry Food Science & Nutrition Recipe & Menu Development What was the most valuable thing you learned from being a part of the agriculture program? What makes you say that? ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________

FFA Please check the following areas you feel are valuable components of FFA. Officer and committee chairman experience Judging contests Advanced degree and proficiency awards Participation in chapter activities, working with others Fundraising activities ______Fairs Other: Please describe

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What were the most valuable aspects of the SAEP (supervised agricultural experience projects)? Learning skills related to future ag employment Development of responsibility Learning record keeping Other: Please describe Please rate the facilities and equipment used at GHS for the agriculture program: Facilities: Overcrowded Modern Adequate space provided Out-of-date

______

Equipment:

Modern Out-of-date Well-maintained Poorly maintained ______Adequate amount of equipment for all students in class

Please note any suggestions you have for improving the agriculture program at GHS, including the following areas: classroom; Ag department building; courses; FFA; SAE; teaching methods used; facilities/equipment.

Thank you for your time!

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FFA

55

Officers & Selection Process

All students enrolled in the Glendora Ag Department Program are members of the FFA, mandated by the CDE through R-2 reports submitted annually October 15th Leadership opportunities that any FFA members (9th-12th grade) can participate in are at the local, state and regional levels Chapter meetings Chapter FFA Banquet L.A. County Fair

Applications National Chapter Application and turn it in to the state for grading (2-15) State Degree Application and Evaluation (January) Officers We will have the six traditional positions for the FFA President Vice President Secretary Treasurer Reporter Sentinel A term as an officer will last for a year. Students that are enrolled in the FFA that are interested in one of the positions must go through an application process where they will fill out a questionnaire about why they want the position, what they can contribute to the advancement of our FFA chapter, and any past experience that would be helpful and relevant to the position. After submission date, the applications will be initially read by the FFA Advisory Board, but we hope that once the established officers are elected, they will help choose the next candidates. If enough submissions are placed for each position, the board will choose their top two candidates, which the rest of the FFA club will vote on for the final positions. If not enough apply (i.e. only one person applies for a position) they automatically get it.

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List of Activities that Students Will Participate in:

Judging Teams Agricultural Mechanics Best Informed Greenhand (BIG) Floriculture Food Science & Technology Ornamental Horticulture & Nursery Landscape Vegetable Crops Public speaking Speech contest o Creed o Extemporaneous speech o Prepared speech o Job interview Fundraisers Christmas Poinsettia sale Valentines Day Flower Sale Mothers Day Flower Sale Iron Chef Competitions (quarterly) Spring Horticulture Auction Field Days L.A. Ventura Riverside Cal Poly Speech Contests Riverside Section FFA Speech Contest Southern Region Speech Contest Finals

For FFA Officers Southern Region Section Officer Leadership Conference Riverside Section FFA Leadership Conference SOCAL FFA Leadership Conference Glendora High School FFA meetings

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Calendar of Activities
*Sectional/Regional/State Events in light red August 1-2 Southern Region Section Officer Leadership Conference (Cal Poly, Pomona) 12:00 PM 15 First Day of School 29 1st GHS FFA Meeting (Ag Dept. Building) 30 LA County Fair September 8 *Riverside Section FFA Leadership Conference (San Jacinto) 8:00 am 12 FFA Parent Boosters Fall Dinner (Farm to Fork) 15 LA Fair Judging Comp. 20 *Kern County Fair (Bakersfield) 29 GHS FFA Meeting (Room 318) 26 *Riverside Section FFA O/C Contest (Norte Vista) 5:00 PM October 5-6 Southern California Fair (Lake Perris Fairgrounds) 15 R-2 Reports Due 16-31 SAE- Lewallen Pumpkin Patch Sales 13 *South Coast COLC (Hollister HS) 29 GHS FFA Meeting (Ag Dept. Building) November 3 SOCAL FFA Leadership Conference (Indio) 8:30 AM 13-16 Thanksgiving Food Drive 22 GHS FFA Meeting (Ag Dept. Building) 25-29 Thanksgiving Break December 3-24 SAE Lewallens Christmas Tree sales 16-20 Poinsettia Sale Fundraiser 11 *Southern Region In-Service (Roadshow) (Pomona) 8:30 AM 22 GHS FFA Meeting (Ag Dept. Building) 24-Jan.4 Winter Break January 11-12 MFE Student Conference 19 *Tulare Citrus Contest (Tulare) 8:30 AM 21 MLK Holiday 25 *Riverside Proficiency Selection (Ontario) 26 *LA Section Field Day & State Degree (Sylmar) 29 GHS FFA Meeting (Ag Dept. Building) 30 Iron Chef Challenge (Farm to Fork) 31 *Riverside Section FFA Speech Contests (Perris HS) 4:00 PM February 1 *Southern Region FFA Officer Applications Due in Re (CP-Pomona) 2 CSU Fresno Field Day 4 *Start of Riverside Section FFA Project Competition

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8 9 11 14 15

16-23 23 28 March 1 14 16 19 22 28 29 April 6 14 18 20 22 29 30 May 4 6-10 25 28 29 30 June 7 23-27 July 8 22-23

Section STAR Apps Due in Southern Region Of (CP-Pomona) 5:00 *Southern Region FFA Officer Screening (CSU-Pomona) 9:00 AM Southern Region FFA Proficiency Selection (CSU-Pomona) 10:00am Valentines day Flower Sale Fundraiser *State Nominating Committee Apps Due (Region Office) *State Officer Applications Due (State Office) Southern Region Scholarship App Due (Southern Region Advi) National FFA Week Events (TBA) *Ventura Section Field Day (Fillmore) *Riverside Section FFA Project Competition Banquet (Norco) 5:00 PM GHS FFA Meeting (Ag Dept. Building)
*State

FFA Conference Registration Due (State Office)

*Riverside Section FFA Bowling (Perris) 4:00 PM *Southern Region FFA State Degree & Proficiency Ban (La Habra - Sonora) 1:00 PM *Riverside Section CATA & FFA Mtg. & COOP Quiz & BI (Indio HS) 4:30 PM Glendora Chapter Officer Applications Due *Southern Region Speech Contest Finals (CSU-Pomona) 10:00 AM GHS FFA Meeting (Ag Dept. Building) Iron Chef Challenge (Farm to Fork) Mt. Sac/Cal Poly Pomona Field Day *Riverside Section CATA Planning Mtg. & In-service (San Jacinto HS) 9:00 AM Fresno State Speaking Contest *Fresno State Field Day and State Finals (Fresno State) 7:30 AM Glendora Officer Elections GHS FFA Meeting (Ag Dept. Building) *Riverside Section FFA Officer Screening (Hemet HS) 4:00 PM Cal Poly SLO Finals Mothers Day Flower Orders *San Bernardino Co Fair (thru 6/2) (Victorville) Iron Chef Challenge (Farm to Fork) GHS FFA Meeting (Ag Dept. Building) American Degree Scoring (Fresno State) Last day of school *La Habra Valley Community Fair (thru 6/10) (Sonora HS) 8:00 AM CATA State Conference Chino Fair (thru 7/14) (Chino) Glendora Officer Retreat

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