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.
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
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.
This is the culminating lesson for Battle of the Seeds. In this lesson, students will evaluate the effectiveness of different types of weed control (none, manual and chemical) and different types of seed (genetically modified and non-genetically modified). They will then utilize the information from this lab to perform a cost-analysis and determine which type of seed and weed control gives the best outcome financially.
Beef External Parts Grade Level: 9th - 12thSubject: Animal ScienceDuration: 50 minutesDOK Level: 1SAMR Level: SubstitutionIndiana Standard: AS-1.2 Describe the functions of the animal body systems and system componentsObjective: Students will be able to identify the given body parts of cattle with 100% accuracy. Procedure: Present the slide show External Parts BeefStop at slide 1Have the students use the internet to find the names of the identified partsHandout a paper copy of slide 1Check that all students have identified the partsMove to slide 2Have the students name the parts as you unveil the correct namesHave the students assess google classroom to access Beef Parts IDHave the students play the game until they achieve 90% accuracyHave them screen shot the score and submit to the google classroom assignment Product or Assessment: The students will be assessed in class. They will be given five body parts to identify. Each body part will be worth 3 points.
This curriculum builds upon many years of educating students in the garden and scales up content across grades and lessons for instructional scaffolding. It is designed as an interactive teaching tool to be co-taught with classroom teachers and garden instructors as leads. Each lesson connects directly to standards: Next Generation Science, Common Core State, Physical Education, and Environmental and Health Education. The concise and easy to-follow lessons are a packed 45 minutes for preschool through fifth grade. Flexibility is important, so some lessons include several activities that teachers can choose from to accommodate their lesson plans. Consistency is also important, so lessons follow themes and structures found in the Curriculum Map. 360 pages.
This 7-minute video looks at the introduction of agriculture into human prehistory. [Biology playlist: Lesson 66 of 71]
***LOGIN REQUIRED*** This lesson will discuss the process of respiration. We will also compare the similarities and differences between respiration and photosynthesis.
To manage their businesses successfully, farmers and food production companies need to know what crops are in the ground and how well they are growing. A pair of easy-to-use online mapping tools provides this information for growing seasons in the past and present.
This database of lessons is provided to support agriculture education in California classrooms. Over the last century, children have become further removed from the land that feeds and clothes us. And yet, Agriculture is the very basis of civilization—the food we eat, the clothing we wear, the material of our homes and many of our traditions and values…all coming from agriculture and collectively setting the pace for a nation's standard of living. The California Foundation for Agriculture in the Classroom works with K–12 teachers, and students to enhance education using agricultural examples.
- Arts and Humanities
- Business and Communication
- Material Type:
- Lesson Plan
- California Foundation for Agriculture in the Classroom
- Date Added:
In this lesson students will learn about the five types of nutrients and their purposes. This lesson will also cover symptoms of nutritional deficiencies in livestock. I divide this lesson into two class periods. On the first day we talk about nutrients and the second day we talk about the importance of nutrients for body functions such as growth, reproduction, and maintenance. At the end, students will have to pass a quiz that covers most of the main information taught during these lessons as a means to exhibit proficient comprehension of the information and its importance.
With prior knowledge of food and organic matter decomposition, students will use industry and extension publications to learn the processes of composting, as well as the benefits and challenges of compost production (available nutrient levels, community perceptions, hazardous materials, smell, and storage).
Corn Lab Grade Level:8th - 9thSubject: Introduction to Agriculture, Food, and Natural ResourcesDuration: 50 minutesDOK Level: 2SAMR Level: Substitution Indiana Standard: IAFNR-3.2 Explore the numerous possibilities for an SAE program which a student might developIAFNR-2.2 Recognize and explain the role of the FFA in the development of leadership, education, employability, communications and human relations skillsObjective: Students will complete a lab and record the results in their SAE record book with 100% accuracy. Essential Question: Can you make two different products out of the same ingredients?Procedure: Ask the students to list all the products made out of corn.Have the students get out their research notebooksPut students into groups of threeHand out the corn lab through google classroomHave the students follow normal lab procedures and complete the labMake sure to check that the pre lab has been completed before the student proceed to the labHave the students answer the lab questions in their research notebooksHave the students record the lab in their SAE record booksHave each individual student brainstorm a list of lab extensions to do next week.Product or Assessment: The students will be assessed on the lab questions answers in their research notebooks.
This 8-minute video lesson looks at Firestick Farming and how the indigenous Australians used fire to change their environment. [Cosmology and Astronomy playlist: Lesson 76 of 85]
Students will explore organic farming, conventional farming, and biotechnology farming methods through a close read approach. Then they will dive deeper into the different production methods by creating a video that discusses the merits and faults of each production method. Lastly, they will write an opinion piece for an agriculture journal that explains their stance as to the best farming practices.
Students pretend they are agricultural engineers during the colonial period and design a miniature plow that cuts through a "field" of soil. They are introduced to the engineering design process and learn of several famous historical figures who contributed to plow design.
Students will conduct a laboratory exercise that will examine the decomposition of organic household wastes from their home, and investigate which waste products can be composted and best utilized by plants.
Demonstration Grade Level: 9th-12thSubject: Animal ScienceDuration: 150 minutesDOK Level: 4SAMR Level: Substitution Indiana Standard: AS-11.1 Acquire and demonstrate communication skills such as writing, public speaking, and listening while refining oral, written, and verbal skillsObjective: Students will demonstrate a skill learned over the semester with 98% accuracy. Procedure: Show the video How to give a demonstration?Have a class discussion of topic ideas and expectationsAnswer questionsHave the students create a brainstorming list of four ideasAllow the students class time to complete their demonstrationGive the Demonstration Project Guide and Rubric through google classroomHave students present their demonstrations to the classProduct or Assessment: Students will be assessed on their presentation with the provided rubric and brainstorming sheet.
This is lesson 3 of 4. Students will be creating an app for cell phones that will provide farmers with the opportunity to learn how different irrigation methods work depending on soil type.
Digital Project and associated STEAM Lessons about Waste Prevention and reuse jon arambarri, Maria Madarieta, Leire Armentia A sequence of teaching units and activities including associated STEAM lesson with the aim of acquiring a series of specific skills about waste management (in particular about Waste source separation and recycling).This is the first Digital Project of a set of 6 facing specific challenges about waste management for primary and secondary education Preview
In this fun gardening activity, learners discover their soil type. There are three basic soil types: sand, silt, and clay. Using only a jar, water and a bit of water softener, learners will sort their soil into its parts. The activity includes a "What's going on" section as well as information about what makes a soil ideal for gardening.
This communication material is based on the findings of the study titled Probiotic as Alternative to Antibiotic in Broiler Diets of Jesus P. Cocal and Lilibeth A. Roxas (as cited in Gintong Saliksik: Multi-Disciplinary Research Journal of CNSC (Volume I No. 1, 2010)). This aims to simplify the presenation of the effects of antibiotic and probiotic on broiler chickens. It is written in Filipino because it is the mother-tongue of the intended audience who are poultry owners and farmers.
In the growing season, farmers and ranchers keep a watchful eye for any sign of drought. Early warning information can increase their range of options for dealing with the lack of water.
Students learn where certain crops are grown in Wyoming and hypothesize reasons for some areas being better suited for growing crops than others (water availability, elevation, and topography).
The “Einstein Project” is a framework that is designed to help you find a solution to an everyday problem that makes you passionate in your thinking and designing. This project is designed to make you think outside of the box as active learners and create solutions in uncommon ways, forget about failing or succeeding and take chances.
Spreadsheets across the Curriculum module. Students build spreadsheets that allow them to calculate the different values needed to examine energy flow through agroecosystems.
- Material Type:
- Science Education Resource Center (SERC) at Carleton College
- Provider Set:
- Pedagogy in Action
- Christina Stringer
- Date Added:
Have you ever wondered what causes your sliced apples to brown? Is there a way to slow this process down or stop it completely? Through this mini lab activity students will be able to continue learning about scientific materials, collecting data, and the importance of research and innovation in agriculture, specifically the area of food science.