Big Idea: Collaboration and leadership development is a skill necessary for success in the agriculture field.

• Teacher's Note: Big ideas should be made explicit to students by writing them on the board and/or reading them aloud.

Purpose of Lesson: The purpose of this lesson is to develop positive peer relationships and develop an understanding of the class and classroom expectations.

Standards/Benchmarks

• AE.AST.20 – Develop professional oral/written communication skills as related to gainful employment in the agriculture industry.

• AE.AST.15 – Explore Leadership development opportunities related to pursuing a career in agriculture

Learning Objectives

Students will communicate effectively and engage in conversations required to master the engineering design process.

Lesson Duration: 80 minutes

Engagement: Pads of paper, markers, 1 agriculture poster (The can be posters one that you have had on hand. Try to select a more simple poster.) 

The themes of this activity are coaching for results, listening, describing details, and following instructions. The task at hand is to draw a picture like poster that is located in hallway without being able to see it. 

Ask team members to get into groups of 6 to 8 students. Select one student to view the poster and give directions, one student to walk and back forth to the poster communicating directions without seeing the poster. The rest of the group is responsible for drawing the image with the communication provided using a given paper and markers. 

Rules: The language the coach uses can include symbols and metaphors but not a geometrical description of the figures. For example, do not use the words “square” or “circle” as you explain how to draw the figure. Instead use “box” or “shaped like an orange.” 

When the time is up (4 minutes - 8 minutes, depending on your group) let the groups compare the drawing to the original figure and discuss the results. If appropriate, have the groups switch roles and try their hand at a new drawing. 

Exploration: 

Discussion: Use this exercise to emphasize some of the challenges in communicating a vision. The difference between what one person says and what the other person hears is graphically and often dramatically represented. The exercise also brings out the challenge of giving good directions. No matter how clear they are to the giver, if the directions are not clear or are misinterpreted by the person receiving them, the results will be something other than what was desired. Being concise and checking for understanding are two of the keys to success. Agriculture is very complex and rapidly changing industry, being able to communicate with your peers is essential to understanding and learning about agriculture.

What did your group member say that helped you draw the figure? 

What did you tell your group members that helped you get the information you needed to draw the figure? Is there a situation at work or school where communication is critical yet it’s not possible to do it face to face? 

When giving instructions, how can you make sure you get the results you want? 

When giving instructions to an employee, how do you check for understanding? 

What are the characteristics of a good coach? 

Some groups will do well, some will not. Since people tend to compare themselves with others, the groups that had trouble reproducing the drawing may feel a bit disheartened. This is a good time to focus on the lessons learned. If the groups who came up short learned something, then they had significant success no matter what their drawings looked like.

Explanation:

The teacher will distribute the syllabus, CTE Parent Letter, CTE General Safety Pledge and Animal Handling Contract. The teacher will review the syllabus, CTE Parent Letter, CTE General Safety Pledge and Animal Handling Contract with the class. The teacher will review established class policies. The teacher will review acceptable levels of performance for Above Target, On Target and Below Target.

Extension:

Students will have their parents/guardians sign the syllabus as homework. The signed portion of the syllabus, CTE Parent Letter, CTE General Safety Pledge and Animal Handling Contract must be returned to the teacher.

Teacher's Note: If the students finish early have them play find someone who, so they can build further relationships with their peers. 

Evaluation:

The student's knowledge, skills and attitudes are assessed through formative teacher observations and questioning.

Resource Materials

 Student Information Sheet 

Sample Syllabus 

Animal Handling Contract 

CTE General Safety Pledge 

CTE Parent Shop Safety Letter 

Find Someone Who  

Big Idea: Creativity and innovation are critical in the going field of agriculture. Building awareness in agriculture is critical to the growth and development of the industry. 

Purpose of Lesson:  Sell the need for Agriculture to students

Standards/Benchmarks

• AE.AST.45 - Analyze the differences between the agricultural animal industries as related to their impact on the agricultural economy.  

• AE.AST.55 - Analyze relationships among air, soil, water and plant nutrients required for plant growth. 

• AE.AST.80 – Develop a working knowledge of the tools and measuring instruments used in an Agricultural Engineering Lab

• AE.AST.95 – Analyze the conservation practices for utilizing forest, wildlife, fisheries and environmental resources.

• AE.AST.25 – Explore biotechnology applications in the agriculture industry.

Learning Objectives

Students will gain an awareness of 5 areas of agriculture (animal science, biotechnology. Plant science, natural resources, and agriculture mechanics). 

Lesson Duration: 80 minutes

Engagement: Using an icebreaker, break students into 5 small groups. 

Exploration:

Once students have broken into groups assign station rotations for each group. Each station is 15 minutes.   ONLINE TIMER

Teacher's Note: Set up stations ahead of time using the animal science, plant science, biotechnology, agriculture mechanics and natural resources station information located in the resource files. 

Explanation:

Have students complete the follow up questions at each station, using the ag sci lab recording sheet located in the resource files. 

Extension:

Students will reference the these five units throughout the course.

Evaluation:

The student's knowledge, skills and attitudes are assessed through formative and informal teacher observations and questioning.

Resource Materials - Each student will need  the Ag Sci Lab Recording Sheet.  Each station should have one (or more) station sheet at each station so that students can follow the directions.

Ag Sci Lab Recording Sheet 

Biotechnology Station   - Change the Color of Your Flowers 

Materials needed: (1 per student) White Carnation, Cup/Vase, Food Coloring and Water (will need to come back to see results in 5 -7 days)

Animal Science Station  - Ear Notching                                  

 Materials needed: (1 per student) Paper, Scissors and Stapler

Plant Science Station - Seed Germination Test                                     

Materials needed:  (1 per partner group) 15 Lima Beans, 3 paper towels and water (You will visit this lesson on day 4 of the Importance Ag/Global Lesson)

Agriculture Mechanics Station  - Human Horsepower Materials needed: (1 per 4 students) - Meter stick, Stop watch

Natural Resources Station - Blubber Mitten Experience Materials needed:  Crisco (or other fat), 2 Ziplock sandwich bag, bowl of ice water with ice cubes