Student Learning Objectives - Missouri FFA and Agriculture ... Agriculture To… · Web viewMoline, IL: John Deere Publishing. Program Planning Handbook (2008). Course Selection:

AT1

Agriculture Management, Economics, & SalesAgriculture Today

Unit: Agribusiness in Today’s Agriculture Industry

Lesson Title: Agriculture Today

Standards

CS.02.03.01.a. Explore various career interests/options.ABS.01.01.01.a. Recognize principles of capitalism as related to AFNR businesses.

Missouri Personal Finance I.1 Identify components and sources of income.

CCSS.ELA-Literacy.W.11-12.1b Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level, concerns, values, and possible biases.

Student Learning Objectives

Slide 2 in AT1 Agriculture Today Lesson ObjectiveAfter completing the lesson on agriculture today, students will demonstrate their ability to apply the concept in real-world situations by obtaining a minimum score of 80% on an Agriculture Careers Tri-fold.

Enabling ObjectivesAs a result of this lesson, the student will…

1. Describe the concept of utility and identify the five sectors of agriculture and how they fit together within the industry.

2. Identify five careers available in agribusiness today.

http://www.corestandards.org/ELA-Literacy/W/11-12/1/b/

Page 2

3. Explain the free enterprise system while examining agribusiness at the local, state, national, and international level.

Time: Approximately 150 minutes

List of ResourcesFree Enterprise. (n.d) Dictionary.com Unabridged. Retrieved from

http://dictionary.reference.com/browse/free+enterprise.

Jobes R., Steward J., Casey J., Bangert L. (2011). Farm Business Management Student Guide. Moline, IL: John Deere Publishing.

Program Planning Handbook (2008). Course Selection: Descriptions, Rationales and Rotations. Retrieved from: http://dass.missouri.edu/aged/resources/handbook/chap4.pdf.

Missouri Economic Research and Information Center. (n.d). NAICS Sectors – 42 Wholesale Trade. Retrieved from http://www.missourieconomy.org/about_us/naics_sect.stm#42.

List of Tools, Equipment, and SuppliesAT1 PowerPoint Presentation AT1 Activity Sheet and Evaluation PacketNote cards or small sheets of paper for review activity

Key TermsSlide 3 in AT1 Agriculture Today

The following terms are presented in this lesson (shown in bold italics):UtilityFree enterprise

Agribusiness in Today’s Agriculture Industry AT1 Agriculture Today

Page 3

Interest Approach: Use an interest approach that will prepare the students for the lesson. Teachers often develop approaches for their unique class and student situations. A possible approach is included here.

Slide 4 in AT1 Agriculture Today How Do We Get From A to B: Have students complete “How do we get from A to B?” AT1.1 as a small group, partners, or individually by answering the questions listed on the PowerPoint presentation: • How does the product get from the picture on the left to the picture on the right?• Who and/or what is involved in this process?• Why is it important for this process to take place?• How does this process affect our local economy?• How does this process affect our state economy?• How does this process affect the United States economy?• How does this process affect the international economy?

Encourage students to really take a close look at all the steps involved in getting an agricultural commodity from the production stage to the consumer. Encourage them to consider processing, wholesaling, retailing, manufacturing, transportation, advertising, etc. They should also be thinking specifically about what each person in each process contributes. For example, make sure students are considering a farmer who owns a pig may be dealing with someone who delivers feed, a company from which to buy the feed, vet for health care of the animal and vaccinations, someone who does maintenance on confinement buildings, etc. For the question “why is it important for this process to take place?” lead students to the thought that farm products are changed into these retail forms because that is what is satisfying to the customer. Use the word “utility,” meaning satisfaction, to let students become familiar with the word and definition.

When students are finished, encourage them to share their thoughts and ideas while reviewing

the pictures on Slide 5-12 in AT1 Agriculture Today.

Conclude the interest approach by summing up the thoughts and discussion of the students and introducing them to the idea that there are many sectors of agriculture in the United States; agriculture-related jobs are more than just farming, but there are a number of careers available through the discovery of career pathways; Missouri agriculture affects local, state, national, and international economies.


Page 4

Summary of Content and Teaching Strategies

Objective 1: Describe the concept of utility and identify the five sectors of agriculture and how they fit together within the industry.

Teaching Strategies Related Content1. Choose one of the processes from the

interest approach to focus on throughout this objective. When giving examples and asking questions, have students refer back to an actual process to increase understanding.

2. Review with students that during the interest approach discussion, we discussed why the process of converting something from a farm product to a retail product was necessary. Introduce and define utility.

Slide 13 in AT1 Agriculture Today

3. Introduce sectors with name only and have students hypothesize what is included within each sector before revealing the actual definition/purpose of the sector. Write student/class responses on the board.


Concept of Utility Utility – satisfaction

Three types of utility Form utility - Creation of a product

starts at the farm, or production, level; satisfaction, or utility, grows as the product is changed to a form which meets the needs of the customer; Processing efforts are put into place to add value to the product and increase utility

Place utility – consumers want products in a specific form and with convenient access; stores where you can buy everything under one roof, food delivery services

Time utility – consumers want products in a timely fashion

Cues are taken from consumers’ utility for a particular product to drive future production, processing, wholesaling, and retailing of that product.

Major Sectors of Agriculture Industry1. Producing – farm level activities2. Processing – changing a product from

the raw farm product to a consumable or sellable product

3. Wholesaling – organizing the purchase or sale of products by retailers

4. Retailing – making products available to customers

5. Consuming – buying or not buying specific products to meet personal


Page 5

needs; sends a price signal back through the sectors to cause a production response

Objective 2: Identify five careers available in agribusiness today.

Teaching Strategies Related Content1. Refer back to the interest approach

activity and have students choose one of the processes. Have students list all of the career opportunities within their specific process (from cow to milk in a consumer’s cereal bowl, for example). Next, have them specifically star those dealing with agribusiness. Instruct them to be ready to justify why the careers are related to agribusiness during class discussion.

2. Introduce the names of the six career pathways. Have students place the title of each pathway in a box on AT1.2.


3. Hold a class discussion to determine what careers would be available within each cluster. Direct students towards agribusiness-related careers. Students will record five for each cluster on AT1.2.

Agriculture Career Clusters• Ag Business & Management Systems• Ag Mechanics & Technology Systems• Plant Science & Horticulture Systems• Food Science Systems• Natural Resources Conservation Systems• Animal Science Systems

Use VA-2 Career Clusters form for specific examples and ideas of careers.

Objective 3: Explain the free enterprise system while examining agribusiness at the local, state, national, and international levels.

Teaching Strategies Related Content1. Have students brainstorm ideas on the

meaning of “free enterprise.” If students are having difficulty coming up with ideas, encourage them to first define enterprise and then define free. Take these discussions and lead students to the definition of free


Page 6

enterprise.


Slide 17in AT1 Agriculture Today

2. There are four specific characteristics of a free enterprise system. Complete these notes using notes page or AT1.3.

Slide 18-19 in AT1 Agriculture Today

Free enterprise An economic system that can regulate

itself in a freely competitive market through supply and demand with minimal government control and regulation.

Four characteristics of American free enterprise1. Private ownership of the land and

capital needed for production – buildings, machines, and other equipment used to produce goods and services for profits; Potential reward of profit motivates individuals and business firms to risk their private capital

2. Organization and coordination of economic activity through interaction of buyers and sellers or buyers and producers in the different markets – Interaction guided by needs of the buyers and ability of seller or producer to meet needs; Consumer Sovereignty – Freedom of consumers to spend income in ways that will create the most satisfaction for them; Producers are forced to produce what best satisfies the needs of customers; If they don’t, their competitors who do meet those needs will receive the profits; Self-interest guides production of goods and services

3. Freedom of the owners of land and capital and the workers that they employ to pursue their own interests in seeking maximum gain from the use of their resources and labor in production – Customers are free to spend their income in ways they believe will yield the greatest satisfaction; Businesses and workers are free to seek the most profit possible from what they produce

4. Minimal government supervision – If competition is present, economic


Page 7

3. Have students complete AT1.4. The first example may be done as a class, the next with a partner, and the third individually.


activity will be self-regulated; Competition in the market meets the needs of consumers for inexpensive, well-made goods; government does not limit choices of entrepreneurs – everyone has the right to invest his or her money in any type of business and compete with others in the marketplace

Review/SummarySlide 21 in AT1 Agriculture Today

The agriculture industry is a vast free enterprise system encompassing producers, processors, wholesalers, retailers, and consumers working together to create commodities and products to meet local, state, national, and international demands.

Review:

Slide 22 in AT1 Agriculture TodayExit cards: Students will answer the following questions on a note card or small slip of paper and hand to teacher as they exit:

What did you learn today about the agriculture industry today? What questions do you still have about the agriculture industry?

Application

Extended ActivitiesInvite agribusiness men and women representing a career in each agricultural career cluster to participate in a question and answer panel discussion during class. Have the class brainstorm questions for each individual pertinent to the information learned in AT1 Agriculture Today. Give each student a job in organizing the panel discussion: invitations, room set-up, refreshments, discussion facilitator, etc. Invite other business classes in the school to participate in the panel discussion.

Have students examine their Supervised Agricultural Experience Program to identify the sector, or sectors, of agriculture with which they are involved. Next have them identify the type of utility with which they are involved. Students will present their conclusions through a PowerPoint presentation during class or at an FFA meeting.


Page 8

Hold an agribusiness career fair for your local school and/or schools in your area. Invite agribusiness men and women representing agribusiness careers within all agriculture career clusters and representing all sectors of the agriculture industry. Involve the local FFA Alumni Chapter or Young Farmers Chapter to participate in the fair whether by having a booth, being in charge of meals, assisting with advertisements, etc. Invite area and district FFA chapters to participate.Invite local agribusiness men and women representing each sector of the agriculture industry to class for a panel discussion on their opinions on the free enterprise system. Have the class brainstorm questions for each individual pertinent to the information learned in AT1 Agriculture Today. Give each student a job in organizing the panel discussion: invitations, room set-up, refreshments, discussion facilitator, etc. Invite other business classes in the school to participate in the panel discussion.

EvaluationAgriculture Careers Tri-fold AT1.5

Alternate - Paper-pencil Quiz Evaluation AT1.6

Answers to EvaluationEvaluation AT1.5Answers will vary. Use scoring guide on AT1.5 to assess student work.

Alternate Evaluation AT1.61. Satisfaction2. Ag products are processed into a form desired by the consumer3. Consumers want their products in a timely fashion4. Consumers want their products to be conveniently accessible5. Answers will vary, but students could use an arrow or circle to depict the five sectors in

the order of Producing, Processing, Wholesaling, Retailing, and Consuming6. Producing – farm level activities; Processing – from a raw product to a consumable

product; Wholesaling – preparing for the purchase or sale by retailers; Retailing – making products available to customers; Consuming – buying or not buying a product to meet specific needs. This sends a price signal back through each sector.

7. Answers will vary. Refer back to class discussion in Objective 2 or the VA-28. An economic system regulates itself in a competitive market through supply and demand

and minimal government control.


Documents

Student Learning Objectives - Missouri FFA and Agriculture ... Agriculture To… · Web viewMoline, IL: John Deere Publishing. Program Planning Handbook (2008). Course Selection: