GEDB Feeding the World: Careers in Agriculture (Lesson 11 of 12)
In this lesson, students research agricultural career choices. Note: This lesson was created in accordance with the VIF Global Competence Indicators for Grade 4. For more information about VIF and these indicators, please visit https://www.vifprogram.com/. This lesson was developed by Brenda Todd as part of their completion of the North Carolina Global Educator Digital Badge program. This lesson plan has been vetted at the local and state level for standards alignment, Global Education focus, and content accuracy.
In this lesson, students research agricultural career choices. Note: This lesson was created in accordance with the VIF Global Competence Indicators for Grade 4. For more information about VIF and these indicators, please visit https://www.vifprogram.com/.
Have students play the game “Career Race” from My American Farm (Game materials can be accessed at www.myamericanfarm.org/lessons/Ag_Career_Race_Lesson_final.pdf). The directions for the game can be found on page 2 of the pdf.
Learning Targets and Criteria for Success
I can identify possible agricultural career choices, based on research.
Criteria for Success:
I will work collaboratively to create a newscast report about an agricultural career and the education and skills needed for that career.
- Computers / internet-accessible devices for student use
- SMARTBoard™ or other Interactive Whiteboard or Projector
- Career Race “Career Tracker Race Board,” “Career Cards,” game rules (from www.myamericanfarm.org/lessons/Ag_Career_Race_Lesson_final.pdf)
- Video camera (optional)
- Document camera (optional)
Learning Tasks and Practice
- What are some agricultural careers?
- Which ones have the greatest income potential?
- Can I travel to other places?
- What education will I need?
Investigate and Analyze
Have students read about different careers in these links, then research one job under each category
Career Information - jobs list with salary ranges and what they require
Synthesize and Create
After reading about Careers in the Ag Mag and other sites, in collaborative groups, students will become reporters and create a newspaper or newscast (if available) for TV about each agricultural career profile listed. Students should know enough to be able to report about the career, skills needed, and what education is needed to be in that particular agricultural career.
Reports should include these things and be creative:
- Education and training required
- Working conditions for the job explained
- Advantages/benefits of the job described
- Disadvantages/drawbacks of the job explained
- Salaries of beginning/advanced workers described
- Aspects of the job you liked *explain what appealed to you
Students will share their video or report with the class.
Students will be presented with content via various technological media.
Students will use technology tools to gather information and/or present information for the final product.
Collecting and Documenting Evidence of Learning
- Monitoring of student discussions
- Checklist to track student participation and responses to questions posed throughout the lesson
- Participation and discussion during the game
Newscasts/Reports (Rubric – Lesson 11 provided as an attached resource file)