This lesson, designed for the Introduction to Agriculture course at Scottsbluff High School, provides students with an engaging opportunity to explore a wide range of career paths within the agriculture industry and its many related sectors. The primary goal of this lesson is to help students begin making connections between their personal interests, strengths, and potential future careers in agriculture.
The lesson begins with a Career Exploration quiz, which is designed to highlight occupations that align with each student's unique personality traits, preferences, and skill sets. This activity encourages self-reflection and also introduces students to the different roles available within the agricultural field, from traditional farming and ranching to careers in agri-science, environmental systems, food technology, and agricultural business.
After completing the quiz, students will select one of the suggested career options and conduct in-depth research on that occupation. They will investigate various aspects of the job, including day-to-day responsibilities, required education or certifications, projected job outlook, and potential for advancement. Additionally, students will explore how this career fits within the broader scope of agriculture and its impact on local, national, or global scales. This lesson serves as an important step in helping students envision their place in the workforce and consider how their education can prepare them for future success in agriculture or other related industries.
My unit plan, developed specifically to align with the class schedule at Scottsbluff High School during my student teaching semester, outlines the full scope of classes and lessons I will be responsible for instructing. This comprehensive plan not only details instructional content and pacing but also demonstrates how I will actively incorporate Work-Based Learning (WBL) opportunities into the classroom. These WBL components are thoughtfully integrated to provide students with real-world, hands-on experiences that connect directly to career pathways.
Additionally, the unit plan includes multiple strategies to engage students in Career and Technical Student Organizations (CTSOs), which support the development of leadership, teamwork, and industry-specific skills. Through the intentional integration of both WBL and CTSO activities, I am ensuring that students are exposed to meaningful, career-oriented experiences that align with Nebraska’s Career Readiness Standards.
While this plan is currently a working draft, it will continue to be developed and refined throughout my student teaching semester as I gain experience, receive feedback, and respond to the evolving needs of my students and program. This dynamic approach reflects my commitment to creating a responsive and relevant curriculum that prepares students not only academically but also professionally for success in their future careers.