Agricultural Literacy Curriculum Matrix
Search Lesson Plans & Companion Resources
Agriculture and Me
K - 2
Students will categorize sources of basic agricultural products alphabetically.
- Matching Product to Source activity sheet
- Farming by Gail Gibbons
- Alphabetizing Agriculture activity sheet
Essential Files (maps, charts, pictures, or documents)
agriculture: the science or practice of farming, including cultivation of the soil for the growing of crops and the rearing of animals to provide food, wool, and other products
Did you know? (Ag Facts)
- Products we use in our everyday lives come from plant and animal byproducts produced by America's farmers and ranchers.1
- Heart valves from hogs are used to replace damaged or diseased human heart valves.1
- Shampoo, cosmetics, lotions, finger nail polish, and toothpaste are made from agricultural commodities.1
- The crayons, textbooks, chalk, desks, pencils, and paper in your classroom comes from agricultural products. 1
- One bale of cotton can produce 1,217 men's t-shirts or 313,600 one-hundred dollar ($100) bills.1
Background Agricultural Connections
Interest Approach – Engagement
- Display six Agriculture Commodity Cards or pictures of six major farm animals or crops.
- Ask the students:
- "What do all of these have in common?"
- "What are some differences?"
- "Are there any similarities among the animals and the plants?"
- "Do any of these plants and animals produce food that you eat?"
- "What products do these plants and animals provide for humans to use?"
- "Where would you find these plants and animals?"
- Discuss the information contained in the Background Agricultural Connections, then pass out the Matching Product to Source activity sheet. Students should match the product with its agricultural source.
- Answer Key:
- Timber: paper, pencils, potpourri, houses
- Dairy Cattle: cheese, ice cream, yogurt
- Cotton: blue jeans, paper, shirts
- Flowers: perfume, potpourri
- Wheat: spaghetti, tortillas, cereal
- Answer Key:
- Read Farming by Gail Gibbons aloud to the class and highlight the sources of the agricultural products mentioned in the book. Point out the different plant and animal habitats found on the farm and compare their survival needs.
- Discuss with the students other products that come from agriculture.
- Hand out the Alphabetizing Agriculture activity sheet. Discuss the bold-faced heading words to ensure the students' understanding.
- Discuss the vocabulary words to make sure students are familiar with each agricultural product.
- Review the skill of alphabetizing. Have students write the vocabulary words in alphabetical order on the lines under each heading. (This could be a homework exercise with parental input). Answer key:
- After students complete the alphabetizing exercise, they should complete the Word Find.
- Review terms found in the Word Find and ask the students to either identify what agriculture commodity the item comes from or to identify what items the commodity produces. For example, butter comes from dairy cattle and sheep produce wool that is woven into socks or sweaters.
Concept Elaboration and Evaluation
After conducting these activities, review and summarize the following key concepts:
- Agriculture provides the basic necessities of life; the food we eat and the items we use every day.
- Animals produce milk, meat, and eggs for our diet.
- Plants produce fruits, vegetables, and grains for our diet.
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Download the Farm To Cart game from American Farm Bureau. Divide the class into two groups to play the game.
Have the students make mosaic pictures about agriculture using seeds (wheat, corn, soybeans, etc.). These seeds can be obtained from a farmer, local grain elevator or some hobby and craft supply stores. Help the students identify each seed before starting the art project. Ask students to draw a simple agricultural scene on poster board. Spread glue in just one section of the picture and add seeds. Continue to spread glue in sections one at a time, and add seeds until the picture is complete. Let the picture dry thoroughly before moving it. Allow time for the students to share their mosaics with the class and explain how their picture represents agriculture.
Using a wall map of the United States, ask students to think about agricultural products grown or raised in certain parts of the country (examples: Florida and California-oranges, Gulf of Mexico-seafood). Ask the students to consider why the products are produced in these locations? Have groups draw the products or cut pictures out from magazines to attach to the classroom map.
Adopt an Agriculturalist. Many teachers find it educational to have someone involved in production agriculture "adopt" their class. The students correspond regularly with the farmer or rancher's family to practice writing skills and learn about the day-to-day operation of the farm or ranch. The family may send photographs or videos, grain or feed samples, and other items from the farm or ranch. In turn, the students can write to the family to ask questions or react to what they have learned. Before students are involved, the teacher and family should set goals for the program. Establish a regular correspondence schedule to keep students interested. Invite the farm family to visit the classroom or schedule a field trip to the farm.
Suggested Companion Resources
- Farm Pop-Ups (Activity)
- From Farm to You Coloring Sheet (Activity)
- A Day in the Life of a Farmer (Book)
- Eating the Alphabet (Book)
- Farm (Book)
- Farming (Book)
- Farms Feed the World (Book)
- From Start to Finish Series (Book)
- How Did That Get in My Lunchbox? (Book)
- Milk Comes From a Cow? (Book)
- Where Does Food Come From? (Book)
- Who Grew My Soup? (Book)
- About Farm Animals Mini Kit (Kit)
- About...Books (Kit)
- My Farm Web (Kit)
- What Is Agriculture? (Poster, Map, Infographic)
- Learning by Leaps: Agriculture and You (Multimedia)
State Standards for Utah
Grade 1: Social Studies Standard 4Students will describe the economic choices people make to meet their basic economic needs.
Objective 2Recognize that people need to make choices to meet their needs. Meeting one or more of the following indicators: a) Describe the economic choices that people make regarding goods and services. b) Describe why wanting more than a person can have requires a person to make choices. c) Identify choices families make when buying goods and services.
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 plants and animals grown or raised locally that are used for food, clothing, shelter, and landscapes (T5.K-2.d)
- Trace the sources of agricultural products (plant or animal) used daily (T5.K-2.f)
Food, Health, and Lifestyle
- Recognize that agriculture provides our most basic necessities: food, fiber, energy and shelter (T3.K-2.b)
Plants and Animals for Food, Fiber & Energy
- Identify animals involved in agricultural production and their uses (i.e., work, meat, dairy, eggs) (T2.K-2.b)
- Identify examples of feed/food products eaten by animals and people (T2.K-2.c)
Common Core Connections
Reading: Anchor Standards
CCSS.ELA-LITERACY.CCRA.R.1Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
CCSS.ELA-LITERACY.CCRA.R.7Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
Speaking and Listening: Anchor Standards
CCSS.ELA-LITERACY.CCRA.SL.6Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.
Language: Anchor Standards
CCSS.ELA-LITERACY.CCRA.L.1Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Writing: Anchor Standards
CCSS.ELA-LITERACY.CCRA.W.4Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
Economics Standard 2: Decision Making
ObjectiveMake effective decisions as consumers, producers, savers, investors, and citizens.
Economics Standard 6: Specialization
ObjectiveExplain how they can benefit themselves and others by developing special skills and strengths.