Importance of Ag

Objective: Recognize the influence and impact of agriculture on the development of nations around the world.

Driving Question: How do we improve agricultural education in Maryland for youth, while following the Governor's Task Force?

Mrs. Sarah T. Albert

Department of Legislative Services 90 State Circle

Annapolis, MD 21401

Report of the Task Force to Explore Incorporating the Subject of Agriculture in Existing Curricular Areas

Dear Mrs. Albert:

The Task Force to Explore Incorporating the Subject of Agriculture in Existing Curricular Areas. It under the 2012 Maryland General Assembly, Chapter 672, is completing its charge to submit its report.

The Task Force examined existing agricultural programs and makes recommendations as to how the subject of agriculture could be incorporated into existing curricular areas. In addition to those individuals who were required to be members of the Task Force as stated in the legislation, input was sought from others. Task Force members originally included individuals with expertise in agriculture, those who currently teach agriculture courses at all learning levels, as well as representatives from the Maryland FFA Association, Maryland Department of Agriculture, a local superintendent of schools and a local director of career and technology education. The inclusion of these additional members broadened the perspective regarding agriculture and provided a comprehensive discussion leading to an exercise in determining the Strengths, Weakness, Opportunities, and Threats (SWOT). This was helpful in forming the recommendations.

If you have any questions or need additional information, please contact Jeanne-Marie S. Holly, Program Manager, Career and Technology Education Systems Branch at (410) 767-0182 or by email at ieanne-marie.hollYUmarrland.gov,

Sincerely,

Lillian M. Lowery, Ed. D.

State Superintendent of Schools

Utilize the CTE Rubric for a pre- and post assessment

Steps in developing in customizing a rubric

- - - Locate the Career and Technical Education Rubric
    - Open a Blank Template (This will ask you to make a copy for yourself!!) It is intended for you to open it up and customize the rubric and select the performance standards that work for you.
    - Example Rubric for the Importance of Ag Unit in Intro to Ag - CTE Rubric for Importance of AG
    - Entering Data

DAY 1 - Intro to Ag. Science

1. Interest Approach - Use a technology resource of your choice (menti, padlet, etc.) to discuss the mesopotamian irrigation system and ask for student feedback. You should document 3 things they notice or write comments or questions about what they see.

Setting up a padlet wall

Mesopotamia Irrigation System

2. How does agriculture impact me? Show the video titled One Hungry Planet and watch silently.

Discuss with a partner and then have a class discussion.

Potential questions:

- How does agriculture impact everyone?
- How can all of us have a positive impact on agriculture?
- What is agriculture? Next, discuss as a whole class.

One Hungry Planet Video

Independent Work By Students

3. Intro to the project - Provide a copy of the scenario and the student investigation sheet the students will be working on. Items in the scenario for Task 1:

1. How can this middle school agricultural education video be effective for incorporating agriculture in the existing curricular areas?
2. So what is agriculture’s image to the general public? How educated are they? Read the article on food labels. As you are reading it, write any comments or questions you might have. Were you surprised? Write a paragraph response to the articleon your student sheet.
3. Now watch this video titled What's a GMO? Write a tweet response to this.
4. Discuss the article and video with the students near you. Document 5 key points that will help you create a video.
5. Spend some time looking for educational videos about agriculture that are informative, use research based information and are entertaining. Look for PSAs, newscasts and spoof videos. Pick 3 of the best videos and include the links on your student sheet.

Day 2 - Understanding the Problem

Individual Student Assignments

1. Take the Global Agriculture quiz and record your score under Task 2. Consider these questions while creating your own survey for the Governor's Task Force video.

2. On the Student Investigation Sheet respond to the following prompts for Task 2.

1) Ram Trucks Video: What was the theme of the video? What are 3 facts or information that you may be able to use for your video?

Group Work: Governor's Task Force

Task Force Student Handout - Each team should complete one document. Teams should have 3-4 students.

In this project, assigned teams will conduct research and create a video about the importance of Agriculture Middle Schoolers.

Today you will complete Task Force Student Handout 1 & 2 assignment on the sheet and document 5 key points about the project & list everything you already know about the importance of Agriculture.

Direct Instruction

Small Groups: Pre-assess

Scientific Method Match Game - Assign a copy to each student - Scientific Method - Students will arrange in the proper order. Do not let them research the answer, try it using prior knowledge.

Intro to Agscience - terms

1) Students can take notes from the small group lecture in their lab books on critical terms. Teach the first 10 slides.

2) Students should take an index card and write A on one side and B on the other. They will hold up either the A or B side depending on if you call out an applied or basic science from the slideshow.

Day 3 - Need to know

Individual Student Assignments

Student Investigation Sheet

Task 3

AG IMAGE SURVEY - Students will provide a survey to assess what typical students know about agriculture. They should provide a link to their google forms survey on the student handout for Task 3. Students should ask 5-7 students in their class to take the quiz by sharing it with them.

Task 4

Analyze the data. Analyze the results and record them here using qualitative (written) or qualitative (charts and graphs with numerical data) data. Record this under Task 4

Group Work: Governor's Task Force

- LIST Everything you NEED TO KNOW for your Group Project.
- TASK 3 in your Task Force Group Handout
- Develop your list of 15 items that you need to know.
- If you finish, you can begin researching the answers.

Direct Instruction

Students review their “know” list with the teacher (teacher discussion small group). * Do not provide all the answers but talk them through their items. They can continue researching the answers.

Complete Task 4 in the Task Force Student Handout

You may want to review a little about Agriculture using the What is Ag Presentation, but hit the highlights don't just read it all to them.

Day 4 - Investigation & Planning

Individual Student Assignments

1) Students will read the Dust Bowl Article. You will need to set up a course for your class in Newsela.

https://newsela.com/read/lib-dust-bowl-depression/id/28666/activities/

2) Watch and interact with the play-posit below.

Instructors - Make a copy of the Playposit and provide the link to your students. Here is the Playposit you will copy.

https://www.playposit.com/play/660475/agricultural-revolution-

3) Task 5 - Review your survey results and respond in your Student Handout.

Group Work: Governor's Task Force

- Brainstorm ideas for project
- Decide on how you are going to present your message.
- TASK 5 in your Task Force Student Handout
- TASK 6 Begin to work on the storyboard and share the link. Student groups must get approval from the instructor before moving on.

Direct Instruction

Students should look at their data from the Scientific Method and rewrite the lab using the Scientific Method on their own paper. They should continue to update their data each day and check for moisture in the bag. The teacher should be assisting the students in this process.

Day 5 - Research & Planning

Individual Student Assignments

Task 6 - Research 5 important agricultural inventions and post links.
Task 7 - Future of Agricultural Technology prompt
Review the Farming Technology/Invention google slides presentation project sheet. Students will go over this with the teacher more during Direct Instruction. Students will work individually and choose any teacher approved invention. They can look over the assignment and start getting ideas before they meet with the teacher (if they are the first group).

Group Work: Governor's Task Force

- TASK 6 Finish the Storyboard if you did not finish it before.
- TASK 7 Create your video

Direct Instruction

Watch the video titled The Future of Farming and Agriculture. Discuss where we came from and where we are going. (Disclaimer - the artificial meat concept discusses that killing and eating meat in the future may be considered "barbaric".)
Give students access to the google slide presentation from earlier in the unit. They will be able to use slides 11-34 as a resource.
Introduce the Farming Technology/Invention google slides presentation. Students will work individually and choose any teacher approved invention. They can use the previous presentation as needed.

Day 6

Individual Student Assignments

FINISH PRESENTATION

Group Work: Governor's Task Force

Teacher Resource

Follow lesson plan below

Share chart below with students:

Material World

TASK 7 Create your video and finish editing. Place the completed link on the Task Force Video Group Handout. Use the Student Multimedia Page as needed.

materialworld.pdf

Day 7

Individual Student Assignments

Group Work: Governor's Task Force

TASK 8: Complete the Reflection for your Governor's Task Force Video on the Group Project Sheet.

Direct Instruction

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