National Agriculture in the Classroom

Agriculture and Me

Grade Level(s)

K - 2

Estimated Time

1 hour

Purpose

Students will categorize sources of basic agricultural products alphabetically.

Materials

Activity One

Activity Two

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

Essential Links

Vocabulary

agriculture: the science or practice of farming, including cultivation of the soil for the growing of crops and the rearing of animals to provide food, wool, and other products

Interest Approach – Engagement

  1. Display six Agriculture Commodity Cards or pictures of six major farm animals or crops.
  2. Ask the students:
    • "What do all of these have in common?"
    • "What are some differences?"
    • "Are there any similarities among the animals and the plants?"
    • "Do any of these plants and animals produce food that you eat?"
    • "What products do these plants and animals provide for humans to use?"
    • "Where would you find these plants and animals?"

Did you know? (Ag Facts)

Background - Agricultural Connections

Agriculture is an important part of our lives, from what we wear to what we use in our classrooms and what we do after school. We may not always think of agricultural products as the physical source of the items or things we use everyday. However, most of these daily essentials can be tracked back to an agricultural source.

Production agriculture, or farming, is what most people think of when they hear the word agriculture. This is the actual production or growing of raw commodities. People typically categorized as farmers and ranchers are people who raise and harvest crops and livestock for consumption or purchase. It doesn't stop there. Production agriculture also includes a wide variety of specialties such as raising fish, timber, fur-bearing animals, herbs, and much more.

Many of the products we use every day come from agriculture. The sheets we sleep on and the pajamas we wear are made from cotton, just like cotton swabs for your ears. The feathers in pillows may come from chickens or ducks. The cereal and milk we eat for breakfast, the pencils, crayons, and paper we use at school, and the baseballs, bats and gloves we use after school all originate from raw agricultural products. We know that our food comes from agriculture, but we are also surrounded by and reliant upon many other inedible agricultural products that we use every day.

Procedures

Activity One

  1. Discuss the information contained in the Background Agricultural Connections, then pass out the Matching Product to Source activity sheet. Students should match the product with its agricultural source.
    • Answer Key:
      • Timber: paper, pencils, potpourri, houses
      • Dairy Cattle: cheese, ice cream, yogurt
      • Cotton: blue jeans, paper, shirts
      • Flowers: perfume, potpourri
      • Wheat: spaghetti, tortillas, cereal
  2. Read Farming by Gail Gibbons aloud to the class and highlight the sources of the agricultural products mentioned in the book. Point out the different plant and animal habitats found on the farm and compare their survival needs.      

Activity Two

  1. Discuss with the students other products that come from agriculture.
  2. Hand out the Alphabetizing Agriculture activity sheet. Discuss the bold-faced heading words to ensure the students' understanding.
  3. Discuss the vocabulary words to make sure students are familiar with each agricultural product.
  4. Review the skill of alphabetizing. Have students write the vocabulary words in alphabetical order on the lines under each heading. (This could be a homework exercise with parental input). Answer key:
  5. After students complete the alphabetizing exercise, they should complete the Word Find.
  6. Review terms found in the Word Find and ask the students to either identify what agriculture commodity the item comes from or to identify what items the commodity producesFor example, butter comes from dairy cattle and sheep produce wool that is woven into socks or sweaters.

Concept Elaboration and Evaluation

After conducting these activities, review and summarize the following key concepts:

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

Suggested Companion Resources

Sources/Credits

  1. https://www.agday.org/

Author(s)

Utah Agriculture in the Classroom

Organization Affiliation

Utah Agriculture in the Classroom