FFA Blue 365 Case Study Part 2
This is Part 2 (“Gaining a National Perspective”) of the FFA Blue 365 case study series, a collaborative engagement activity in which students assume the role of a U.S. state from an assigned region and participate in a simulated “National Leaders Summit” to debate which state should direct the future of the U.S. agriculture industry. Students research their state’s plant, animal, food, and environmental agriculture, present their stance, question other groups, and reflect on the essential question. The resource includes a lesson plan, student profile/worksheet handouts, and a scoring rubric.
At a glance
- Learning objectives
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- Critically think about global issues from a national viewpoint.
- Engage in real-world challenges.
- Examine the role that all individuals play in the agriculture industry.
- Grade level
- 9-10
- Materials
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- A copy of the "Who Decides at a National Level? Profile Sheet" for each student
- A copy of the "Gaining a National Perspective" worksheet for each student
- A copy of the "Where Do We Go from Here?" worksheet for each student
- Internet access to complete research
- Blue and green markers/colored pencils
- Sticky notes
- Essential Question
- Which state should direct the future of the agriculture industry in the United States?
- Bell Ringer
- Which state should direct the future of the agriculture industry in the United States?
- Series
- FFA Blue 365 case study series — Part 1: From the Local View; Part 2: Gaining a National Perspective; Part 3: Going Global
Downloads & Links
Aligned Standards
AFNR Career Ready Practices
- CRP.02Apply appropriate academic and technical skills. Career-ready individuals readily access and use the knowledge and skills acquired through experience and education to be more productive.
- CRP.04Communicate clearly, effectively, and with reason. Career-ready individuals communicate thoughts, ideas and action plans with clarity, whether using written, verbal and/or visual methods.
- CRP.05Consider the environmental, social and economic impact of decisions.
- CRP.06Demonstrate creativity and innovation.
- CRP.07Employ valid and reliable research strategies. Career-ready individuals are discerning in accepting and using new information to make decisions, change practices or inform strategies.
- CRP.08Utilize critical thinking to make sense of problems and persevere in solving them. Career-ready individuals readily recognize problems in the workplace, understand the nature of the problem, and devise effective plans to solve the problem.
- CRP.11Use technology to enhance productivity. Career-ready individuals find and maximize the productive value of existing and new technology to accomplish workplace tasks and solve workplace problems.
AFNR Cluster Skills
- CS.02Evaluate the nature and scope of the Agriculture, Food & Natural Resources Career Cluster and the role of agriculture, food and natural resources (AFNR) in society and the economy.
- CS.04Demonstrate stewardship of natural resources in AFNR activities.
- CS.06Analyze the interaction among AFNR systems in the production, processing and management of food, fiber and fuel and the sustainable use of natural resources.
AFNR Performance Element
- CS.01Analyze how issues, trends, technologies and public policies impact systems in the agriculture, food & natural resources career cluster.
Common Career Technical Core
- AG1Analyze how issues, trends, technologies and public policies impact systems in the Agriculture, Food & Natural Resources Career Cluster.
- AG2Evaluate the nature and scope of the Agriculture, Food & Natural Resources Career Cluster and the role of agriculture, food, and natural resources (AFNR) in society and the economy.
- AG4Demonstrate stewardship of natural resources in AFNR activities.
- AG6Analyze the interaction among AFNR systems in the production, processing, and management of food, fiber, and fuel and the sustainable use of natural resources.
Common Core – Reading: Informational Text
- CCSS.ELA-Literacy.RI.9-10.1Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
- CCSS.ELA-Literacy.RI.9-10.4Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).
- CCSS.ELA-Literacy.RI.9-10.8Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.
Common Core – Science & Technical Subjects
- CCSS.ELA-Literacy.RST.9-10.1Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions.
- CCSS.ELA-Literacy.RST.9-10.8Assess the extent to which the reasoning and evidence in a text support the author's claim or a recommendation for solving a scientific or technical problem.
- CCSS.ELA-Literacy.RST.9-10.9Compare and contrast findings presented in a text to those from other sources (including their own experiments), noting when the findings support or contradict previous explanations or accounts.
Common Core – Speaking and Listening
- CCSS.ELA-Literacy.SL.9-10.1Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.
- CCSS.ELA-Literacy.SL.9-10.2Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.
- CCSS.ELA-Literacy.SL.9-10.4Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.
FFA Precept
- FFA-CS-M.CommunicationEffectively interact with others in personal and professional settings.
- FFA.PG-J.Mental GrowthEmbrace cognitive and intellectual development relative to reasoning, thinking and coping.
- FFA.PL-A.ActionAssume responsibility and take the necessary steps to achieve the desired results, no matter what the goal or task at hand.
- FFA.PL-E.AwarenessUnderstand personal vision, mission and goals.
FFA Precepts
- FFA.CS-N.Decision MakingAnalyze a situation and execute an appropriate course of action.
NASDCTEc
- AGC10.03Compare and contrast issues affecting the AFNR industry including biotechnology, employment, safety, environmental and animal welfare to demonstrate an understanding of the trends and issues important to careers in this industry.
- AGC10.04Envision emerging technology and globalization and project its influence on widespread markets to demonstrate an understanding of technologies and trends that will impact the AFNR industry.