Agricultural Literacy Curriculum Matrix
Search Lesson Plans & Companion Resources
AgVenture: Sourcing Ag Careers
6 - 8
Two or three 45-minute sessions
Students consider the scope of careers related to the science, art, or practice of agriculture and examine career opportunities that are part of the five agricultural pathways.
- Pictures of Common Products, printed, cut apart, and laminated
- Four containers (e.g., tubs, boxes, or bags) labeled “Store,” “Factory,” “Farm,” and “Natural Resources”
- Get Your Money Where Your Mouth Is handout, 1 per group
- Ag Career Graphic Organizer activity sheet, 1 per group
Essential Files (maps, charts, pictures, or documents)
- Ag Career Graphic Organizer (Bread Example)
- Pictures of Common Products
- Ag Career Graphic Organizer (Blank)
- AgVenture PowerPoint
- Get Your Money Where Your Mouth Is Handout
career: an occupation undertaken for a significant period of a person's life and with opportunities for progress
Did you know? (Ag Facts)
- Between 2015 and 2020, there are expected to be 57,900 average annual openings for graduates with bachelor’s or higher degrees in the areas of food, agriculture, renewable natural resources, and the environment.1
- Almost half of the opportunities will be in management and business.1
- Another 27% will be in science, technology, engineering, and mathematics (STEM).1
- Jobs in sustainable food and biomaterials production will make up 15%, while 12% of the openings will be in education, communication, and governmental services.1
Background Agricultural Connections
Interest Approach – Engagement
Begin a discussion with your students to evaluate their prior knowledge of agriculture and its role in their life. Ask students questions such as:
- “What is the impact of agriculture on your everyday life?”
- “What would happen if there were no farmers or ranchers?”
- “What careers do you think support the ability of farmers and ranchers to produce food, clothing, and shelter?”
- Cut out the Pictures of Common Products (there are 40). Randomly divide the pictures into two groups. Use two colors of poster board (or card stock) and glue the pictures onto the poster board. Cut out the poster board around the pictures leaving a ¼ - ½ inch border. Laminate the pictures for future use.
- Obtain four containers (boxes, plastic tubs or paper grocery bags) and label each with one of the following: “Store,” “Factory,” “Farms” and “Natural Resources.”
- Identify a location for a relay race outside, in a wide hallway, or in a gymnasium.
- Students will be doing a concept web for Activity 2, if you need to familiarize yourself with concept webs, visit this Concept Maps & Brainstorming site.
- Inform students that they will be participating in an activity to learn about the sources of many day-to-day items.
- Divide the class into two teams. Divide the laminated pictures by color. If you have used red and blue poster board, you have a red and blue team. Be sure you have the same number of pictures in each pile. This lesson comes with 40 pictures to accommodate large classes, but you may not need them all. If you have 26 students you will only use 26 pictures, 13 in each pile. Each student will take only one turn in the relay. If you have 25 students, you will still need 13 pictures in each pile, and someone will take two turns. This will keep the relay fair.
- Tell the students where they are going for the relay race and that they will need to line up behind one another. Their task will be to sort the pile of pictures placed in front of each team into one of the four tubs. Be sure to have all the pictures face down. Locate the tubs 20-50 feet away from the first person in each line. Give students the following instructions: This is the source relay; your job is to place each picture in the tub that is the source for the items we use every day. When you are in the front of the line, pick up a card, look at the picture, then run to and place the picture in the correct tub based on the product’s “source”– either “Store,” “Factory,” “Natural Resources,” or “Farm.” You are looking at the product, not the packaging. The next person in line goes when the person in front of them returns, crossing over the start line or hand-tagging the person now in front of the line. The returning player should go to the end of the line.
- Continue the relay race until all of the pictures have been sorted. The first team done with the sort wins! Or do they? Now it is time to see if the pictures were sorted correctly.
- Ask the students to gather around you as you go through the pictures in each box. As you hold up each picture, the students can show whether they agree or disagree with the sort. Begin with the “Farm” container. If the item contains ingredients or raw products from a farm, the item is in the correct box. Examples would be any food items such as cereal, cookies, and milk, or any clothing item made out of a natural fiber such as cotton (jeans) or wool (coat). Some items from a farm that are not eaten or worn would be paint (this contains linseed or soybean oil), or fuel such as ethanol. The “Farm” container will typically have only a few items in it. Next, look at the “Natural Resources” tub; it will only have a few items in it as well. Items in this tub should be products we get from the ocean, from plants or animals that occur naturally without management from humans, or from mining. Examples of items that should be in this box are: fish or shrimp (wild; however, fish and shrimp are also farmed), cars, salt, water, plastic (starts as oil, which is mined) synthetic fabrics (polyester, petroleum or oil products), computers, cell phones, any metallic items. Wood products may be in this box, but many wood products are from timber grown on farms. Let the class decide how to divide these. You might decide to “split the difference;” put one (the fish) into the “Farm” box and the wood into the “Natural Resources.” Remind your students that this is the source search. What is the real source of the things we use every day? Nearly all are grown or mined – farmed or extracted from the natural world. With this concept in mind, you are ready to take a look at the “Factory” box. A factory is a place where raw ingredients are changed into the useful items we need or want; wood into furniture, ore into steel for cars, wheat into bread, and potatoes into chips. A factory assembles items for sale in a distribution center, a store. Everything in the “Factory” box should be sorted into either the “Farm” or “Natural Resources” container. After doing this, your students get it – products have been grown or mined. They realize that like the “Factory” container, nothing should be in the “Store” container; this is just where we purchase the items. Factories and stores rely on raw ingredients from the farm and natural world. Every picture or product is now in either the “Farm” or “Natural Resources” container. At this point you’ll want to remind students that farms need natural resources – soil, water, light, and air. The “Farm” container could actually be placed into the “Natural Resources” container!
- As a wrap up, use these questions to review and summarize these key concepts about agriculture and possible agricultural careers:
- Which of the products in the tubs do we need to survive? Which do we want for a variety of reasons?
- Considering all the things we use every day, how many careers do you think there might be in the area of farming or agriculture and natural resources? From production, processing (factory), to distribution what entry level and highly skilled jobs are there?
- Divide the class into groups of three or four and provide each group with a copy of the article Get Your Money Where Your Mouth Is.
- Ask each group to select one of the images from the “farm” tub from the activity on Day 1.
- Ask someone from each group to read a paragraph of the article aloud until the entire article has been read. Use questioning techniques to ensure the content of each paragraph is being understood by your students. This article is designed to entice international students to consider agricultural careers and focuses on science-related careers. Explain to the students that these careers (they are underlined) each have a focus (these are explained in the article) and are part of the five agricultural pathways.
- Show students the bread example of the Ag Career Graphic Organizer (image attached, may be copied and pasted into a PowerPoint slide), and explain how each of the noted careers is associated with bread.
- Provide each group with a product Ag Career Graphic Organizer activity sheet (attached, this may also be done on a section of whiteboard, or self-adhesive poster paper for sharing), and ask them to use the product they have selected and the article to fill in the organizer. Tell the students that they will need to be able to explain why the career they add is part of the organizer (assessment).
- Ask each group to share with others (entire class or another group) the product they selected and discuss at least three of the careers they added and why.
Concept Elaboration and Evaluation
After conducting these activities, review and summarize the following key concepts:
- Natural resources and farms (which also rely on natural resources) are the source for everything that we use and eat.
- Careers in production agriculture include farmers and ranchers. Typically these careers are directly involved with the growing of crops or the raising of animals.
- In addition to production agriculture there are many careers in fields related to agriculture such as business, science, nutrition, and more.
We welcome your feedback! Please take a minute to tell us how to make this lesson better or to give us a few gold stars!
Suggested Companion Resources
- Careers in Agriculture (Book)
- Living Science Careers Equipment Bags (Kit)
- Living Science Career Cards (posters or mini-posters) (Poster, Map, Infographic)
- Agricultural Careers Prezi (Multimedia)
- Connecting to Agriculture (Multimedia)
- How It's Made Documentary Series (Multimedia)
- National FFA Ag Explorer (Website)
State Standards for Utah
Grade 7: College and Career Awareness Strand 3Students will explore skills, knowledge and concepts related to CTE College and Career Pathways in Agriculture, food, fiber, and natural resources.
Standard 1Explore the careers, education, and training related to agricultural systems technology, food production and processing systems. Meeting one or more of the following indicators: a) Identify 10 careers in the agricultural systems technology, food production and processing systems. b) Identify the skills and education required to work in agricultural systems technology, food production and processing systems careers. c) Describe the variety of work environments in agricultural systems technology, food production and processing systems careers. d) Recognize the sources of food, clothing, and shelter, and the processes that are used to deliver them to the consumer. e) Identify and demonstrate the uses of Global Positioning Systems (GPS) and other satellite technologies in agriculture. f) Evaluate facts and opinions about food technologies to enhance food safety and food availability. g) Use and apply learned knowledge through multi-day project based learning experiences.
Standard 2Explore the careers, education, and training related to plant and animal systems. Meeting one or more of the following indicators: a) Identify 10 careers in plant and animal systems. b) Identify the skills and education required to work in plant and animal systems careers. c) Describe the variety of work environments in plant and animal systems. d) Explain how supply and demand of agricultural products affect the marketplace and price (e.g., the supply, demand, and price of major grains such as wheat, corn, and soybeans). e) Explore biotechnology and its uses in agriculture. f) Use and apply learned knowledge through multi-day project based learning experiences.
Standard 3Explore the careers, education, and training related to natural resource systems. Meeting one or more of the following indicators: a) Identify 10 careers in natural resource systems. b) Identify the skills and education required to work in natural resource systems careers. c) Describe the variety of work environments in natural resource systems. d) Explain the dependence and interaction between people and natural resources (e.g., rangeland, wildlife, wilderness, soil, water, and air). e) Use and apply learned knowledge through multi-day project based learning experiences.
Grade 8: SEEd Strand 8.4Interactions with natural systems and resources
8.4.2Engage in argument supported by evidence about the effect of per-capita consumption of natural resources on Earth's systems. Emphasize that these resources are limited and may be non-renewable. Examples of evidence include rates of consumption of food and natural resources such as freshwater, minerals, and energy sources.
Agricultural Literacy Outcomes
Food, Health, and Lifestyle
- Identify the careers in food production, processing, and nutrition that are essential for a healthy food supply (T3.6-8.j)
Science, Technology, Engineering & Math
- Identify science careers related to both producers and consumers of agricultural products (T4.6-8.g)
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.
Agriculture, Food, and Natural Resources Cluster Skills
CS.04.02Assess and explain the natural resource related trends, technologies and policies that impact AFNR systems.
CS.05.02Examine and choose career opportunities that are matched to personal skills, talents, and career goals in an AFNR pathway of interest.
Career Ready Practices
CRP.10.1Identify career opportunities within a career cluster that match personal interests, talents, goals and preferences.
Economics Standard 6: Specialization
ObjectiveExplain how they can benefit themselves and others by developing special skills and strengths.
MS-ESS3: Earth and Human Activity
MS-ESS3-4Construct an argument supported by evidence for how increases in human population and per-capita consumption of natural resources impact Earth’s systems.