Lesson 1.1 – Teacher Notes
Lesson 1.1 Agriculture Everyday
In preparation for teaching this lesson, you should review the Concepts,
Performance Objectives, Essential Questions, and Key Terms along with the
PowerPoint® presentation prior to beginning the lesson with students. In addition,
you should review all activities in order to familiarize yourself with the student
directions, expectations, and the work students will complete.
In this first lesson, explain to students what each of the following are as you present
them on Day 1.
 Concepts – What students should know and understand at the end of the
lesson; learning goals.
 Performance Objectives – What students will do to learn the Concepts.
 Key Terms – Vocabulary for the lesson.
 Essential Questions – Questions designed to guide student thinking
throughout the lesson.
APP Format
During the first activity in this lesson, spend time discussing with students the format
of APP documents. Students should be aware that each activity, project, and
problem sheet will start with a Purpose that sets up the activity and may provide
background information necessary to complete the procedures. The Materials
section lists all items that will be used in the activity. Procedure describes what the
students will be doing and how to do the activity. Finally, the Conclusion questions
summarize the concepts presented in the activity.
PowerPoints®
Facets of Agriculture
The presentation introduces students to the range of industries considered under the
agriculture umbrella. Students brainstorm misconceptions about agriculture and
descriptions of the many different inputs required for agricultural production. Each
industry that provides inputs for agricultural production offers many career options
for students to consider beyond the commonly held stereotype of traditional farming
activities.
Curriculum for Agricultural Science Education – Copyright 2011
AFNR – Teacher Resources – Unit 1 – Lesson 1.1 – Teacher Notes – Page 1
Activities, Projects, and Problems
Activity 1.1.1 Basic Provisions
A modified approach to the “Go Get It” e-moment is used to get students engaged
and active in the first activity. Students will “work” for food, clothing, and shelter. As
agricultural practices develop, students will discover they are able to collect more
resources.
You will instruct students when to gather resources for each time period. You should
ask students to gather a card or cards without looking at the card.
The first round of this activity simulates life as a hunter-gatherer. Most groups will
not collect enough resources for the group to survive. In the second round, students
will gather more resources and will have limited ability to trade for resources they
may still need. It is possible that some groups may not be able to collect enough
resources for survival. The third round should enable everyone to survive and
acquire luxury goods. Luxury goods are often only available when basic needs are
easily acquired.
It is recommended to lead a class discussion on the challenges associated with
each lifestyle as well as the difference in food items available in the second round
versus the third round.
Activity 1.1.2 Agriscience Notebook
Students will set up their Agriscience Notebooks for better organization of notes and
course materials. The three-ring binders must be at least three-inch diameter rings.
Clear-view covers will allow students to customize their covers and side bindings
using the Agriscience Notebook Cover Page Template and the Agriscience
Notebook Spine Template.
The Agriscience Notebook Table of Contents is provided to help students
develop a table of contents for the notebook. There are prescribed sections and you
may add additional sections you feel are necessary.
Students will keep records of their FFA involvement in the Career Portfolio section of
the notebook. A template, FFA Activity Log, is provided to match the application
form of many FFA award applications. Students will use the SAE Hours Log and
SAE Income and Expense Sheet to keep records related to their SAE programs.
You may substitute these pages with local or state required SAE record books.
Further explanation and activities related to goals and FFA will be presented in
Lesson 1.2 Team FFA and Lesson 2.1 Let’s Talk.
It is recommended to encourage each student in your program to participate in FFA
and have a SAE project. Record books are an essential component of individual
programs. The Agriscience Notebook is designed to incorporate the FFA record
book into classroom instruction. Please contact National FFA Local Program
Success staff (http://www.ffa.org/index.cfm?method=c_aged.contactlps) for
assistance in providing FFA and SAE opportunities to your students.
Curriculum for Agricultural Science Education – Copyright 2011
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Unit sections are provided for the Presentation Notes pages and worksheets when
completed for the various lessons and for activity, project, or problem materials.
Refer to the Sample Presentation Notes for assisting students with proper
procedures for filling out the note pages.
The final section of the Agriscience Notebook is reserved for the Career Portfolio
project, which is introduced in Lesson 1.3 Finding Your Career Path.
You should make periodic checks and grade progress of the student Agriscience
Notebooks. Due to various grading periods, you are encouraged to set up a grading
interval that fits your program’s needs.
Activity 1.1.3 Popp’n with Orville
PowerPoint® Facets of Agriculture will set up this activity. After students read a short
case study about Orville Redenbacher, they are asked to identify the different
aspects involved in producing and marketing a product.
Optional: If your school polices allow, a nice addition to this lesson is to provide
students popcorn to eat while they work on the activity.
Activity 1.1.4 Grown in the USA
Students will work in pairs to research the top commodities produced in each state
and the country. They will need access to a computer and the internet, specifically
the USDA State Fact Sheets found at http://www.ers.usda.gov/StateFacts/.
Students will then use statistical information from the Food and Farm Facts book to
answer questions.
You should discuss with students the attributes and geographic features that
promote production of specific commodities within regions. Important considerations
include climate, rainfall, soil, distance to markets, and so forth.
Assessment
Lesson 1.1 Check for Understanding
Lesson 1.1 Check for Understanding is included for you to use as an assessment
tool for this lesson. Lesson 1.1 Check for Understanding Key is provided for
grading purposes.
Curriculum for Agricultural Science Education – Copyright 2011
AFNR – Teacher Resources – Unit 1 – Lesson 1.1 – Teacher Notes – Page 3