ag issues
TRANSCRIPT
Lesson Plans
Area: Agricultural Issues
Job: Agricultural Issues
Lesson Title: #1 Becoming familiar with the issues in the agricultural industry.
Need:♦ Students should be aware of what issues are out in the industry♦ Agriculture needs to operate as a part of society so people need to be informed about
the issues around the industry.
Objectives: The students will be able to:1. Recognize the importance of being educated about current issues.2. Describe the effect negative issues can have on the agriculture industry.3. Recognize the importance of keeping an open mind.4. List 3 issues that have recently been in the news.
Bell Work:Put up overhead of statement called Forget Milk Got Beer? Say that this was a newspaper article and ask them to write out their reaction to the statement.
Introduction/Interest Approach:Interest Approach: Use the bell work and then ask student’s reaction to statement.Introduction: Begin with discussing why would someone make such a statement?Transition: Lead into content, but talking about there are many issues that surround agriculture.
Content (What are you going to teach?):Questions
1. What does PETA stand for?a. People for the ethical treatment of animals.
2. What interest do they have in trying to make such a statement?a. Class generates its own answers.
3. Why should we care about the claims that this organization makes?a. They cause issues to form with the industry.
4. Is it possible for people to misconstrue information so that facts can fit a claim?a. Yes
5. What did you think about this substance before I told you it was water?a. Opinion question, no answer.
6. When “facts” are given to us, should we just accept them as the ultimate truth?a. Opinion question, but most likely answer would be no.
7. Why shouldn’t we?
a. Opinion but could be misconstrued.8. How many of you heard about the Mad Cow disease outbreak in Europe?
a. Poll9. What effect did that have on the Beef industry here in the United States?
a. Hurt prices10. Can you think of any other issues that have been in the news recently, which may have an
effect on the agriculture industry?a. Biotech,
11. Can you think of any other issues where the facts may not be presented in a truthful manner?
a. Opinion12. Who cares if the information is not truthful?
a. Get their opinion, but if lies are published, it is not fair for the party lied about.13. What effect does it have on the industry?
a. Could cause problems for the industry.14. Does it affect the market for a farmer?
a. Possible drop in prices.15. What about as a consumer, should they care if the information is truthful?
a. They have a right to know if the products they buy are safe, and if they are, and they are told they are not, that doesn’t seem fair.
16. What effect does misrepresented information have on consumer’s reaction to a product?a. Usually negative
17. With the issues we talked about in class, did any of you stop buying a product because of what was said on the news?
a. Opinion.
Methodology (How are you going to teach it?)DiscussionDiscuss in class all the questions in the content area.Have a class discussion about the topics.
Cooperative LearningPut students in two groups give them 5 minutes to go over some information about water. They will not know that we are talking about water. There will be information given to them about positive and negative things about water. They will have time to discuss the issue in their group and then will have to present to the class, weather or not they think this substance should be used on farms or not.
In Class AssignmentAs we discuss the questions, they will have worksheet in front of them with the questions I want them to remember from the class. As we discuss these questions, they will write the answers on the worksheet. This will also have the conclusions statement at the end of the lesson on it.
Summary:
Ten minutes before the end of class, we will go over what we talked about today. By asking questions about the important points of the day, that also reflect the days objectives, we can summarize what we discussed during the class period.
Conclusion:Before the end of class, I will ask the students what we can conclude about today’s lesson. Have them give me a one or two sentence statement about what happened in class that day.
Evaluation:
Class participation will be rewarded with positive reinforcement.References:The State News, Michigan State University.
Lesson Plans
Area: Agricultural Issues
Job: Agricultural Issues
Lesson Title (ADE Competency Indicator): #2 Researching an issue.
Need:♦ Students should be aware of what issues are out in the industry♦ Agriculture needs to operate as a part of society so people need to be informed about
the issues around the industry.
Objectives: The students will be able to:5. Efficiently research a topic6. Identify resources to locate information.
Bell Work:On a sheet of paper describe three places you can research a topic.
Introduction/Interest Approach:Interest Approach: Have books and reference material scattered in the front of the room?
What are these?What are they used for?Is if fun to research items?Usually not, I know I would much rather be doing other things than researching something.Unless its something I am passionate about and then I enjoy finding information.
Today we are going to look into researching.At the end of this unit you are going to have to give a presentation to the class on a current issue that is in the agriculture industry. You can work in pairs or on your own, but there will be certain criteria that you will have to meet.Content (What are you going to teach?):Questions
Where can we go to research material?List places as a class, such as Library, bookstore, Internet, etc.
Is the Internet always the BEST place to find accurate information?Not always because the integrity of the information may not be that great. Many people
can put information on the internet and it be false information.What about the library, is that a good place to go?
YesWhat references are good to use?
Books, Magazines, all sorts of mediaAre encyclopedias a good place to get information about current issues?
No.Why not?
They take so long to write that some the information is outdated before they are printed.
Methodology (How are you going to teach it?)DiscussionDiscuss in class all the questions in the content area.Have a class discussion about the topics.Students will be taking notes while I go over the questions.
Activity:The class is going to take a trip to the school media center and start deciding on the topic they are going to present to the class.
Summary:Key Points:There are many places to get information.It is hard to research sometimes, but it can be fun.
Conclusion:
Research is a necessary part of becoming educated on a topic.
Evaluation:
Class participation will be rewarded with positive reinforcement.Students will take notes and will keep them in the notebook and get a score for that accordingly.References:Focusing on Agricultural Issues. National FFA.
Lesson Plans
Area: Agricultural Issues
Job: Agricultural Issues
Lesson Title (ADE Competency Indicator): #3 Presenting your information.Need:
♦ Students should be aware of what issues are out in the industry♦ Agriculture needs to operate as a part of society so people need to be informed about
the issues around the industry.
Objectives: The students will be able to:7. Form independent decisions utilizing information they researched.8. Interact and participate in group discussion9. Analyze information to effectively communicate both sides of an issue
Bell Work:On a sheet of paper list your top choice for an issue to work on.
Introduction/Interest Approach:Interest Approach: Play the video from National FFA about the agricultural issue Form contest.Ask students what they noticed about the team presenting.
They had props.They presented both sides of the issue.They identified the problem, discussed its caused, and offered solutions.
Well folks, that is what I want to see from your presentations.
Content (What are you going to teach?):QuestionsGo over the rules and score sheet for the ag issues form contest (see National FFA CDE Manual)Establish these as the guide lines for their research projects.
The group will present for 15 minutes.There will be 5 minutes of questions from the class at the end.The presentation must have contain:
IntroductionPro sideCon sideConclusion.
Over all presentation will be grades.Questions.
In addition to the presentation project students must turn in a written report on the project.
Methodology (How are you going to teach it?)DiscussionClass will go over the rules, and we will make sure that everyone understands what is expected of them for the project.
Activity:The class is going to have time to work on their projects. The teacher is going to guide students who need help in research on projects, decide on props, etc.
Summary:Key Points:There are many places to get information.It is hard to research sometimes, but it can be fun.
Conclusion:
Each group will have conclusions for their particular presentation.
Evaluation:
Class participation will be rewarded with positive reinforcement.Students will take notes and will keep them in the notebook and get a score for that accordingly.Scoring of the presentations will be based of the National FFA score sheet. Students will grade each other, and the teacher will also score. The written report will also be scoredReferences:Focusing on Agricultural Issues. National FFA.