Killingly Public Schools

Grade 11 Draft: Jan. 2005 Killingly Public Schools

Aquaculture/Natural Resources III Tilapia Production CONTENT STANDARD 11 AQ III 1: The students will understand the origin of Tilapia culture, the worldwide culture of Tilapia and the possibilities for Tilapia culture in the U.S. 11AQ 1.1 The student understands the origins of Tilapia culture. 1.1.1 -understands how Tilapia are classified by latin and common name. 1.1.2 -understands the distribution of Tilapia species. 11AQ 1.2 The student understands the commonly cultured species of Tilapia. 1.2.1 -identifies 4 commonly cultured species. 1.2.2 -understands the unique characteristics of each species. 11AQ 1.3 The student describes how Tilapia reaches the consumer in the U.S. 1.3.1 -understands who eats Tilapia across the world. 1.3.2 -understands the marketing channels for Tilapia in the U.S. The student understands the economics of producing Tilapia in the 11AQ 1.4 U.S. 1.4.1 -understands the costs involved in production. 1.4.2 -understands the barriers to making Tilapia production economically feasible in the U.S. 1

CONTENT STANDARD 11 AQ III 2: The student will understand the biology and life cycle of Tilapia as well as the cultural requirements of Tilapia. The student describes how Tilapia were introduced to 11AQ 2.1 U.S. 2.1.1 -understands why Tilapia are not well known in the U.S. 2.1.2 -understands how Tilapia were introduced into the U.S. The student can list the environmental requirements of 11AQ 2.2 Tilapia. 2.2.1 -understands the cultural requirements of Tilapia. 2.2.2 -understands how unique differences between species make them adaptable to various production and marketing niches. The student lists commonly cultured species and their 11AQ 2.3 hybrids. 2.3.1 -identifies commonly cultured species and their hybrids. 2.3.2 -understands how Tilapia are hybridized. The student understands the reproductive characteristics of 11AQ 2.4 Tilapia. 2.4.1 -describes the reproductive characteristics of Tilapia. 2.4.2 -understands how these characteristics affect pond culture 2

CONTENT STANDARD 11 AQ III 3: The student will understand spawning, production of fry and production of fingerlings. The student describes the hatchery systems used to spawn 11AQ 3.1 Tilapia. 3.1.1 3.1.2 -understands hatchery systems. -explains spawning in ponds. The student describes the factors that affect hatchery 11AQ 3.2 production. 3.2.1 3.2.2 -explains how temperature and photoperiod affect spawning. -explains the biological and environmental factors. The student describes the common procedures used in 11AQ 3.3 spawning Tilapia. 3.3.1 3.3.2 -describes the earthen pond method of spawning. -explains other spawning methods. The student describes the methods of producing male 11AQ 3.4 progeny for stocking. 3.4.1 3.4.2 3.4.3 -understands the hand sorting method of sexing Tilapia. -understands how sex reversal of fry is accomplished. -explains the method of hybridization for all male progeny. 3

CONTENT STANDARD 11 AQ III 4: The student will understand how to care for Tilapia in a grow-out system. 11AQ 4.1 The student understands the various grow-out systems. 4.1.1 4.1.2 -understands the similarities and differences between the various systems. -identifies the most common system and its characteristics. 11AQ 4.2 The student explains what Tilapia eat and how they feed. 4.2.1 4.2.2 -understands the differences between natural food sources and commercially produced diets. -understands the dietary requirements of different life stages. The student understands how stocking density and growth 11AQ 4.3 rate are related. 4.3.1 4.3.2 -understands how stocking densities are determined and calculated. -understands growth rate and how to calculate time to harvest weight. The student explains the environmental parameters for 11AQ 4.4 intensive Tilapia culture. 4.4.1 4.4.2 4.4.3 -understands the important parameters for intensive culture. -conducts tests to ascertain the parameters of the culture water. -analyzes data and problem solves water quality issues. 4

The student understands how Tilapia are harvested and 11AQ 4.5 marketed. 4.5.1 4.5.2 -understands the common harvesting techniques used based on grow-out system used. -understands the forms into which Tilapia is processed and marketed. Advanced Water Quality CONTENT STANDARD 11 AQ III 5: The student will understand how to move water in aquaculture facilities. 11AQ 5.1 The student understands the types of pumps used. 5.1.1 -understands the advantages and disadvantages of the types of pumps. 5.1.2 -understands the initial and operating costs of operation. The student understands how to determine the size pump to 11AQ 5.2 use based on various factors. 5.2.1 -calculates the head loss of a system. 5.2.2 -understands the use of pump efficiency data to select the appropriate pump. 5

CONTENT STANDARD 11 AQ III 6 : The student understands the importance of bio-filtration in aquaculture systems. 11AQ 6.1 The student understands the types of bio-filters. 5.3.1 -understands the materials and media commonly used in bio-filters. 5.3.2 -understands the advantages and disadvantages of the various types of biofilters. The student calculates the size of a bio-filter for a specific 11AQ 6.2 situation. 6.2.1 -calculates the ammonia produced to determine the bio-filter size. 6.2.2 -understands the factors to be considered in sizing a bio-filter. CONTENT STANDARD 11 AQ III 7: The student will understand the management of water quality parameters. The student understands the parameters that must be 11AQ 7.1 monitored. 7.1.1 -conducts the tests required to determine water quality parameters. 7.1.2 -understands the ideal parameters based on species cultured. The student can analyze test results and determine the 11AQ 7.2 appropriate remediation. 7.2.1 -analyze the test results. 7.2.2 -makes decisions on remediation strategies. 6

Fish and Shellfish Anatomy and Physiology CONTENT STANDARD 11 AQ III 8: The student will understand the morphology, internal and external anatomy of a fish and shellfish. The student understands the terminology of the various body 11AQ 8.1 shapes, parts, and surfaces. 8.1.1 -understands the terms used to describe the surfaces and parts of the body. 8.1.2 -understands the terms used to describe the various body shapes of the animals. The student understands the terminology of the external 11AQ 8.2 anatomy of the fish and shellfish 8.2.1 -understands the terms used to describe the external anatomy of the fish. 8 2.2 -understand the terms used to describe the external anatomy of a shellfish. 8.2.3 -understands the function of the parts of the anatomy. The student understands the terminology of the internal 11AQ 8.3 anatomy of the fish and shellfish 8.3.1 -understands the terms used to describe the internal anatomy of the fish. 8 3.2 -understand the terms used to describe the internal anatomy of a shellfish. 7

CONTENT STANDARD 11 AQ III 9: The student will understand the physiology of a fish and shellfish. The student understands the functions of the body systems 11AQ 9.1 for fish and shellfish. 9.1.1 -explains the physiology of the skeletal system. 9.1.2 -explains the physiology of the muscular system. 9.1.3 -explains the physiology of the nervous system. 9.1.4 -explains the physiology of the cardiovascular system. 9.1.5 -explains the physiology of the digestive system. 9.1.6 -explains the physiology of the respiratory system. 9.1.7 -explains the physiology of the swim bladder system. 9.1.8 -explains the physiology of the excretory system and osmoregulation. The student describes how coloration, camouflage, the 11AQ 9.2 senses and behavior are part of a fish s physiology. 9.2.1 -understands how coloration and camouflage are part of an animals adaptations. 9.2.2 -understands how the senses are part of their physiology. 9.2.3 -understands how the fish behaviors of migration, schooling, aggression and communication help them survive. CONTENT STANDARD 11 AQ III 10: The student will conduct dissections to further their understanding of fish and shellfish anatomy. The student dissects a fish and complete a lab report on 11AQ 10.1 the process. 10.1.1 -will watch a video to familiarize them with the dissection lab. 10.1.2 -will perform the dissection according to the laboratory handout. 8

The student will dissect a shellfish and complete a lab 11AQ 10.2 report on the process. 10.2.1 - watch a video to familiarize them with the dissection lab. 10.2.2 -will perform the dissection according to the laboratory handout. Nutrition and Feeding CONTENT STANDARD 11 AQ III 11: The student will understand the digestive system of fish. The student understands the structures of the digestive 11AQ 11.1 system. 11.1.1 11.1.2 -understands the structures and their function. -explains how the digestive system varies between species and food type. The student understands the physiology of nutrient 11AQ 11.2 absorption. 11.2.1 11.2.2 -understands the breakdown of food into nutrients. -understands the process of absorption of nutrients. 9

CONTENT STANDARD 11 AQ III 12: The student will understand the components of a fish diet and the nutritional requirements. 11AQ 12.1 The student understands the components of a fish s diet. 12.1.1 12.1.2 -understands the components of a fish diet. -understands how these components function in metabolism.. The student understands the nutritional requirements of 11AQ 12.2 fish. 12.2.1 12.2.2 12.2.3 -understands the requirements based on life cycle. -understands the requirements based on function. -understands the requirements based on energy requirement. CONTENT STANDARD 11 AQ 13: The student will understand the importance of fish feed. 11AQ 13.1 The student understands how diets are formulated. 13.1.1 13.1.2 -understand the objectives of diet formulations. -understands the practical considerations of diet formulation. 11AQ 13.2 The student understands the types of diets available 13.2.1 13.2.2 13.2.3 -understands the forms into which feeds can be made. -understands the advantages and disadvantages of live vs. manufactured feed. -understands zooplankton and algae diets. 10

The student understands the mathematical computations 11AQ 13.3 necessary to determine feeding rates. 13.3.1 13.3.2 13.3.3 -calculates feed efficiency. -calculates feed conversion rates. -calculates amount of feed required for specific situations. Fish Health Management CONTENT STANDARD 11 AQ III 14 : The student will understand the types of disease found in aquaculture. AQ11 14.1 The student understands environmental disease. 14.1.1 -defines environmental disease. 14.1.2 -understands the importance of water quality and the types of environmental disease. 11AQ 14.2 The student understands infectious disease. 14.2.1 14.2.2 -understands the fish s immune system and disease resistance. -understands the various pathogens and how they cause disease. 11

CONTENT STANDARD 11 AQ III 15: diagnose and treat diseases in fish. The student will understand how to 11AQ 15.1 The student understands the methods of diagnosing disease. 15.1.1 15.1.2 14.1.3 -understands how to collect specimens. -understands how to conduct a necropsy. -understands how to culture bacteria and conduct sensitivity tests for appropriate antibiotic treatment. 11AQ 15.2 The student understands the disease treatments available. 15.2.1 15.2.2 15.2.3 -understands that treatment options differ for food fish. -understands the medications available. -understands the methods of administering medications. 12

Wildlife Management CONTENT STANDARD 11 AQ III 16: The student will understand the issue of endangered wildlife species. The student understands the common endangered species 11Q 16.1 in Connecticut. 16.1.1 16.1.2 -identifies the major endangered species. -understands the listing system used by the CT DEP and Federal EPA. The student understands management practices for 11AQ 16.2 endangered species 16.2.1 16.2.2 16.2.3. -understands the role of habitat protection -understands the scientific research done to help recovery. -understands the role of captive breeding and reintroduction. CONTENT STANDARD 11 AQ 17: The student will understand the practices used in modern wildlife management. The student understands populations and the use of scientific 11AQ 17.1 data in determining populations. 17.1.1 17.1.2 -understands the population growth curves. -analyses populations data. The student understands the use of mapping to aid in 11AQ 17.2 evaluating populations. 17.2.1 17.2.2 -understands the use of map and compass to evaluate habitat. -understands the use of GPS and GIS to create maps 13

CONTENT STANDARD 11 AQ III 18: The student will develop a wildlife management plan. The student understands the role of habitat improvement 11AQ 18.1 and management in wildlife management. 18.1.1 18.1.2 -identifies practices to improve habitat characteristics. -recommends approved practices for management habitat. AQ 18.2 The student understands how to conduct a habitat survey. 18.2.1 18.2.2 18.2.3 -conducts a field evaluation of habitat for selected species in a given area. -identifies habitat deficiencies. -uses aerial photographs to evaluate habitat. The student will develop a wildlife management plan for a 11AQ 18.3 given land area, including suggestions in how to improve habitat. 18.3.1 18.3.2 -creates a GIS cover map of a given area. -identifies practices to improve habitat for selected species. 14

Leadership CONTENT STANDARD 11 AQ III 19: The student will understand the concepts, strategies and tools which contribute to the student s personal growth, leadership and career success through the FFA. The student understands and demonstrates the principles of 11AQ 19.1 preparing and writing a persuasive argument. 19.1.1 -develops a clear, thoughtful and persuasive position. 19.1.2 19.1.3 19.1.4 -supports a position with accurate and relevant information. -clearly and effectively organizes ideas. -expresses ideas clearly and fluently with no digressions. The student effectively communicates an opinion or 11AQ 19.2 factual message via an oral presentation. 19.2.1 19.2.2 19.2.3 19.2.4 -establishes a purpose and prepares an oral presentation. -delivers an effective oral presentation that includes appropriate speaking standards and techniques. -responds appropriately to the audience s questions. -reflects on the extent to which the oral presentation was engaging. The student participates in FFA Career Development Event 11AQ 19.3 preparation as a practical application of career knowledge. 19.3.1 19.3.2 -selects a CDE event in which to participate. -practices skills necessary to compete in the various CDE events. 15