Harvesting Healthy Yields

Lesson Content

• Lesson Plan Template:

  CTE Lesson Plan

• CTE Course Info and Benchmark Notes

  
  

  Program Name (as applicable):

  Agritechnology

  Course Title:

  Agriscience Foundations 1

  Course Number:

  CTE Course 8106810

  Career Cluster:

  Agriculture Food and Natural Resources

  CIP Number:

  0101039901

  Course Type:

  High School Career Prep

• Unit Outline

  
  

  This lesson is designed to be used with the case study, “Harvesting Hang-Ups” (See CPALMS resource ID#221723).

• Career Connection

  
  

  The lesson plan is designed to introduce students to a real-life career scenario and improve their agricultural industry knowledge by integrating practical activities and reflection opportunities. In the domain of critical thinking, students are asked to compare and contrast an agricultural scenario using research from reliable sources.

• Learning Objectives

  
  

  Students will be able to:

  • Describe the environmental parameters needed to successfully harvest crops within a particular region.
  • Compare and contrast environmental resources between different regions.
  • Conduct research using viable sources to answer a question or solve a problem.
  • Read and comprehend grade-level complex texts proficiently.

• Prior Knowledge

  
  

  Students should be familiar with/able to:

  • Explain and discuss which basic environmental resources are needed for the production of crops.
  • Identify and explain which environmental parameters need to be monitored for agricultural crop production.
  • Have a basic understanding of farm management structure.

• Guiding Questions

  
  
  • What are some examples of environmental resources that can directly influence the crop yield on a farm?
  • How can the environmental resources within various regions' impact the crop selection or crop yield?
  • Why would it be important to ensure proper documentation and record keeping of environmental parameters, crop yields, and weather conditions for a large scale agricultural production?

• Procedure

  
  
  1. To introduce the lesson, the teacher will engage students by asking, “What are some examples of environmental resources that can directly influence the crop yield on a farm?” Students should be given time for independent reflection. The students will then participate in a paired or group discussion.
     • During this introduction time, the teacher could also review agricultural industry standards of environmental resources and parameters needed to be maintained for successful crop yields.
  2. Introduce the Harvesting Hang-Ups case study, CPalms resource ID #221723, to the students and allow time for students to read and annotate the text independently before beginning any activity. The case study can be printed out or digitally released to the students.
  3. Provide the following case study discussion questions and have students answer in small groups or as a whole group.
     • Which environmental resources/ parameters are discussed in the Harvesting Hang- Ups case study?
     • What could a possible solution be to the problem within the Harvesting Hang-Ups case study?
     • How did Bianca's background in agriculture production influence her actions in the case study?
     • Identify an assumption or mistake that Bianca made in the case study. What should have been done in order to have a more positive outcome?
  4. For the student centered activity, the teacher can choose to have students work in small groups or individually. Students will research the agricultural crops of Florida and the environmental resources/parameters required for a successful crop yield. Students will then choose a different region within the United States (ex: Pacific Northwest coastal, Pacific Northwest Inland, Central Plains, Southwest, Atlantic Northeast coastal, Mid-Eastern Coastal, South) and identify which Florida crop could yield a successful crop in a different region. (Teachers can also assign a region or specific state to students to increase variability of responses.) Students must use reliable agricultural resources and the information they find can be recorded on the “Harvesting Hang-Ups handout”, found in attachments.
  5. Once the students have the research of their chosen Florida crop and region, have them compose a proposal to a farm in that region with a business proposition to introduce the crop to their farm. The proposal must include specific information of required resources, environmental parameters, and economic gains that would result from the introduction of the chosen crop. A letter template, “Harvesting Healthy Yields student letter,” can be found in the attachments section and can be used if students need assistance with composing a professional letter.
  6. To bring the lesson to a close and as a final assignment, students will discuss the Florida crops chosen by their classmates and the regions where they are introducing them.
     • The teacher will pose a final question, “Should crops be introduced from one region to another? Explain the positives and negatives.”
  7. Future of Work reflection questions:
     • Why are industry standards important in agriculture?
     • Should agricultural industry standards vary between regions or crop selection?
     • How can knowledge of agricultural industry standards help you in future careers?
     • How does comparing the positives and negatives of a practice contribute to the success of a business?
     • When would an agricultural resource need to be monitored more closely?

• Teacher Notes

  
  
  • The open discussion portion of the lesson after the research can be used as a class debate. The teacher would separate the class into halves in which both sides are given equal time to support their stance on if crops should be introduced from one region to a different region.
  • If time does not permit, this lesson can be completed over multiple class periods.