Ag Education I

Colorado Agriscience Curriculum

Section: / Intro to Agribusiness
Unit: / Agricultural Business and Employment Experience
Lesson Title: / Introduction to Agriculture Business Careers
Colorado Ag Education Standards and Competencies / Standard 9.2 The student will prepare and implement plans for an agricultural business or employment experience.
Competency 2-1 Introduction to agricultural businesses, careers, and SAE’s
Colorado Model Content Standard(s): / English Standard 2.2
Conveying technical information in a written form appropriate to the audience
English Standard 2.3
Supporting an opinion using various forms of persuasion (factual or emotional) in speaking and writing
Student Learning Objectives: / The student will:
  1. Define agriculture.
  2. Identify careers in Agriculture Business of Interest to them.

Time: / 50 minutes
Resource(s): / None listed
Instructions, Tools, Equipment, and Supplies: / Italicized words are instructions to the teacher; normal style text is suggested script.
Student notebooks for taking notes
Paper, poster paper, markers, crayons for Picasso and Graphic Artist Moment
Interest Approach: / As you begin this lesson, remember that we are trying to broaden the understanding of your students’ perceptions of agriculture. We want to take them from the traditional view to understanding what agriculture really has to offer.
How many of you are involved in agriculture everyday?
Elicit responses from your class. A few may be involved directly in production agriculture but they will probably be in the minority.
How many of you wear clothes, eat everyday or live in some type of a shelter? Yes, we all do! Because of that fact we are all involved in agriculture on a daily basis, you just may never have realized this before! Agriculture provides the food and fiber for the clothes we wear and the homes we live in. Everyone is affected by agriculture everyday! Keep this in mind that we promote the agriculture industry in everything that we do!
Objective 1: / Objective 1: Define agriculture. There are a lot of different definitions for agriculture out there that could change this exercise a little if you wish.
We are going to use the Picasso Moment to come up with a definition of agriculture. Distribute blank copy paper and crayons, markers etc. and work through the following instructions with the students.
Divide your paper into quarters with your writing utensil. In the top left quarter draw something that represents production agriculture to you. Students should draw their object. Label this section of your paper as ‘Production Agriculture.’ What percentage of the U.S. working population is involved in production agriculture? Ask for responses from students. While many students will over exaggerate the numbers directly involved in agriculture. Keep students guessing until they eventually get to less than 2%. Have students write 2% in this quarter to remind them of the number of people in this sector of the profession. Show PowerPoint slide 2.
What happens after agriculture products are produced? Where do the products go from there? Get students to discuss that the next step in the production phases is to distribute the product. In your second quartile, draw an icon that represents distribution next in top right corner and label it ‘distribution.’ After students have drawn their icons, proceed to the next PowerPoint. Discuss the different icons that people drew to represent the distribution sector of the agriculture industry.
After the agriculture product gets distributed, what happens next? Students should hopefully say that the agriculture products are then processed or manufactured somewhere. That’s correct! Agriculture products are further processed. Who can give me an example of this? Draw a representation of processing next in the bottom left corner and label it ‘Agriculture Processing.’ Move to next PowerPoint slide and discuss the different icons.
We are still missing one gigantic sector of the agriculture industry that supports production, distribution and processing of our agriculture products. What are we leaving out that is integral in every other sector? What do producers need to be successful? What do distributors; processors and consumers need to be successful? What do producers need to grow their crops or raise their livestock? Can you imagine what this is?
Responses? Try leading questions if necessary to get students to say that they we are missing a key component called Ag Businesses. From an equipment dealer to seed salesman to a mechanic to and a banker to finance equipment purchases, all of these are important Ag Businesses. Draw a representation of an ag business in the last quadrant. After students have done so, move to the next slide.
Is the number of employees in agriculture increasing above 2% yet? Of course it is and we aren’t done yet! Don’t forget distribution happens many times in this chain.
We are now going to return to the drawings and list all of the possible agriculture business that impacts these sectors of the agriculture industry. When I say go take 5 minutes and come up with as many agriculture businesses as you can in each sector and write them on your drawing. Any questions? Go.
When they are finished have them, proceed around the room and have students share what they came up with. Have students record any they don’t have until they are all recorded on their drawings. .
What percent of the workforce do you think works in agriculture now? 1 out of every 5 workers is employed in an agricultural field. One in five! This is a huge impact! This is exactly what the FFA Creed says when they discuss ‘other agriculture pursuits!’
Based upon your knowledge of the sectors of agriculture, do you feel that the production sector any less important than it was 100 years ago?
While you may get several different responses from students, remind them that without production agriculture, all other sectors, and even our societies, as we know it would cease to exist. Production agriculture is more important today than ever before. Proceed to the next PowerPoint and highlight the different sectors of agriculture.
Using what you know now, partner up and write a clear definition that encompasses all areas of agriculture. You have about 2 minutes to complete this task. This definition should be recorded in your notebooks. Go!
Make sure everyone has the definition recorded in the notebooks. Since we are focusing on ag business emphasize the majority of agriculture jobs are in the ag business industry. Process with students by showing the next PowerPoint slide. This slide provides a definition of agriculture that is all encompassing.
Objective 2: / Objective: Identify careers in Agriculture Business of Interest to them.
We know now that agriculture has a lot of components. If you could be involved in any phase of the agriculture business industry, which would it be?
To illustrate the point, we are going to focus on the product of agriculture – FOOD! If you had to choose and aspect of food, other than eating, that you might be interested in pursuing as a career, what would it be? Would it be production, management, processing, marketing or even a support area like distribution?
Let’s take a look at a food item that all of you know and love! The item of food I want you to think about is a Big Mac from McDonald’s. That burger has two all beef patties, special sauce, lettuce, cheese, pickles, onions, and a sesame seed bun. In your group of three identify as many different processes that must occur for each item on a Big Mac to make it from the farm to the consumer. Complete this assignment in two sections. First, brainstorm a list of processes for each item before it gets to the consumer. Second, use your poster paper and markers to draw a visual for one of the items.
Use a Graphic Artist Moment for this exercise.
You have ten minutes to complete this task and one member of your group will need to share an overview of your poster. Any questions? Go.
Take this opportunity to remind students of any processes that they have left out.
After students have completed their posters, have them share with the group. After they are done, have students select which of the sectors they are most interested in. Now that you thoroughly understand the phases of the agriculture business, which would you most likely take a part in? Is it production? Distribution? Processing? Another type of agriculture business that supports these industries? Record which one you would like to participate in and list why in your student notebook.
Review/Summary: / Great job today. What are the four sectors of agriculture? Why is agriculture business a good career choice? So is it true that people say only 2% of our population is involved in agriculture? Yes or no? Why? Remember – agriculture businesses have huge impacts on the agriculture industry. If you want to be involved in agriculture, there is a supporting agriculture business for each phase of the production cycle. Great job today! We are going to have a quick evaluation assessment to test your knowledge of these four sectors of the agriculture industry.
Application--Extended Classroom Activity: / Have students bring other definitions of agriculture with them for extra credit. Display them around the room and review again in 24 hours and 7days.
Application--FFA Activity: / Have students create an FFA Coop activity (perhaps around the school farm, or greenhouse). Have them brainstorm how agriculture businesses might impact their profit margin. What supporting agriculture businesses exist to allow this FFA Coop activity to happen?
Application--SAE Activity: / Have students that are interested in a career in agriculture business create an SAEP in agri-entrepreneurship. Have students think about the agriculture businesses that are in short supply and needed in the local area, and develop their SAEP around this.
Evaluation: / Assessment attached to the end of this lesson.
Evaluation Answer Key: /
  1. A
  2. D
  3. D
  4. A
  5. D
  6. D
  7. D
  8. B
  9. B or D
  10. D

Other: / Great job – we are now going to work on the next lesson, which is the need for record keeping!

Unit 2, Lesson 1: Introduction to Agriculture Business Careers 1

Introduction to ag business careers assessment

Name ______Date ______

Match the following terms (letters may be used more than once):

______1.Nursery Grower / A. Producer
______2.Clothing Retailer / B. Distributor
______3.Chemical Sales / C. Processor
______4.Hog Farmer / D. Supporting Ag Business
______5.Veterinarian
______6.Crop Advisor
______7.Insurance Adjustor
______8.Fuel Tanker Operator
______9.Crop Elevator
______10.Embryo Transfer Technician

Unit 2, Lesson 1: Introduction to Agriculture Business Careers 1