National Agricultural Literacy Curriculum Matrix
K - 2
45 minutes or two 30-minute sessions
Students will recognize that agricultural careers are interconnected and that agriculture influences many parts of their daily lives.
- Producer to Consumer Cards
- 5 signs: Farmer or Rancher, Truck Driver, Packager, Grocer or Chef, Consumer (attached in Essential Files or make your own)
- 5 Career Vests (These are made from paper grocery bags. The instructions are included.)
- Crayons or markers
- Career Vests
- Farming written by Gail Gibbons
- T chart
Essential Files (maps, charts, pictures, or documents)
career: an occupation undertaken for a significant period of a person's life and with opportunities for progress; generally a profession requiring special training
consumer: a person who buys and uses goods and services.
farmer: person who owns or manages a farm, cultivates land or crops or raises animals (e.g., livestock or fish)
producer: a person who grows or makes goods or provides services to be purchased.
Did you know? (Ag Facts)
- All in one day's work a farmer or rancher can use science, math, technology, and mechanics to produce food we eat.3
- The USDA reported in 2013 that there were almost 17 million farm and agriculture-related jobs found in the United States. This includes both part-time and full-time employment.1
- Jobs found in forestry, fishing, food and beverage manufacturing, textile mill operations, leather products, and restaurant services are just a few industries related to agriculture.3
Background Agricultural Connections
Interest Approach – Engagement
- Ask the students the following questions;
- "Do you like to eat?"
- "What are some of your favorite foods?"
- "Where can you purchase these items?"
- "How do these items get to the grocery store?"
- "Other than a grocery store, where might you buy and/or eat these foods?"
- "Who grows these foods?"
- "What jobs are involved in getting food to your table?"
- Divide your students into four groups and hand out the Producer to Consumer cards. Ask each group to place each set of jobs in a correct sequence by numbering each job listed in the box. Once completed have each group share out their answers and tell them they will be learning about the many types of jobs interconnected to agriculture. 2
- Fried Chicken: 4 - 2 - 8 - 1 - 5 - 7 - 6 - 3
- Cotton Shirt: 8 - 6 - 5 - 1 - 3 - 2 - 4 - 7
- Fruit Salad: 3 - 5 - 2 - 6 - 4 - 1
- Milk: 1 - 4 - 3 - 5 - 2
Activity One: Career Vest
- Show students the five signs: Farmer or Rancher, Truck Driver, Packager, Grocer or Chef, and Consumer. Explain that a consumer is a person who buys and uses goods or services.
- Ask students to discuss which of these words might be related to agriculture. Remind them that agriculture includes the five F's: farms, food, fabric, forestry, and flowers. Encourage students to share their reasoning.
- Divide the class into five groups. Assign each group to represent one of the terms on the signs. Have the groups discuss briefly what their job might include and how it may be related to agriculture.
- Supply each group with a blank Career Vest, (instructions are in the Essential Files) crayons, and markers. Ask the group to work together to decorate the vest to match the term on their sign. Attach the sign to the completed vest.
- Have each group share out with the class how and why they decorated their Career Vest to show the jobs related to their assigned occupation. To engage a discussion ask questions such as "What would happen if the number of dairy farmers in the United States decreased?" "How is it that farmers depend upon a grocer or chef?" "What other jobs exists that are connected to agriculture?" "Why should consumers be interested in the jobs of a farmer or rancher, as the producer?"
Activity Two: Jobs of a Farmer
- Regroup the class so that each group includes one member from each career.
- Assign each farmer or rancher a commodity, such as potatoes, beef cows, dairy cows, pigs, corn, peaches, wheat, cherries, etc.
- Have the new groups come up with a scenario of how that commodity will involve each student's role and end up with the consumer.
- Allow groups to wear their career vests and share their scenarios with the class.
- Next, gather the students and read the book Farming by Gail Gibbons. Point out the many jobs and responsibilities of a farmer illustrated in the book.
- Stop on various pages where the farmer interacts with the veterinarian, the consumer at the farmer's market, the tractor mechanic, and the delivery truck driver to help students understand the relationships.
- Discuss the many agriculture commodities raised and produced by a farmer. Could we live without agriculture?
- Use the T chart found in the Essential Files. On the left side, list the commodities mentioned in the book that the farmer produces. On the right side of the chart, have the students brainstorm the careers and/or jobs that may relate or have a connection to each commodity listed. For example, once the farmer collects the eggs ask the students, "How are the eggs delivered to the grocery store?", or "What other jobs are important in delivering those eggs to your house to eat for breakfast?"
- Allow the students to refer back to their career vests for help.
Concept Elaboration and Evaluation:
After conducting these activities, review and summarize the following key concepts:
- Agriculture provides our most basic necessities including food, fiber, energy and shelter.
- There are many types of farmers. Some farmers raise animals and others grow crops. All farmers have a career in producing the necessities of life.
- In addition to being a farmer, there are many other careers in agriculture that include transportation, shipping, processing, sales, and much more.
Contact someone involved in each of the roles in your community. Allow students to write to a community member with the same role to which they were assigned. Students may write individually or as groups.
Invite members of the community involved in ag-related occupations to speak to your class. Consider taking your class on a field trip to their places of business.
Suggested Companion Resources
- From Farm to You Coloring Sheet (Activity)
- How Many Hats Does a Farmer Wear? (Activity)
- Farm (Book)
- Farm Animals: Chickens (Book)
- Farm Animals: Sheep (Book)
- Farm Crops (Book)
- Farming (Book)
- Farms Feed the World (Book)
- From Start to Finish Series (Book)
- Ox-Cart Man (Book)
- The Tortilla Factory (Book)
- Where Does Food Come From? (Book)
- My Farm Web (Kit)
- Animal Facts (Poster, Map, Infographic)
- What Is Agriculture? (Poster, Map, Infographic)
- Ten Things Kids Want to Know About Farming Video (Multimedia)
- You're Hired! (Multimedia)
- Into the Outdoors: Farm Science (Website)
Agricultural Literacy Outcomes
Agriculture and the Environment
- Describe how farmers use land to grow crops and support livestock (T1.K-2.a)
Culture, Society, Economy & Geography
- Discuss what a farmer does (T5.K-2.a)
- Explain why farming is important to communities (T5.K-2.b)
- Identify the people and careers involved from production to consumption of agricultural products (T5.K-2.e)
Food, Health, and Lifestyle
- Recognize that agriculture provides our most basic necessities: food, fiber, energy and shelter (T3.K-2.b)
Plants and Animals for Food, Fiber & Energy
- Identify animals involved in agricultural production and their uses (i.e., work, meat, dairy, eggs) (T2.K-2.b)
- Identify examples of feed/food products eaten by animals and people (T2.K-2.c)
Education Content Standards
K-4 Geography Standard 11: The patterns and networks of economic interdependence on Earth's surface.
Common Core Connections
Speaking and Listening: Anchor Standards
CCSS.ELA-LITERACY.CCRA.SL.1Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.
CCSS.ELA-LITERACY.CCRA.SL.2Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.
CCSS.ELA-LITERACY.CCRA.SL.4Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.
Language: Anchor Standards
CCSS.ELA-LITERACY.CCRA.L.1Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.