This lesson will serve as an overview of the motivation, values, and principles necessary to enhance character and leadership development. This represents a portion of the Introduction to Agriculture, Food, and Natural Resources (AFNR) series in Nebraska middle and high school agricultural education.

In this activity, kids will work on two fundamental early math skills – sorting/classifying, and graphing. There will also be some great fine motor skill practice! Includes place-based discussion questions, activity instructions, extension activities, songs, and student graph worksheets.

NGSS: K-LS1-1, 1-LS1-1, partially meets K-ESS3-1 (book and discussion)

Common Core: MP.4

Time: 45 minutes

Matierals: bag of dried beans ("16 bean soup"), paper bowls, glue, chart paper, the book "One Bean" or similar book about growing food plants, especially beans.

 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.  

Download this complete set of lessons for an elementary, NGSS-aligned inquiry that foregrounds engineering practices. During the days that are supported by this investigation, students observe flowers on their 14 to 16 day old Fast Plants along with bee structures, learning to connect how the shape of a structure is related to its function. Then, students make and/or use bee sticks to conduct pollination. Finally, students look closely at how pollen is carried on bee bodies and where pollen moves within the flower as concrete examples of the relationship between structure and function. Then, students have the opportunity to use a wide variety of materials to design a solution to a problem (no bees). The solution will be a simple model that mimics the function of a bee in pollinating plants.Complete kits are available from Carolina Biological for this investigation, or everything to grow Fast Plants can be built or obtained locally, using the instructions available on the Fast Plants website. This stand-alone inquiry is a subset of lessons from a comprehensive life cycle unit that is NGSS-aligned, titled "Investigating Plants Needs with Wisconsin Fast Plants" (also available in the Fast Plants digital library).

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.

Everyday, we are surrounded by, and use, numerous products that are the result of biotechnology. However, some of these products face more criticism and controversy than others.  Through this lesson, students will be presented with two scenarios regarding biotechnology products, and they must complete research and formulate opinions regarding these topics.  The class will participate in a class discussion related to the biotechnology products and topics. 

This resource was created by Dylan Huber, in collaboration with Dawn DeTurk, Hannah Blomstedt, and Julie Albrecht, as part of ESU2's Integrating the Arts project. This project is a four year initiative focused on integrating arts into the core curriculum through teacher education, practice, and coaching.

This lesson pairs with the book "Pancakes, Pancakes!" by Eric Carle. First read this story and then run the breakfast relay outlined in this lesson.

NGSS: K-ESS3-3

CCSS: SL.K.3

Social Sciences: K.10, K.17, 1.12, 3.12, 5.11, 4.18

Time: 30 minutes

Materials: "Pancakes, Pancakes!" by Eric Carle, food cards and bags labeled: earth, farm, store, factory.

In this lesson, students will learn about bees and their connection to agriculture. Includes activity instructions, variations, and exentsion activities.

NGSS: 2-LS2-2

Common Core: RL.1.1, RI.7, SL2.5

Social Sciences: K.11

Time: 45 minutes

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.

What is carbon? A hot topic in agriculture. Attend to preview new Nebraska-specific lesson plans aligned to Nebraska AFNR standards, that highlight the advantages and disadvantages of carbon.Explore answers to questions such as: What is the carbon cycle? How are agriculture and carbon connected? What steps are farmers and ranchers taking to reduce their carbon footprint?  Thee lesson plans and worksheets are included.  Curriculum developed by Rebecca Wulf.Sponsored by TallGrass, Leading Energy Solutions and the Nebraska FFA Foundation.

Students will explore the steps in conducting scientific investigation in Agriculture and discuss safety precautions that should be followed in conducting agricultural research. Lesson plan from the New Mexico Animal, Plant, and Soil Science Lesson Plan Library.

 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.

“To enrich the lives of those who produce and those who consume,ensuring progress for generations to come.”Our Corteva Grows Science Outreach program secures this purposeby supporting products and programs that aid in educationalachievement and development, fueling a knowledgeable anddiverse agricultural workforce in communities around the world.Through our Corteva Grows Science Outreach program, we havebuilt a global team of employees who share their passion andknowledge with their communities and have developed a series ofresources to support their efforts and share their stories.We are also proud to collaborate with organizations around theworld to create educational and outreach resources to engagepeople of all ages with topics in science, agriculture and more.Resources are available with information and activities that can beused to:• Lead a classroom or after school presentation or activity at K-12schools.• Serve as a guest speaker to share agriculture or scienceinformation with community organizations.• Facilitate science education outreach activities in thecommunity.• Lead hands-on experiences and learning at science fairs andexpos.• Introduce students and adults to scientists, engineers andtechnology specialists.

Active learning modules to help students understand the role of cover crop species selection and design of mixed species cover crop plantings on multiple ecosystem services. Our current goal is to integrate lessons-learned from 8 years of research and extension activities into undergraduate education modules that can be widely distributed. Students completing these modules would be able to describe why cover crops are used, how different species of cover crop affect an array of ecosystem functions, how mixtures can be used to increase the multifunctionality of cover cropping systems, and factors that control mixture growth across sites. If the modules are delivered in the following order then these concepts build sequentially.

Used to help students explore the FFA organization, its history, programs and career opportunities beyond high school.  Created by AnnaLisa Mosel, Nebraska.

The Cultivating Washington curriculum is intended to be a go-to resource for Washington state middle school educators seeking student-centered instructional materials that make learning about the history of the Pacific Northwest more relevant and meaningful for students.In addition, it is a resource for agricultural education teachers, parents, and community members interested in helping students discover the history and development of agriculture in the state of Washington.

 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 resource was created by Dylan Huber, in collaboration with Dawn DeTurk, Hannah Blomstedt, and Julie Albrecht, as part of ESU2's Integrating the Arts project. This project is a four year initiative focused on integrating arts into the core curriculum through teacher education, practice, and coaching.