Agricultural Literacy Curriculum Matrix
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Journey 2050 Lesson 6: Careers for 2050 and Beyond! (Grades 9-12)
9 - 12
Students will explore careers related to agriculture, identify personal interests within agriculture or a related field and discuss how agricultural professionals can impact world food.
- Career PowerPoint
- Large piece of poster paper, 1 per group
- Markers, 1–2 per group
- Career Game Level 6
Essential Files (maps, charts, pictures, or documents)
career: an occupation undertaken for a significant period of a person's life and with opportunities for progress
agriculture: the science or practice of farming; cultivating the soil, producing crops or raising livestock
sustainable agriculture: meeting the economic, social and environmental needs of the present without compromising the needs of the future
Did you know? (Ag Facts)
- Farmers and ranchers represent 2 percent of the population in North America.2
- In 2014, 17.3 million jobs were related to agriculture in the United States. This accounts for 9.3 percent of all U.S. employment and includes jobs outside of the farm.1
- Canada is the 5th largest agricultural exporter in the world, and the agriculture and agri-food industry employs 2.2 million Canadians (that's 1 in 8 jobs).2
- On average, women comprise just over 40 percent of the agricultural labor force in the developing world (statistics vary by country but women make up almost 50 percent in Africa3).
Background Agricultural Connections
Interest Approach – Engagement
- Display the Career PowerPoint on the board.
- Divide your students into groups of two to three. Give each group a piece of poster paper and some markers.
- Slide 2: Assign each group one food item from the grocery list.
- Inform the students that they will have five minutes to brainstorm all the careers that played a role in producing their assigned food item. Instruct students to draw a career web on their sheet of paper. Their food item should be in the middle, and each career they think of will be connected to create a concept map. (See example on slide 2.)
- Start a five-minute countdown timer and allow students to go to work.
- After five minutes is up, have each group count how many careers they came up with.
- Have each group share their web with the class. (If time is limited, only ask the group with the most careers to share their web with the class.) Discuss with students that there are many careers that play a hand in providing our food supply. Some careers work directly on the farm, but many other jobs related to agriculture do not.
Preparation: Prior to class, review the Background information, and PowerPoint slides associated with the lesson. Watch the Getting Started with Journey 2050 video and if needed, refer to the Teacher's Guide: Getting Started document paying particular attention to page 2 where you will find the instructions for downloading the Sustainability Farming Game.
Activity 1: Careers in Agriculture
- Display slide 3 of the Career PowerPoint on the board.
- Ask students the following series of questions.
- What is the primary ingredient of cheese? (milk)
- What kind of farm is milk produced on? (dairy farm)
- Beginning on a dairy farm where the milk is produced and ending at your home where cheese is consumed, how many careers played a role in providing cheese for our diet? (allow students time to begin thinking about the answer to this question.)
- Slide 3: Display the cheese career web. Explain that there is an interconnected web of careers that depend upon each other to produce the food we eat. Using the notes below, briefly describe how these careers are connected to the dairy farm and are necessary to produce the milk that is used to make cheese. Be sure to also explain that the web could be much larger. This is only a small sample.
- If students need more familiarity with the farm-to-fork process of cheese production, show the 11-minute video clip Consider the Source—Cheese (11:17 min). This video will help students better visualize the process of cheese production. Stop the video intermittently to discuss various careers as they are highlighted.
- Dairy Farmers: Raise and care for cattle on farms where milk is produced.
- Veterinarians: Assist farmers in maintaining the health and well-being of animals.
- Animal Geneticists: Research how genetic traits impact the health and productivity of animals and help farmers make the best decisions regarding the genetics and breeding of their animals.
- Animal Nutritionists: Formulate the diets of animals to meet their nutritional needs. Nutritionists help dairy farmers provide a healthy diet for their cattle at each stage of their life.
- Inspectors: Monitor the transportation of livestock animals and verify livestock ownership.
- Salesmen: Help in many areas of agriculture by providing the right kinds of tools and equipment to accomplish a variety of jobs.
- Crop Farmers: Produce feed for dairy farmers, such as corn, alfalfa, soybeans, etc.
- Soil Scientists/Agronomists: Analyze the quality of soil and help farmers balance the nutrients to enable the growth of healthy crops.
- Plant Geneticists: Study the genetic traits of plants and use methods of crossbreeding and hybridization to perpetuate desirable traits in plants.
- Feed or Seed Store Managers: Provide farmers with access to the feed, seeds and other farm supplies necessary to their farms.
- Truck Drivers: Transport agricultural goods from production to processing and then to be distributed to consumers.
- Engineers: Design new technology to improve productivity and sustainability (for example, automated sprinkler systems, robotic milking equipment, etc.).
- Food Scientists: Study the science of food preparation and formulate recipes (for example, developing different types of cheese making methods).
- Mechanics: Repair and maintain equipment such as trucks, tractors and farming implements.
- Slide 4: Open the Career Game Level 6 on each student’s computer or device. Explain the following:
- In this level, you will create an avatar and answer questions based on your personal interests, favorite subjects in school, work environment preferences, etc.
- Once the information is entered, the program will generate an agricultural career that relates to your interests. This career is just one example of many options that you may be interested in.
- Once you are given a career, open the career profile and read about it. Keep in mind that all the people profiled in the game are real people who work in agriculture. Next, write your own response within the game to describe what your career involves and how it helps feed the world.
- After students have finished the game, have them tell you about the different careers they chose. Be sure to ask them how their careers relate to agriculture, sustainability and feeding the world. Continue asking about different careers until no more are left, or as time permits.
- Slide 5: Ask students, “Did you know that less than two percent of North American’s farm?” (To give a frame of reference, explain that in the early 1900s it was 38 percent.1) Yet, in developing countries like Kenya the majority of the population (75% work in agriculture) works directly in producing Explain, “Even though less than two percent of North Americans farm, 9.3 percent2 (1 in 11) of Americans and 12.5 percent (1 in 8) of Canadians work in a field related to agriculture. Careers in agriculture spread from farm to fork and beyond.
Throughout the Journey 2050 lessons students have begun to understand the impact and environmental strain of a growing population. It's important for students to understand the need for skilled agricultural professionals to discover and use best practices to reach optimum human sustainability.
Review and summarize with the following key points (Slide 7):
- Many diverse careers are found in agriculture.
- People working in agriculture play a hand in feeding the world sustainably.
- Off-farm agricultural careers are important and integral to sustainability. The people in these careers do many things such as:
- Improve efficiency in food production.
- Discover and help implement new best management practices to be used in agriculture.
- Educate and communicate to the public about the source of our food.
- Help minimize food waste and hunger.
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!
Interview someone in an agricultural career.
Meet the Bug Chicks by watching the three-minute video clip You’re Hired! (3:59 min). Students will be introduced to several careers and jobs in the industry of agriculture through live footage of a variety of individuals busy at work.
View the video Your Life - Your Agriculture (4:23 min), produced by Canada Agriculture in the Classroom.
Utilize the National FFA Ag Explorer website to show a variety of careers and break down the salary, education, job description and much more.
Refer students to the Careers in Agriculture YouTube playlist. Ask students to choose three careers they might enjoy and watch the associated videos.
The following websites can provide further information about careers in agriculture:
Watch the Where in the World (4:39 min) video, and discuss how culture impacts the demand for jobs in agriculture.
Utilize the Living Science Career Cards to introduce 50 science careers within the scope of agriculture and natural resources.
Suggested Companion Resources
- An Agricultural Interview (Activity)
- Journey 2050 Program Summary (Activity)
- Agronomy - Grow with It! (Book)
- Careers in Agriculture (Book)
- Serious Cereal Science Kit (Kit)
- Living Science Career Cards (posters or mini-posters) (Poster, Map, Infographic)
- Map: The Most Common Job in Every State (Poster, Map, Infographic)
- Agricultural Careers Prezi (Multimedia)
- Agricultural Engineering Video (Multimedia)
- Agriculture and the Sustainable Development Goals (Multimedia)
- Career Profile Video: Educator & Agronomist (Multimedia)
- Careers in Agriculture Videos (Multimedia)
- Consider the Source- Cheese (Multimedia)
- Field to Film Career Snapshots (Multimedia)
- Growing Today for Tomorrow (Multimedia)
- You're Hired! (Multimedia)
- Employment Opportunities for College Graduates in Food, Renewable Energy, and the Environment (Booklets & Readers)
- Careers for Green Thumbs (Website)
- Crop Science Career Profiles (Website)
- Discovering FARMLAND (Website)
- Feed, Nourish, Thrive (Careers Website) (Website)
- National FFA Ag Explorer (Website)
- Nepris: Connecting Industry Professionals to Every Classroom! (Website)
State Standards for Utah
High School Earth Science Standard 5Students will understand how Earth science interacts with society.
Objective 2Describe how humans depend on Earth's resources. Meeting one or more of the following indicators: a) Investigate how Earth's resources (e.g., mineral resources, petroleum resources, alternative energy resources, water resources, soil and agricultural resources) are distributed across the state, the country, and the world. b) Research and report on how human populations depend on Earth resources for sustenance and how changing conditions over time have affected these resources (e.g., water pollution, air pollution, increases in population) c) Predict how resource development and use alters Earth systems (e.g., water reservoirs, alternative energy sources, wildlife preserves). d) Describe the role of scientists in providing data that informs the discussion of Earth resource use. e) Justify the claim that Earth science literacy can help the public make informed choices related to the extraction and use of natural resources.
Grade 9: Social Studies Standard 5Students will understand the interaction of physical and human systems.
Objective 2Assess the importance of natural and human resources. Meeting one or more of the following indicators: a) Describe the roles of natural and human resources in daily life. b) Identify worldwide distribution and use of human and natural resources. c) Compare and contrast the use of renewable and nonrenewable resources. d) Evaluate the role of energy resources as they are consumed, conserved, and recycled.
High School World Geography Strand 1Humans and their physical environment
Standard 1.3Students will cite evidence of how the distribution of natural resources affects physical and human systems.
Standard 1.4Students will use geographic reasoning to propose actions that mitigate or solve issues, such as natural disasters, pollution, climate change, and habitat loss.
High School World Geography Strand 5Economic development
Standard 5.3Students will explain key economic concepts and their implications for the production, exchange, distribution, and consumption of goods and services.
Standard 5.5Students will describe the costs, benefits, and sustainability of development in terms of poverty rates, standards of living, the impact on indigenous people, environmental changes, gender equality, and access to education.
Agricultural Literacy Outcomes
Culture, Society, Economy & Geography
- Describe essential agricultural careers related to production, consumption, and regulation (T5.9-12.d)
Science, Technology, Engineering & Math
- Predict the types of careers and skills agricultural scientists will need in the future to support agricultural production and meet the basic needs of a growing population (T4.9-12.f)
Common Core Connections
Reading: Anchor Standards
CCSS.ELA-LITERACY.CCRA.R.4Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
CCSS.ELA-LITERACY.CCRA.R.6Assess how point of view or purpose shapes the content and style of a text.
CCSS.ELA-LITERACY.CCRA.R.8Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
Speaking and Listening: Anchor Standards
CCSS.ELA-LITERACY.CCRA.SL.1Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.
CCSS.ELA-LITERACY.CCRA.SL.5Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.
Career Ready Practices
CRP.10.1Identify career opportunities within a career cluster that match personal interests, talents, goals and preferences.
CRP.10.2Examine career advancement requirements (e.g., education, certification, training, etc.) and create goals for continuous growth in a chosen career.
Economics Standard 13: Income
ObjectivePredict future earnings based on their current plans for education, training, and career options.
Economics Standard 6: Specialization
ObjectiveExplain how they can benefit themselves and others by developing special skills and strengths.