National Agricultural Literacy Curriculum Matrix

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Find Your Future Career (Grades 9-12)

Grade Level(s)

9 - 12

Estimated Time

Two 45-minute sessions

Purpose

Students will discover the variety of agricultural careers available and consider their future career paths in terms of economics, interests, and suitability to their personal talents and characteristics.

Materials

Activity 1:

Activity 2:

  • 7 large resealable bags that contain equipment as listed on Living Science Careers Equipment Kits List*
  • 4, 15-foot pieces of yarn; each a different color; ends tied together*
  • 4 signs printed on card stock (approximately 8 1/2" x 5 1/2"); labeled PLANT, SOIL, WATER, ANIMAL*

Concept Elaboration and Evaluation:

  • Career Matching activity sheet, 1 per student
  • Agricultural Career Cluster Investigation activity sheet, 1 per student (optional)

 *These items are included in the Living Science Careers Equipment Bags available from agclassroomstore.com.

Essential Files (maps, charts, pictures, or documents)

Vocabulary

career: an occupation undertaken for a significant period of a person's life and with opportunities for progress

Background Agricultural Connections

Explore agricultural and natural resources careers that go beyond the stereotypical farmer and rancher occupations. These careers focus on food, land, and people and significantly affect our quality of life and our environment. To assess student knowledge about agriculture and its impact on their lives, do the Source Search activity prior to this lesson. After the students complete this activity, it becomes obvious to them that there must be numerous careers in agriculture and natural resources because they learn that all the things we use every day (with the exception of services) are either grown or extracted from the natural world.

The careers highlighted in this lesson require post-high school training; many require bachelor of science degrees. The most important point to make with students concerning career education is that every industry or occupational endeavor has entry-level positions, mid-level positions, and highly skilled/educated positions. For example, most students can relate to cars. In the automotive industry you can be a car detailer (entry-level), sales person, auto plant worker, or mechanic (mid-level), or an automotive engineer who designs cars. What is the difference between these positions? Salary, yes, but what is the main factor that contributes to the differences in salary? Education! For the most part, you are paid for what you know. This isn’t always the case, but training or education usually pays off. The other part of your salary may be determined by how much or how hard you work. Here is a table to compare entry-level wages with higher paying wages:

$7/hour $14,560 per year

$10/hour $20,800

$12/hour $24,960

$22.50/hour $45,000

$23,624 current poverty level in America
(family of 4 with two children, 2013)

$53,046 median US household income
(could be two wage earners, 2009–2013)

What is the median household income in your state?
(Check the US Department of Commerce website) 

Employment Opportunities (2015–2020)
Your students are probably unaware of the career opportunities that make American agricultural and natural resource management systems work. Farmers and ranchers account for less than one percent of the US workforce, but the professionals supporting this industry increase that number to about nine percent, and if you count transportation and distribution, the number employed as a result of agriculture is about 20 percent. Think about a career in agriculture and natural resources.

Opportunities in jobs related to food, agriculture, renewable natural resources, and the environment are expected to grow more than five percent between 2015 and 2020 for college graduates. These occupations include agricultural inspector, food scientist and technologist, soil and plant scientist, and irrigation engineer (more information at https://www.purdue.edu/usda/employment/).

Interest Approach – Engagement

  1. Ask your students the following questions:
    • "What do you see yourself doing in the future?"
    • "What are possible careers?"
    • "How much do you want to earn?"
    • "How much training or school do you think you will need to achieve your career goals?"
  2. Ask students to list some possible careers within the agriculture industry. Make a list on the board. If needed, refer to the What is Agriculture? poster to help them visualize what agriculture is. Most likely, students will list very traditional careers in agriculture such as a crop farmer or cattle rancher. Point out to students that there are many, many careers in the agriculture industry and they will be learning about some of them.

Procedures

Preparation:

Obtain the Living Science Career Cards (see Materials). Laminate the cards, punch a hole in the upper left corner, and organize them into 14 groups as suggested below. Not all the cards will be used in this activity. Use small book rings to keep the following groups together:

Group 1: Soil Scientist, Forester
Group 2: Hydrologist, Renewable Energy Specialist
Group 3: Virologist, Plant Geneticist, Fisheries Scientist
Group 4: Biotechnologist, Environmental Scientist
Group 5: Toxicologist, Forest Engineer, Food Safety Specialist
Group 6: Entomologist, Wildlife Biologist
Group 7: Food Process Engineer, Nematologist
Group 8: Weed Scientist, Plant Pathologist
Group 9: Plant Physiologist, Aquaculturist
Group 10: Remote Sensing Specialist, Horticulturist, Range Manager
Group 11: Food Scientist, Turf Scientist
Group 12: Nutritionist/Dietitian, Florist, Conservation Biologist
Group 13: Animal Nutritionist, Wood Scientist
Group 14: Veterinarian, Agronomist

Activity 1: Agricultural Career Scenario

  1. Use a concept web to define agriculture and natural resources with your students. In preparation, you may wish to familiarize yourself with concept webs.
  2. Ask students to create a list of agricultural and/or natural resource careers on the board or add them to the previously created concept webs.
  3. Next, add the careers cited on the career cards. These careers are integral to productive agriculture and well-maintained natural resources, yet most students will not be familiar with the job titles.
  4. Divide the class into 14 groups; give each a set of the ringed career cards. Ask the students to take five minutes to read the cards they have received and familiarize themselves with the careers, what roles they play in the agricultural community, and what education is necessary for each profession. The education required for each career is included on the cards, and the explanations emphasize that students should study science, math, and English in high school in order to prepare themselves for similar subjects at the university level. Remind students that there will be entry- and mid-level occupations that support the highly skilled occupations.
  5. Read the “Career Activity Scenario” sheet and ask students to raise their hands if they think they know the career that correctly fills the blank. After each profession is answered correctly ask, “What other cards are in your group? What courses do they need to complete to get their degrees?”
  6. Share with students the “Emerging Agricultural Technologies” handout.

Activity 2: Where do I stand? What tools do I use?

  1. Ask students to remove the Living Science Career Cards from their rings and distribute them so that each student has one. If there are not enough cards, you may choose to print additional cards from https://www.agriculture.purdue.edu/USDA/careers/index.html, or students may share.
  2. Place the seven equipment bags around the classroom. Arrange the four pieces of yarn on the floor as intersecting circles (similar to a Venn diagram). Place one sign (PLANT, SOIL, WATER, and ANIMAL) in the center of each of the circles.
  3. Ask the students to think about the tools and equipment they would need to perform the jobs as described on their assigned career cards.
  4. Instruct students to find the bags that contain the equipment most likely to be used in their careers. Note: several students will share each bag.
  5. Once students have correctly identified their equipment bags, ask students to stand on the circle that indicates the resource(s) with which they would most likely work. For example, a student holding the Veterinarian Card would stand in the ANIMAL circle. However, a student holding the Aquaculturist Card may stand in the intersection of the PLANT, ANIMAL, and WATER circles.
  6. Ask each student to explain his or her career’s role in interacting with the circles identified above. Also ask students to explain how these careers might interact with each other.

Concept Elaboration and Evaluation

  1. Use the Career Matching activity sheet to check student understanding. Note: You may wish to divide these careers among students. 
    KEY:
    3 16   11  
    13  9   21 7
    6 5   28 25
    1 15  20  29 
    19  32  23  8
    10 18   31 30
    27  17 2 24
    12   14 22 26
  2. Using the National FFA Ag Explorer, ask students to select a career cluster and then complete the Agricultural Career Cluster Investigation activity sheet.
  3. After conducting these activities, review and summarize the following key concepts:
    • There are many careers in the areas of agriculture and natural resources. Students may evaluate their knowledge of agricultural careers by adding on to their concept maps with careers they have learned about. Teachers can also use the Career Matching Activity in the lesson plan to check students’ understanding of agriculture and natural resources careers. Teachers might also use a “final pause,” e.g., an exit ticket, at the end of class for students to recap the description, education requirements, and working environment required of a particular career. 
    • Their are numerous agriculture and natural resource careers related to science, engineering, and business. Some careers require a four year degree while others require a certificate or work experience. While more education and higher salaries are often linked student should be able to evaluate careers that may not have this relationship.

Important
We welcome your feedback! Please take a minute to tell us how to make this lesson better or to give us a few gold stars!

 

Enriching Activities

  • Create your own “Career Activity Scenario” using the remaining Living Science Career Cards

  • Using the FFA Career Explorer, ask students to select a career cluster and then complete the "Agricultural Career Cluster Investigation" activity sheet. https://www.ffa.org/resources/career-explorer

  • Ask the students to brainstorm other agricultural careers that have been left out of the activity. Popular ones include mid-level jobs in processing, marketing, and distribution. Ask each student to create their own agricultural or natural resource career card.

Suggested Companion Resources

Agricultural Literacy Outcomes

Culture, Society, Economy & Geography

  • Describe essential agricultural careers related to production, consumption, and regulation (T5.9-12.d)

Science, Technology, Engineering & Math

  • Predict the types of careers and skills agricultural scientists will need in the future to support agricultural production and meet the basic needs of a growing population (T4.9-12.f)

Education Content Standards

Within CAREER

Agriculture, Food, and Natural Resources Cluster Skills

  • CS.05.02
    CS.05.02
    Examine and choose career opportunities that are matched to personal skills, talents, and career goals in an AFNR pathway of interest.

Career Ready Practices

  • CRP.10.1
    CRP.10.1
    Identify career opportunities within a career cluster that match personal interests, talents, goals and preferences.
  • CRP.10.4
    CRP.10.4
    Identify, prepare, update and improve the tools and skills necessary to pursue a chosen career path.

Within SCIENCE

HS-ETS1: Engineering Design

  • HS-ETS1-1
    HS-ETS1-1
    Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants.

Common Core Connections

Reading: Anchor Standards

  • CCSS.ELA-LITERACY.CCRA.R.1
    CCSS.ELA-LITERACY.CCRA.R.1
    Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
  • CCSS.ELA-LITERACY.CCRA.R.10
    CCSS.ELA-LITERACY.CCRA.R.10
    Read and comprehend complex literary and informational texts independently and proficiently.

Speaking and Listening: Anchor Standards

  • CCSS.ELA-LITERACY.CCRA.SL.5
    CCSS.ELA-LITERACY.CCRA.SL.5
    Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.

 

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