Farmers faced tough times. While most Americans enjoyed relative prosperity for most of the 1920s, the Great Depression for the American farmer really began after World War I. Much of the Roaring '20s was a continual cycle of debt for the American farmer, stemming from falling farm prices and the need to purchase expensive machinery. When the stock market crashed in 1929 sending prices in an even more downward cycle, many American farmers wondered if their hardscrabble lives would ever improve.
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This lesson gives students a better perspective as to how acreage is determined. Using the computer in their pocket students learn to calculate area in feet and acres. Using their results the can calculate biomass, board feet per acre, or even the amount of electrical fencing needed to protect a meadow.
AG Shop Safety Grade Level: 10th-12thSubject: Technology, Power, Structure, and TechnologyDuration: 100 minutesDOK Level: 3SAMR Level: Redefinition Indiana Standard: APST-1.1 Explain the importance of safety in agricultural mechanics APST-1.2 Identify and differentiate between safe and unsafe work practices APST-1.3 Describe the methods utilized to implement safe work practicesObjective: Students will be able to identify and point out safe and unsafe practices in the ag shopEssential Question: What is Ag shop safety?Procedure: Show the video Wood shop SafetyGive the Shop Safety presentationHave the students create and write a safety scene skitPerform the skitsProduct or Assessment: Students will be assessed on the safety unit test.
Students learn about economic costs and benefits and cultural costs and benefits. By practicing cost-benefit analysis, students discover that decision making is a complex task.
Your local grocery store conducted a survey of their customers and found that customers want to know where their food comes from. The store has hired your team to create an augmented reality video that will be triggered by an image at the grocery store and tell the story of where that food product came from.
In this seventh grade science Atmosphere and Weather Unit, students will explore the atmosphere, air and water quality, the water cycle, the greenhouse effect, global warming, climate change, and human-environment interaction through a number of experiments, interactive webquests and projects. They will be exposed to the STEM practices behind growing and agriculture in a hands-on, experiential and experimental life science growing project. They will create terrariums in two-liter soda bottles and will focus on the importance of understanding meteorology and the cycling of water and gasses in and out of the Earth and atmosphere in order to effectively plan, grow and harvest.
- Material Type:
- Lesson Plan
- North Carolina State University
- Provider Set:
- Kenan Fellows Program for Curriculum and Leadership Development
- Illana Livstrom
- Date Added:
The Agriscience/Intro to Agriculture course helps students acquire a broad understanding of a variety of agricultural areas, develop an awareness of the many career opportunities in agriculture, participate in occupationally relevant experiences, and work cooperatively with a group to develop and expand leadership abilities. Students study California agriculture, agricultural business, agricultural technologies, natural resources, and animal, plant, and soil sciences.
In Florida's humid climate, strawberry growers are in a constant battle with two kinds of fruit rot. Using a decision support system, they can save money by spraying fields only when the plant diseases are a threat.
After identifying technology in agriculture, this lesson will address current agriculture technology that is of current public interest.
Animal Welfare vs Animal Rights Debate Grade Level: 9th-12thSubject: Animal ScienceDuration: 5 daysDOK Level: 4SAMR Level: Substitution Indiana Standard: AS-7.4 Explain the implications of animal welfare and animal rightsObjective: Given a debated livestock issue related to animal welfare, students will be able to understand both sides of the issue, and effectively persuade others in making a decision about the issue.Procedure: Have the students compare and contrast the terms “animal welfare” and “animal rights”.Have a class discussion on the impact of the differencesGroup the class into partnersHave them research and make a list of five animal right issues related to the agricultural industryHave a class discussion on the topics researched. As a class narrow down the list.Have each pair pull a topic and side out of a hat.Explain the Debate Project expectations and grading rubric.Allow class time for research.Have the students submit a list of statements and supporting facts after day 2.Have the students submit a rough draft of their opening and closing statements after day 3. Debates will be done on day 5Product or Assessment: Students will be graded on their submitted facts and rough draft. The rubric will be used to grade the debate on the given day.Credits: Renee Wangler, Agriscience Instructor - Newaygo County Career-Tech Center
Students will learn about the sources of different foods by differentiating between foods originating from plants and foods originating from animals.
This lesson is designed to make future livestock producers understand what concerns the American consumer has when it comes to livestock production systems. Students will be given the opportunity to develop their own definition of "holistic livestock management" and learn the basics for utilizing these techniques. Students will also be brought up to speed on the most recent laws and regulations that impact the livestock industry and consumers.