Agricultural Literacy Curriculum Matrix
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Find Your Future Career (Grades 6-8)
6 - 8
Two 45 minute sessions
Students will discover the variety of agricultural careers available and consider their career paths in terms of economics, interests, and suitability to their personal talents and characteristics.
- Living Science Career Cards
- Emerging Agricultural Technologies handout
- Career Activity Scenario sheet
- 7 large resealable bags that contain equipment as listed on attached Living Science Careers Equipment Bags List*
- 4, 15-foot pieces of yarn; each a different color; ends tied together*
- 4 signs printed on card stock (approximately 8 1/2" x 5 1/2"); labeled PLANT, SOIL, WATER, ANIMAL*
*These items are included in the Living Science Careers Equipment Bags available for purchase.
Concept Elaboration and Evaluation:
- Career Matching Activity sheet, 1 per student
- Agricultural Career Cluster Investigation activity sheet, 1 per student (optional)
Essential Files (maps, charts, pictures, or documents)
- Consider This Background Information
- Emerging Agricultural Technologies Handout
- Career Activity Scenario Sheet
- Living Science Careers Equipment Bags List
- Career Matching Activity and Key
- Agricultural Career Cluster Investigation Activity Sheet
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
Ask your students the following questions:
- What do you see yourself doing in the future?
- What are the possibilities?
- How much do you want to earn?
- How much training or school do you think you will need to achieve your career goals?
Obtain the Living Science Career Cards (see Materials). Laminate the cards, punch a hole in the upper left corner, and organize them into 14 groups as suggested below. Not all the cards will be used in this activity. Use small book rings to keep the following groups together:
Group 1: Soil Scientist, Forester
Group 2: Hydrologist, Renewable Energy Specialist
Group 3: Virologist, Plant Geneticist, Fisheries Scientist
Group 4: Biotechnologist, Environmental Scientist
Group 5: Toxicologist, Forest Engineer, Food Safety Specialist
Group 6: Entomologist, Wildlife Biologist
Group 7: Food Process Engineer, Nematologist
Group 8: Weed Scientist, Plant Pathologist
Group 9: Plant Physiologist, Aquaculturist
Group 10: Remote Sensing Specialist, Horticulturist, Range Manager
Group 11: Food Scientist, Turf Scientist
Group 12: Nutritionist/Dietitian, Florist, Conservation Biologist
Group 13: Animal Nutritionist, Wood Scientist
Group 14: Veterinarian, Agronomist
Activity 1: Agricultural Career Scenario
- Use a concept web to define agriculture and natural resources with your students. You may wish to familiarize yourself with concept webs here.
- Ask students to create a list of agricultural and/or natural resource careers on the board or add them to the previously created concept webs.
- After students have made a list on the board or on the concept webs, add the careers cited on the career cards to display the science-related careers in agriculture and natural resources you will be discussing. The careers are integral to modern agriculture and well-maintained natural resources, yet most students will not be familiar with the job titles.
- Divide the class into 14 groups; give each a set of the ringed career cards. Ask the students to take five minutes to read the backs of the cards they have received to familiarize themselves with the careers, what roles they play in the agricultural community, and what education is necessary for each profession. (Note: Teachers may wish to highlight or underline key points to assist students in synthesizing this information.) The education required for each career is listed on the backs of the cards, and the explanation emphasizes that students should study science, math, and English in high school in order to prepare themselves for similar subjects at the university level. Remind students that there will be entry- and mid-level occupations that support the highly skilled occupations.
- Read the Career Activity Scenario sheet and ask students to raise their hands if they think they have the career that correctly fills the blank. After each profession is answered correctly, ask, “What other cards are in your group? What courses do they need to complete to get their degrees?”
- Share with students the Emerging Agricultural Technologies handout.
Activity 2: Where do I stand? What tools do I use?
- Place the seven equipment bags around the classroom. Using the four pieces of yarn, arrange the pieces on the floor as intersecting circles (similar to a Venn diagram). Place one sign in the center of each of the circles.
- Using the groups established in Activity 1, Step #4, ask the students to think about the tools and equipment they would need to perform the jobs as described on their assigned career cards.
- Direct each group of students to find the bags that contain the equipment most likely to be used in their careers. (Note: students will have to break from their groups and several students will “share” each bag.)
- Once students have correctly identified their equipment bags, ask them to talk within their group and describe the work environment for their identified career. The teacher can perform an assessment of understanding by talking with each group of students.
- Following the above discussion, ask students to stand on the circle that indicates the resource(s) with which they would most likely work. For example, a student holding the “veterinarian” card would stand in the “animal” circle. However, a student holding an “aquaculturist” card may stand in the intersection of the “plant,” “animal,” and “water” circles.
- Ask each group to explain their career role in interacting with the circles identified above. Also ask students to explain how these careers might interact with each other.
Concept Elaboration and Evaluation
- Use the Career Matching activity sheet to check student understanding. Note: You may wish to divide these careers among students.
3 4 16 11 13 9 21 7 6 5 28 25 1 15 20 29 19 32 23 8 10 18 31 30 27 17 2 24 12 14 22 26
- Using the National FFA Ag Explorer, ask students to select a career cluster and then complete the Agricultural Career Cluster Investigation activity sheet.
- After conducting these activities, review and summarize the following key concepts:
- There are many careers in the areas of agriculture and natural resources.
- Agriculture and natural resource careers generally involve plants, soil, animals, water, or a mixture of these subjects.
Ask the students to brainstorm other agricultural careers that have been left out of the activity. Popular ones include mid-level jobs in processing, marketing, and distribution. Ask each student to create his or her own agricultural or natural resource career card.
Create your own “Career Activity Scenario” using the remaining Living Science Career Cards
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.
Agricultural Literacy Outcomes
Science, Technology, Engineering & Math
- Identify specific technologies that have reduced labor in agriculture (T4.6-8.h)
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.
Agriculture, Food, and Natural Resources Cluster Skills
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.
CRP.10.4Identify, prepare, update and improve the tools and skills necessary to pursue a chosen career path.
MS-ETS1 Engineering Design
MS-ETS1-1Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions.