Agricultural Literacy Curriculum Matrix
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A Day Without Agriculture
K - 2
45 - 60 minutes
Students learn about the wide scope of agriculture, explore the variety of agricultural products in their daily lives, and discuss the difference between needs and wants.
- Copies of A Day Without Agriculture activity sheet
Essential Files (maps, charts, pictures, or documents)
agriculture: the science or occupation of cultivating the soil, producing crops, and raising livestock
forestry: the science of caring for or cultivating forests, and the management of growing timber
nursery: an area where plants are grown for transplanting or for sale
aquaculture: the cultivation of living things (such as fish or shellfish) naturally occurring in water
Background Agricultural Connections
Interest Approach – Engagement
- Ask the students to help you make a list on the board of items they need every day to survive. Guide their answers to include things such as food, clothing, and shelter.
- Once the list has been created, ask the students where these items come from. Transition to Activity 1 as you explain and describe the meaning of the word agriculture.
Activity 1: Agricultural Products
- Discuss the meaning of the word agriculture.
- Share information found in the Background Agricultural Connections section of the lesson.
- Explain to students that they will be playing a list-making game.
- Hand out copies of the A Day Without Agriculture activity sheet. Explain that the students will have eight minutes to list all the agricultural products that touch their lives in a day.
- After they've finished, go around the room asking students to read one item on their list aloud.
- List each item on the white board.
- Ask students who also have that item on their list to cross it off. Explain that the item cannot be used again, and that if a student rereads an item that was previously read, they are out of the competition.
- Ask the last five students who still have items on their lists that have not been mentioned to come up to the front of the room for a championship round.
- The last student with an agricultural product left on their list is the winner.
Activity 2: Wants and Needs
- Discuss the concepts of want and need.
- Divide students into groups.
- Instruct the groups to go through their lists together, deciding which products are needs and which are wants.
- Have students share their findings during a class discussion.
Concept Elaboration and Evaluation
After conducting these activities, review and summarize the following key concepts:
- Agriculture includes farms with animals or crops as well as jobs in factories, schools, and grocery stores.
- Agriculture provides all of our basic necessities of life.
- There is a difference between items that we want and items that we need.
Have students divide the items on their lists into categories (animal products/plant products, things to eat/things to wear). Have them create their own categories.
Have students bring agricultural products from home and pile them all in one area. Then, invite another class or the principal to view the display, and have students explain the importance of agriculture.
Suggested Companion Resources
- Farm Pop-Ups (Activity)
- From Farm to You Coloring Sheet (Activity)
- How Many Hats Does a Farmer Wear? (Activity)
- Clothing and Jewelry (Book)
- Farm (Book)
- Farm Animals: Sheep (Book)
- Farm Crops (Book)
- From Start to Finish Series (Book)
- Homes (Book)
- How Did That Get in My Lunchbox? (Book)
- How to Make an Apple Pie and See the World (Book)
- To Market, To Market (Book)
- Where Does Food Come From? (Book)
- Who Grew My Soup? (Book)
- My Farm Web (Kit)
- What Is Agriculture? (Poster, Map, Infographic)
- Food Doesn't Grow in the Supermarket! (Multimedia)
- If It Weren't for Farmers (Multimedia)
- Ten Things Kids Want to Know About Farming Video (Multimedia)
- Jr. Sprout - Communities and Help Wanted (Booklets & Readers)
- Into the Outdoors: Farm Science (Website)
State Standards for Utah
Grade 2: Social Studies Standard 4Students will explain how the economy meets human needs through the interaction of producers and consumers.
Objective 1Describe how producers and consumers work together in the making and using of goods and services. Meeting one or more of the following indicators: a) Define and explain the difference between producing and consuming. b) Explain ways in which people can be both consumers and producers of goods and services. c) Recognize that people supply goods and services based on what people want. d) Identify examples of technology that people use (e.g., automobiles, computers, telephones). e) Identify how technology affects the way people live (work and play).
Objective 2Describe the choices people make in using goods and services. Meeting one or more of the following indicators: a) Explain the goods and services that businesses provide. b) Observe, record, and compare how the behaviors and reactions of living things help them meet their basic needs.
Agricultural Literacy Outcomes
Culture, Society, Economy & Geography
- Identify the people and careers involved from production to consumption of agricultural products (T5.K-2.e)
Food, Health, and Lifestyle
- Recognize that agriculture provides our most basic necessities: food, fiber, energy and shelter (T3.K-2.b)
Common Core Connections
Language: Anchor Standards
CCSS.ELA-LITERACY.CCRA.L.6Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.