Agricultural Literacy Curriculum Matrix
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6 - 8
Students will explore the connection between individual behavior and resource use, learn the difference between renewable and nonrenewable resources, and identify careers related to natural resource management by playing an active, futuristic game in which teams have to collect limited resources from Planet Zorcon.
- Background Info PowerPoint (optional, but helpful)
- What are Resources? reading, 1 per pair of students (optional)
- Pretest: What Are Resources? 1 per pair of students (optional)
- Pretest Answer Key (optional)
- Planet Zorcon PowerPoint
- Plastic storage bin with lid*
- Gallon-sized Ziploc bags,* 1 per group plus extras to hold resources
- 1–1½ cups of each of the following "resources":* wheat seeds, cotton balls, corn, toothpicks, soybeans, pinto or brown beans, shell macaroni, spiral macaroni, elbow macaroni, paper clips, black beans, amber pebbles, sequins, 1" roofing nails, silver balls (foil or other material), white beans, and 2" pieces of spaghetti
- Duct tape*
- 8' x 10' tarp*
- Plastic spoons, 5 per group*
- Plastic cups, 2 per group*
- Zorcon Research Staff ID Badges,* 1 set per group
- Resource Inventory activity sheet, 1 per group
- Calculators (optional)
*These materials are included in the Planet Zorcon Kit, which is available for purchase.
Essential Files (maps, charts, pictures, or documents)
- Background Info PowerPoint
- What Are Resources? Reading
- Pretest: What Are Resources?
- Pretest Answer Key
- Planet Zorcon PowerPoint
- Zorcon Research Staff ID Badges
- Resource Inventory Activity Sheet
renewable resources: natural resources that can be replaced by human efforts are considered renewable, although the supply of these resources can be reduced without proper management
nonrenewable resources: limited natural resources that cannot be replaced or reproduced (within a generation)
inexhaustible resources: natural resources that can last forever regardless of human activities
Did you know? (Ag Facts)
- About 91% of the energy consumed in the United States comes from nonrenewable energy sources, which include uranium ore and the fossil fuels — coal, natural gas, and petroleum.1
- Renewable energy sources including biomass, hydropower, geothermal, wind, and solar provide 9% of the energy used in the United States. Most renewable energy goes to producing electricity.1
- The energy sources we use to make electricity can be renewable or nonrenewable, but electricity itself is neither renewable nor nonrenewable.1
Background Agricultural Connections
Interest Approach – Engagement
- Ask students the following questions:
- “Is the population of the earth increasing or decreasing?” (increasing)
- “With an increasing population, what kind of things do we need more of?” (food, water, shelter, electricity, etc)
- “Where do these resources come from?” (They are farmed or mined from the earth using the natural resources that are here such as water, soil, etc.)
- “Is there a chance that any of these natural resources could run out?”
- Play the video Growing Appetites, Limited Resources. Ask students to pay attention to the importance of energy in our lives and what energy sources we currently use.
- Explain to students that in the following lesson they're going to be learning about renewable (like the energy from sun, water, and wind) and nonrenewable (like energy from fossil fuels) energy resources.
Activity 1: Seeing is Believing
- Seeing is believing . . . ask your students to keep a day’s log about where they went (transportation uses many nonrenewable resources), what they wore, and what they ate. Define the following terms: renewable, nonrenewable and inexhaustible resources. Note: You may want to use the Background Info PowerPoint and/or the optional reading and pretest resources depending on your students' level of familiarity with the concept of renewable/nonrenewable resources.
- Renewable Resources: Natural resources that can be replaced by human efforts are considered renewable. The supply of these resources can be reduced without proper management. Examples: forests, fish, wildlife, agriculture, plants, animals.
- Nonrenewable Resources: These are limited natural resources that cannot be replaced or reproduced (within a generation). We cannot manage them for renewal. Once they are gone they are gone—forever.Examples: oil, mineral resources (lead, iron, cobalt, zinc, etc.), soil (made so slowly: 1,000 - 500,000 years).
- Inexhaustible Resources: These are natural resources that can last forever regardless of human activities. They renew themselves continuously. This does not mean that resources are not limited. Human misuse can damage these resources. Examples include surface water (little can be done to affect the total amount of water), air (we can damage the air with pollution, but we cannot use it up), and sunlight (pollution can limit this resource).
- The next day, ask students to identify which items entered in their logs required agriculture and which required mining. This would be a good time to discuss the difference between a “want” and a “need.” Here are some items to look for in the log:
- Bedding: cotton sheets, wooden bed frames (forests are “farmed”)
- Metal tables and desks (mined resources)
- Computers and cell phones (mined resources)
- Wall coverings & floorings: paint, wallpaper, wood, linoleum, wool rugs, floor wax (grown)
- Personal needs: soaps, shampoo, cosmetics, deodorants, perfumes (grown products in mined containers)
- Sporting goods: leather or rubber balls, mitts, bats (some made from grown agricultural products, some are products of mining)
- Food: this is the easy part
Activity 2: Trip to Planet Zorcon
NOTE: This is a very busy activity! Be sure to have plenty of space, and conduct this activity where students will not disrupt other classes. Review the directions carefully and note the preparation time that is required.
- Tape the tarp on the floor in a central area. If you are doing this in your classroom, move all the desks against the walls. Draw a large circle (at least four feet in diameter) in the center of the tarp to represent Planet Zorcon.
- Copy enough Zorcon Research Staff ID Badge sets for your class, printing each set on a different color of paper (for the purpose of clean-up; same colors go together). There are five badges per group, so if you have 30 students you will need six sets. You will also need some students to serve as Government Inspectors—if the number of students in the class is not evenly divisible by five, you can assign the remaining number to this role.
- For each group, place one set of Zorcon Research Staff ID Badges, 5 spoons, and 2 cups in a gallon-sized Ziploc.
- Fill another Ziploc with the “resources” (see the Materials List).
- Print or set up a computer/projector to project the Planet Zorcon PowerPoint to guide you through the following activity.
- Form cooperative-learning work groups of five students each. Have one student pick up a bag of materials, ID badges, spoons, and cups. Instruct the groups to select a badge “job title”—Project Director, Surveyor, Data Collector, Security, or Resource Specialist.
- Have the surveyor for each group pick up a Resource Inventory activity sheet for their group and have the data collector fill in the name for each person’s role.
- If you have an odd number of students in your class, assign three or four students as Government Inspectors. Have the Government Inspectors check to see that each sheet is filled out properly. The role of the inspectors will be to oversee each trip and to monitor behavior on Earth and on the other planet. They are allowed to give fines for improper behavior, which includes things like pushing, yelling, theft, and talking back to the government. Fines may range from one piece of any resource up to an entire trip’s resources. Before they give a fine, they must check with the head of the government (the teacher).
- Discuss the Resource Inventory activity sheet. Remind students of the differences between renewable, nonrenewable, and inexhaustible resources. Ask them to place an R, N, or I in the first column on their activity sheets to indicate whether each resource is renewable (R), nonrenewable (N), or inexhaustible (I).
- Explain that this activity depicts life on Earth in the year 2094. Most of Earth’s resources have been depleted, and nearly all water is polluted. A new planet, Planet Zorcon, has been discovered that has plenty of resources and is completely pollution-free. At this point, dump all the resources on the circle representing Planet Zorcon.
- Have the Surveyors line up at least 15 feet away from the planet with a plastic cup and a plastic spoon. Indicate that their task is to travel from Earth to Planet Zorcon and collect as many resources as they can. They must pick up the resources with the spoon, one piece at a time, and place the resources in their cups. On the signal “GO ,” they should run to the planet and begin collecting.
- A Government Inspector should be sent to the planet to monitor behavior, levy fines, and time the duration of the resource collection—20 seconds for Trip 1.
- The Surveyors can travel at their own speed on their trip back to earth. The group should help count the resources and provide this information to the Data Collector who should record the counts on the “Resource Inventory” activity sheet.
- Have each group discuss what they would like their Surveyor to collect on the second trip. For the second trip (Trip 2), the Surveyor can collect any way he/she wants but must use the spoon to pick up resources and must put the resources in the cup. Time for this trip is 20 seconds. “Ready, set, GO!”
- Return and record data. Levy fines as needed. Have the Project Director in each group lead a discussion on what the group members should “do” or “make” with their resources and write their ideas on the back of their activity sheet. The group should outline a plan for how best to use the renewable, nonrenewable, and inexhaustible resources and what to collect on the next trip.
- For Trip 3, the government has issued some restrictions and students will have only 10 seconds to collect resources. The Resource Specialist will accompany the Surveyor. Both can bring a spoon and all resources must fit in the cup. They should pick up one resource at a time on the spoon. The government is also restricting “scooping” with the cup and spoon. Heavy fines may be levied if any group uses this method of collection. “Ready, set, GO!”
- Return and record data. Levy any fines, if needed.
- Indicate that Trip 4 is the last trip the government is going to allow to Planet Zorcon. This time anyone can go to collect, and 15 seconds will be allowed for collection time. The only restrictions are that the resources must fit in the groups’ cups, and the fine for any personal injuries will be a loss of all resources. Each person may take a spoon.
- Tell students that the unknown mineral (spaghetti), has been identified as a rare mineral with special properties. Water is the largest part of its crystal structure. When the crystals are exposed to Krypton gas, the water is released as pure water. When returned to the air, they recrystallize and recharge by absorbing water from the air. The mineral can be used indefinitely. Only pieces that are not broken will count.
- Suggestion: Some of the Government Inspectors and group Security people may need to stay on Earth to guard the previously collected resources. The others should travel to the planet.
Discuss the activity covering the following topics:
- What did you collect? Why?
- What challenges did you experience?
- What role did the government play?
- How evenly were the resources distributed?
- What does the new planet look like now?
- Would you be able to live there?
- Why didn’t anyone think to protect the planet?
- Are the damages your fault or the government’s fault?
- What careers are there in natural resource management?
- Did you need a security person?
- What was your main motivation for the last trip?
- Which resources were most valuable? Why?
- Can you restore the new planet to its original condition?
- What resource specialists would be needed?
The future of our planet depends on human behaviors that we can control and our reaction to things we can’t control, such as the weather and earthquakes. If no action is taken to manage how we use natural resources, nonrenewable resources can be exhausted, the quality of inexhaustible resources can be damaged, and the ability to replenish renewable resources can be lost. Managing natural resource use requires managing human behavior, which is a complex endeavor. There are many careers available in natural resource management ranging from research and education to policy development and law enforcement.
Concept Elaboration and Evaluation
- Have students watch the video from the beginning of the lesson, A Guide to the Energy of the Earth, a second time. Discuss how their impressions and understanding of the video changed after having learned about renewable and nonrenewable resources.
- After conducting these activities, review and summarize the following key concepts:
- Use and consumption of natural resources impact Earth's systems.
- Resource use has benefits and consequences for both people and the environment.
- There are a variety of rewarding careers available in natural resource management.
Use the activities from the lesson Corn an A-maizing Plant: Food, Fuel, and Plastic to further explore the connections between agriculture and natural resource use.
Suggested Companion Resources
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
Agriculture and the Environment
- Discuss (from multiple perspectives) land and water use by various groups (i.e., ranchers, farmers, hunters, miners, recreational users, government, etc.), and how each use carries a specific set of benefits and consequences that affect people and the environment (T1.6-8.d)
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.04.01Identify and implement practices to steward natural resources in different AFNR systems.
Career Ready Practices
CRP.10.1Identify career opportunities within a career cluster that match personal interests, talents, goals and preferences.
Natural Resource Systems Career Pathway
NRS.02.02Assess the impact of human activities on the availability of natural resources.
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.