In this lesson, students will gain an understanding of the importance of soil texture by identifying the major components of soil, examining how different proportions affect soil texture, how to determine soil texture by using their hands. 

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

This lesson explains directional terminology used to describe the positions of structures relative to other structures or locations in the body. Learners will apply directional terminology by dissecting a three-dimensional object. Lesson developed from original resource by Bobbi D. Dittmer.

Nebraska Agriculture in the Classroom is pleased to provide seventh – ninth grade students enrolled in an Introduction to Agriculture course in agricultural education with Discover Nebraska: Agriculture Edition. This resource aligns with Agriculture, Food, and Natural Resource Standards (AFNR).

Discover Nebraska: Agriculture Edition will spark conversation, build knowledge, and expose students to agriculture in Nebraska. This resource will stimulate students to explore and learn more about the news and to pay attention to the news they see and hear outside of school. Relevant and accurate information is presented in a weekly reader style magazine to build agricultural literacy – awareness, knowledge, and appreciation – by providing the first of its kind agricultural literacy resource to all agricultural education programs in Nebraska.

Each reader is accompanied by more than sixty pages of Teacher’s Guides broken into Bell Ringers, Discussion Prompts, and Lab Activities. These guides allow learning to take place for more than one class period as educators are encouraged to use each reader per quarter.

This lesson plan explores many ways animals help and support people including providing food, clothing, companionship, and service, as well as secondary benefits like soil conservation and fertility, and stabilizing farm businesses with diversification of risk. Lesson plan from the New Mexico Animal, Plant, and Soil Science Lesson Plan Library.

Overview:  This lesson is an exploration of dysfunctional team dynamics, and healthy traits of teams who overcome those negative influences.  Over five standard class periods, students will review dysfunctions of a team, watch 45 minutes of the movie Miracle, review healthy functions of a team, watch the remainder of the movie, answer discussion questions, and write a summative essay. By Patrick Lencioni

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.

A variety of curricular resources, including activities related to renewable fuels, environmental and economic impact of renewable fuels, clearn air curriculum, and more.

This Unit is a collection resources that cover a 4 week span. This unit was designed with EL students in mind. Each day has vocabulary that will allow students learn key phrases and attributes of each career. Each week a different categories of careers is highlighted through books, activites, and videos. The categories include:Week 1: Farming CareersWeek 2: Health CareersWeek 3: Environmental CareersWeek 4: Art Careers Projected Funded by: PGE Foundation  #PoweringPotentialProject Coordinated by: South Metro-Salem STEM Partnership

Elementary educators are encouraged to facilitate students in engineering design to meet the expectations of the Next Generation Science Standards (NGSS). BSCS Science Learning, in collaboration with Life Lab, developed the Engineering in the Garden program to help 3rd-5th grade teachers and garden educators engage students in designing solutions to address real-world problems that arise in schoolyards and school gardens.

Course combines the fields of ecology and conservation with planning for the efficient use and preservation of land, water, wildlife, and forests. Within this course may be topics covering environmental factors affecting water, water pollution, water and land use management, alternative energy resources, metals and minerals.
** References to Common Core Standards are included as the first slide in each lesson's PowerPoint**

 Equine Facilities Project Grade Level: 9th - 12thSubject: Animal ScienceDuration: 4 daysDOK Level: 4SAMR Level: AugmentationIndiana Standard: AS-9.1 Identify facilities needed to house and produce each animal species safely and efficiently AS-9.2 Select equipment and implement animal handling procedures and improvements AS-9.3 Identify optimal environmental conditions for animals Objective: The students will be able to apply the principles learned in animal management to design a equine facilities that meets the needs of a given scenario. Procedure: Hold a class discussion on the requirements that need to be met to house a horse properly. Ask the students to answer the Following questions, “What do you feel is the most important need to address when planning a facility and why?” “What questions do you need to ask the owner?” Divide the students into pairs.Handout and explain the expectations of the Equine Facilities Project. Use google classroom to handout the project sheet and keep posted on the student's progress.Demonstrate the FBI Planner Program . Allow the students to research and use their own method to create the blueprint of the facilities. Day 2 Check progress of the students. Make sure the students have a plan and system to get the project completeDay 3 Check the students’ written descriptions for the project. Make sure there are no misunderstandings to this pointDay 4 Have the students present their ideas to the rest of the class. Product or Assessment: The students product will consist of a blueprint of the facilities and a written description describing the blueprint with reasoning/justification to the decision that were made.  

The purpose of this lesson is to research artificial selection. During this lesson, we will use fast growing plant crossing to model traditional agricultural practices and we will use Punnett squares to predict plant crossing outcomes. We will also use online simulations to learn about current biotechnology techniques used to make genetically modified crops. We will compare traditional agriculture to current biotechnology techniques that are being used to create pest resistant crops. We will discuss how artificial selection such as selective breeding and genetic engineering can impact organisms over time.

Example lesson plan for Case 1 "The Food Chain,"  created by Tom Wolverton, Science Teacher at Vancouver iTech Preparatory, Vancouver School District. This lesson has students research Washington State's agricultural crops and commodities and then use the State Department of Health's nutrition guidelines for cafeterias to create a healthy, locally sourced, environmentally sustainable cafeteria menu

Explore personal finance principles through the lens of agricultural life, work, and money management. Students begin with creating an ideal rural life vision board, then learn and discuss the financial management that would be required to work toward that lifestyle. Budgeting, tracking income and expenses, banking and investments are covered in slides and end in a project to reimagine the board game Life in an agricultural setting, with careers, properties, achievements, and events rewritten to be ag-related.

This lesson includes lectures discussing raising animals like llama, bison, alpaca, ratites, and an activity researching and planning a profitable business in the exotic breeds industry.  Resource originally from New Mexico Animal, Plant, and Soil Science Lesson Plan Library.

This lesson explores the swine industry:  locating major physical characteristics, describing common breeds, selection of superior animals, and contrasting production systems and marketing methods of swine and hogs.  Adapted from New Mexico Animal, Plant, and Science Lesson Plan Library.

 FFA Creed Grade Level: 8th-9thSubject: Introduction to Agriculture, Food, and Natural ResourcesDuration: 150 minutesDOK Level: 4SAMR Level: Redefinition Indiana Standard: IAFNR-2.1 Acquire and demonstrate communication skills such as writing, public speaking, and listening while refining oral, written, and verbal skills IAFNR-2.2 Recognize and explain the role of the FFA in the development of leadership, education, employability, communications and human relations skills Objective: Essential Question: What is the importance of the FFA Creed?Procedure: Have the students create a statement about themselves that they feel strongly about.Have a class conversation on the purpose of a creedHave the students watch the video 85 Years of the FFA CreedAssign the FFA Creed as a Closed ReadGive the FFA Creed Closed Read through google classroomExplain the following directions for the closed read:Read the FFA creed 2-3 times. When you read it the first time, try to get a general sense of what E.M. Tiffany is trying to say and be ready to share Tiffany's 5 most important points.During the second read, pay close attention to the words and language used by Tiffany. Why did he choose to write this in the way that he did? Pay attention to words that stand out to you (highlight them) and be ready to analyze why they stand out. During your final read, connect the Creed to your own personal experiences and perspective on life. Pay special attention to the messages in this Creed that resonate with you and be ready to share why they stand out.7. Divide the class into groups of three. Have them answer the following questionsWhy do you think that E.M. Tiffany wrote the FFA Creed? What was he trying to accomplish? Underline the 3 most important lines of the FFA Creed and provide evidence for why you think these are the most important. What words and writing styles does E.M. Tiffany use to make the Creed more effective? Circle any words or phrases that are particularly impactful to you. The FFA Creed has language that is sometimes hard to grasp on the first try. How would the delivery of the message of the FFA Creed change if more common language and writing styles were used? In what ways does the Creed affect you? Is there a message in particular that you think is especially valuable? In your opinion, is there anything ineffective about the FFA Creed?8. Have the students create an artifact that will help them memorize the creed. The artifact will be turned in through google classroomProduct or Assessment: The students will be graded on their artifact and their ability to recite the creed. Credit: C. Kohn, Waterford Union High School, http://wuhsag.weebly.com/agriscience2.html

This Farming Fast Plants activity introduces a classroom investigation that is easily adaptable for all grade levels and designed to engage teachers and students as investigators. The activity has the practical outcome of producing an abundant supply of Fast Plants seed for future classroom use and for sharing with other teachers. The central question of the activity is "How many seeds can your students produce from each seed planted?