A



Introduction to Agriculture

Instructional Framework

An instructional framework provides educators with a list of benchmark statements aligned to Common Core and national content area standards for a given course or program. The Missouri Introduction to Agriculture Instructional Framework lists a sequence of content, organized into distinct units of instruction.

The activities identified are designed to produce evidence that the competencies and related standards have been mastered. The enhancements are suggested as opportunities to deepen learning around the stated competencies while meeting additional state and national standards. The suggested activities and enhancements are outlined in more detail in the Introduction to Agriculture curriculum provided by MVATA.

|Unit: Introduction to Agriculture |

|Missouri Agricultural |Objectives |Missouri Learning Standards |National Standards |Activity |Enhancement(s) |

|Education Competencies | | |(AFNR) |(Evidence) | |

|ITA1 Agriculture in the Local Community |

|Describe the importance of|Define agriculture |CCSS.ELA.6.RI.1.A |CRP.04.01 |Students create visuals |Students participate in a game where they are able to learn and |

|agriculture in the local |and describe the | | |and scripts for a |practice vocabulary terms. There are three roles in the activity|

|community. |scope, roles, and |CCSS.ELA.6.RI.1.D |CRP.04.03 |“Community Agriculture” |– the Player, the Clue Giver, and the Teleprompter. As the game |

| |trends of | | |presentation to a |continues, each student gets a chance to play each role. |

| |agriculture in your |CCSS.ELA6.W.1.A |CRP.10.01 |specific audience. |Students connect to the USDA website to read and explore the |

| |local community. | | |Examples include: |county’s agriculture data. They then share the data collected |

| | |CCSS.ELA6.W.2.A.b |CRP.12.01 |elementary school |with classmates. Lastly, students answer processing questions in|

| | | | |students, a community |a class-wide discussion to further analyze and draw conclusions |

| | |CCSS.ELA6.W.3.A.a |CS.05.02 |service group, the |about the data. |

| | | | |school board, etc. The |Students take a poll to determine which entities they find most |

| | |CCSS.ELA.7.RI.1.B | |presentation focuses on |interesting. Guest speakers from these entities are invited to |

| | | | |the scope, roles, and |speak to the class. Following the guest speaker(s), students |

| | |CCSS.ELA8.RI.3.D | |trends in agriculture in|write a summary of their favorite speaker. |

| | | | |their community. |Students identify one career that stood out to them during the |

| | |CCSS.ELA8.SL.2.A | | |lesson. Students research that career to discover what a person |

| | | | | |in that career does on a day-to-day basis, what roles they serve|

| | |CCSS.ELA8.SL.2.B | | |within agriculture, the qualifications needed for that job, |

| | | | | |salary, and other notable points. Students create a poster to |

| | |CCSS.ELA8.SL.2.C | | |summarize the information and share with classmates. |

| | | | | |The class is divided in half and each group has a set of Legos |

| | | | | |or building blocks. Students have three minutes to build the |

| | | | | |tallest tower they can, but they cannot communicate with each |

| | | | | |other. Next, groups work all together to build the tower in |

| | | | | |three minutes with no restrictions. The activity is processed by|

| | | | | |discussing how everyone served different roles in the building |

| | | | | |of the tower, but the goal was the same. This is then connected |

| | | | | |to the agriculture industry by explaining how everyone serves |

| | | | | |different roles in the industry, but they are all working toward|

| | | | | |one common goal, to provide the population with food, fiber, and|

| | | | | |fuel. |

| | | | | |Students research the scope of agriculture on the state level to|

| | | | | |further expand on the county research they did in the lesson. |

| | | | | |Students create a poster about Missouri agriculture. |

| | | | | | |

| | | | | | |

| | | | | | |

| | | | | | |

| | | | | | |

| | | | | | |

| | | | | | |

|ITA2 Agriculture in Missouri |

|Describe the importance of|Describe the scope, |CCSS.ELA.6.RI.1.D |CRP.04.01 |Students create an |Discuss different commodities that are grown or raised in the |

|agriculture in Missouri. |roles, and trends of| | |informative video |different regions of the state. Emphasize generalizations to |

| |agriculture in |CCSS.ELA.6.SL.1.C |CRP.12.01 |depicting the scope and |help understand trends regarding high concentrations of certain |

| |Missouri. | | |roles of Missouri |types of agriculture. Students draw or list the major |

| | |CCSS.ELA.6.W.2.A.b |CS.01.01 |agriculture. Each group |commodities in each region. |

| | | | |creates visuals and a |Locate and show YouTube videos about the next generation of |

| | |CCSS.ELA.7.RI.1.C | |script to present their |agriculture and what people think it will look like. Process the|

| | | | |statistics in a video. |video through discussion. |

| | |CCSS.ELA.8.RI.3.D | |At the end of the |Students read information highlighting trends in Missouri |

| | | | |lesson, students add a |agriculture, then determine if each is trending up or down. |

| | |CCSS.ELA.8.SL.2.A | |second segment to their |Students write a brief description of the trend. |

| | | | |videos. The second |Students identify one to two trends they think will have the |

| | |CCSS.ELA.8.SL.2.B | |segment of the video |most impact on Missouri agriculture in the next five to seven |

| | | | |addresses trends in |years. |

| | |CCSS.ELA.8.SL.2.C | |Missouri agriculture. |The class brainstorms a list of questions for a Missouri farmer |

| | | | | |or rancher, then interview a farmer or rancher. Following the |

| | | | | |interview, each student writes the two most interesting things |

| | | | | |they learned from the interview. |

| | | | | |Students identify a career in one of the Missouri agriculture |

| | | | | |sectors that interests them. Students brainstorm leadership |

| | | | | |qualities needed for success in that role and why. |

| | | | | |Students research one agricultural issue that affects one of the|

| | | | | |trends. Students are given two to three minutes to present the |

| | | | | |issue to the class and explain its current or potential impact |

| | | | | |on Missouri agriculture. |

|ITA3 Agriculture in the United States |

|Describe the importance of|Describe the scope, |CCSS.ELA.6.SL.1.C |CRP.10.01 |Students craft a letter |Students capture one role agriculture plays in the world and |

|agriculture in the United |roles, and trends of| | |to a congressperson |formulate a definition of agriculture based on a video. |

|States. |agriculture in the |CCSS.ELA.6.W.2.A.b |CS.01.03 |justifying their support|Using 10 index cards, students write a commodity on a separate |

| |United States. | | |for agricultural issues |card. On the back side of the card, students write the ranking |

| | |CCSS.ELA.6.W.3.A.b |CS.02.01 |and legislation. In the |(number) of that commodity. Students are given time to arrange |

| | | | |letter, the students |the commodities in order and commit them to memory. |

| | |CCSS.ELA.7.RI.1.D |CS.02.02 |must share some of the |Students research the top five commodities grown or raised in |

| | | | |information they learned|each state, then draw a picture and write the name of the |

| | |CCSS.ELA.7.W.3.A.a |CS.05.02 |about the scope, roles, |commodities in the respective state. Students share the results |

| | | | |and trends of U.S. |of their research and discuss the relationship between the |

| | |CCSS.ELA.7.W.2.A.c | |agriculture. |commodities grown and the geography of the state and area. |

| | | | | |Students read and summarize factors that influence the success |

| | |CCSS.ELA.8.RI.3.D | | |of U.S. agriculture then design a PowerPoint slide or brochure |

| | | | | |to educate others. |

| | |CCSS.ELA.8.SL.2.A | | |Students rotate through six learning stations to complete tasks |

| | | | | |and capture the information about the six trends. At each |

| | |CCSS.ELA.8.SL.2.B | | |station, students: |

| | | | | |Read the description of the trend, then summarize the |

| | |CCSS.ELA.8.SL.2.C | | |description in their own words |

| | | | | |Read the graph to find key statistics and record them |

| | |CCSS.Math.6.DSP.B.5a | | |Students identify a career that interests them within one of the|

| | | | | |four roles of agriculture. Students research that career |

| | | | | |(duties, required education/training, salary, how they fulfill |

| | | | | |that role of U.S. agriculture, etc.) and record the key points. |

| | | | | |Students post their researched career and read about the other |

| | | | | |careers their classmates researched. |

| | | | | |Students are given the following scenario: You have been invited|

| | | | | |to speak about your support of agriculture to a delegation of |

| | | | | |influential leaders from across the state and nation encouraging|

| | | | | |them to support the agriculture industry. Develop a 2-3 minute |

| | | | | |speech focused on your support of American agriculture. Use |

| | | | | |information about the scope, roles, and trends of U.S. |

| | | | | |agriculture to support your statements. Students deliver their |

| | | | | |speeches to the class. |

| | | | | |Students connect with a local congressperson. To prepare, each |

| | | | | |student develops one question to ask the congressperson about |

| | | | | |their work to support agriculture or statement regarding their |

| | | | | |support of American agriculture. Following the visit, students |

| | | | | |write 5-10 sentences reviewing what they learned. |

|ITA4 Agriculture Around the World |

|Describe the importance of|Describe the scope, |CCSS.ELA.7.RI.1.B |CRP.04.01 |Students write a story |Students write down every word that comes to mind when they hear|

|agriculture in the world. |roles, and trends of| | |describing agriculture |the word agriculture. |

| |agriculture around |CCSS.ELA.7.RI.1.C |CRP.04.02 |in the world today |Students review and record various statements of importance. |

| |the world. | | |(scope and role) and its|When finished, students research the questions for each |

| | |CCSS.ELA.7.SL.1.C |CRP.04.03 |importance. |statement. |

| | | | | |Students research information about a continent and create a |

| | |CCSS.ELA.7.W.1.A |CRP.12.01 | |PowerPoint deck of the information collected. Each group shares |

| | | | | |their presentation with the class. |

| | |CCSS.ELA.8.RI.3.D |CS.01.01 | |Students watch a video that demonstrates farm operations and |

| | | | | |practices from around the world. Students glean clues about |

| | |CCSS.ELA.8.SL.2.A |CS.01.02 | |reasons for the diversity of agriculture in the world. |

| | | | | |Students formulate 10 questions about the trends in U.S. |

| | |CCSS.ELA.8.SL.2.B |CS.02.02 | |agricultural trade relationships with the world. |

| | | | | |Students engage with someone who works in international |

| | |CCSS.ELA.8.SL.2.C | | |agriculture. Each student develops one question for the guest |

| | | | | |speaker. Following the visit, each student writes down three key|

| | |CCSS.ELA.8.W.3.A.a | | |points they learned about international agriculture and/or the |

| | | | | |person’s work with international agriculture. |

| | |CCSS.ELA.8.W.3.A.b | | |In groups, students identify one country in need of modern |

| | | | | |farming practices to help increase yields. Students select one |

| | |CCSS.ELA.8.W.3.A.c | | |modern farming practice and develop a plan for getting this |

| | | | | |practice into the hands of the farmers in the respective |

| | |CCSS.Math.A1.DS.A.1 | | |countries. The plan will include identification of the practice |

| | | | | |and why it will help the farmers in their selected country, who |

| | | | | |will need to assist with this (i.e., different agribusinesses, |

| | | | | |etc.), and the training of the farmers. |

| | | | | |Students select one country and research its current farming |

| | | | | |practices and compare it to that of modern practices being used |

| | | | | |in American agriculture. Students will include the impacts on |

| | | | | |yield as they are explaining the different farming practices. |

| | | | | |Students will develop a small poster comparing the two countries|

| | | | | |and will present their findings to the class. |

Codes for Common Core Science are:

• PS = Physical Sciences

• ESS = Earth and Space Sciences

• ETS = Engineering, Technology, and Application of Science

• LS = Life Sciences

Codes for Common Core Mathematics are:

• N = Number and Quantity

• A = Algebra

• F = Functions

• G = Geometry

• S = Statistics and Probability

Codes for Common Core English Language Arts and Literacy are:

• RL = Reading for Literature

• RI = Reading for Informational Text

• RST = Reading for Literacy in Science and Technical Subjects

• RH = Reading for Literacy in History/Social Studies

• W = Writing

• WHST = Writing for Literacy in History/Social Studies, Science, and Technical Subjects

• SL = Speaking and Listening

• L = Language

................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download