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Lesson 2: Staying Safe in the Field


Lesson Plans & Curriculum
High School
60 minutes

This is Lesson 2 of 2 (“Staying Safe in the Field”) from the National FFA Organization’s Outrun the Sun sun-safety curriculum. Students practice selecting and promoting effective sun protection strategies to reduce ultraviolet (UV) exposure in agricultural work settings by learning the High Five Sun-Safe Practices, designing a sun-safe “Flat Agriculturist,” and creating a sun safety public service announcement (PSA) commercial. The resource includes a full lesson plan, student activity sheets, answer keys, and appendix handouts.

At a glance

Learning objectives
  • Explain the High Five Sun-Safe Practices.
  • Determine the proper sun safety clothing, accessories and measures for agriculturists based on their careers.
  • Create a message that promotes sun safety in agricultural communities.
Time required
60 minutes
Grade level
Grades 9 and 10
Materials
  • A copy of the "High Five Sun-Safe Practices" student activity sheet for each student
  • A copy of the "Flat Agriculturist" student activity sheet for each pair
  • A copy of the "Sun Safe PSA" student activity sheet for each group
  • A copy of the "Appendix 1: Sun Safety Graphic" handout display (Optional: a copy for each student)
  • A copy of the "Appendix 2: Flat Agriculturist" handout for each pair (Tip: Print on cardstock.)
  • Materials for students to decorate their Flat Agriculturist: coloring items, construction paper, magazines, fabric, other craft items, scissors, glue or tape
  • Internet access to play the video in real time or embed it in a PowerPoint ahead of time
  • Devices to record the commercial, or permission for students to use their own devices
  • Optional: Outreach Guide: Sun Safety in Agriculture (tailored guide for an outreach project)
Vocabulary
Advocacy; Agriculturist; High Five Sun-Safe Practices; Occupational Risk; Public Service Announcement; Preventative Behavior; Sunscreen; Sun Safety; Ultraviolet (UV) Radiation
Cross-Curricular Connections
Science: Connect UV radiation exposure to biological impacts on the skin and eyes and apply preventative strategies based on environmental conditions. English/Language Arts: Develop persuasive messaging through storyboard creation and PSA scripts, clearly communicating a call to action. Technology: Use digital tools to plan, record and present a PSA commercial video.
SAE and FFA Connections
SAE: Have students create a sun safety checklist unique for each setting in their SAEs. FFA: Share the sun safety PSA commercials during an FFA meeting or on the FFA chapter's social media platforms during National Farm Safety Week (typically the third week of September).
Partnership for 21st Century Skills
Collaboration; Communication; Critical Thinking and Problem Solving; Health Literacy; Media Literacy; Technology Literacy; Think Creatively
Resources/References
Video: Sun Safety PSA/Outrun the Sun, https://www.youtube.com/watch?v=rsQQy-o30NU
Related Resources
2022 Fall FFA New Horizons Teaching Guide: Appendix 7: Six Important Farm Safety Tips

Downloads & Links

Lesson plan

Other

Aligned Standards

AFNR Career Ready Practices

  • CRP.01Act as a responsible and contributing citizen and employee.
  • 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.03Attend to personal health and financial well-being. Career-ready individuals understand the relationship between personal health, workplace performance and personal well-being; they act on that understanding to regularly practice healthy diet, exercise and mental health activities.
  • 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.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.
  • CRP.12Work productively in teams while using cultural/global competence.

AFNR Performance Element

  • FPS.03Examine and summarize the importance of health, safety and environmental management systems in AFNR workplaces.
  • FPS.14Evaluate opportunities to develop leadership, citizenship and career skills.

Common Core – Language

  • CCSS.ELA-LITERACY.L.9-10.6Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

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.9-10.2Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of 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.9-10.7Analyze various accounts of a subject told in different mediums (e.g., a person's life story in both print and multimedia), determining which details are emphasized in each account.

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.9-10.4Present 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.
  • CCSS.ELA-LITERACY.SL.9-10.5Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

Common Core – Writing

  • CCSS.ELA-LITERACY.W.9-10.10Write routinely over extended time frames (time for research, reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes and audiences.
  • CCSS.ELA-Literacy.W.9-10.2Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
  • CCSS.ELA-LITERACY.W.9-10.4Produce clear and coherent writing the development, organization, and style are appropriate to task, purpose, and audience.
  • CCSS.ELA-LITERACY.W.9-10.6Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology's capacity to link to other information and to display information flexibility and dynamically.

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Derived from the FFA Standards Matrix crosswalk for this resource’s aligned standards.

Common Core — Reading

  • 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.9-10.2Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
  • CCSS.ELA-LITERACY.RI.9-10.3Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed and the connections that are drawn between them.
  • 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.9-10.6Determine an author's point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.
  • CCSS.ELA-LITERACY.RI.9-10.7Analyze various accounts of a subject told in different mediums (e.g., a person's life story in both print and multimedia), determining which details are emphasized in each account.
  • 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.
  • CCSS.ELA-LITERACY.RI.9-10.9Analyze seminal U.S. documents of historical and literary significance (e.g., Washington’s Farewell Address, the Gettysburg Address, Roosevelt’s Four Freedoms speech, King’s “Letter from Birmingham Jail”), including how they address related themes and concepts.

Common Core — Writing

  • CCSS.ELA-LITERACY.W.9-10.1Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
  • CCSS.ELA-LITERACY.W.9-10.2Write informative/explanatory texts to examine and convey complex ideas, concepts and information clearly and accurately through the effective selection, organization and analysis of content.
  • CCSS.ELA-LITERACY.W.9-10.3Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details and well-structured event sequences.
  • CCSS.ELA-LITERACY.W.9-10.4Produce clear and coherent writing in which the development, organization and style are appropriate to task, purpose and audience.
  • CCSS.ELA-LITERACY.W.9-10.5Develop and strengthen writing as needed by planning, revising, editing, rewriting or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
  • CCSS.ELA-LITERACY.W.9-10.6Use technology, including the internet, to produce, publish and update individual or shared writing products, taking advantage of technology's capacity to link to other information and to display information flexibly and dynamically.
  • CCSS.ELA-LITERACY.W.9-10.7Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
  • CCSS.ELA-LITERACY.W.9-10.8Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.
  • CCSS.ELA-LITERACY.W.9-12.9Draw evidence from literary or informational texts to support analysis, reflection and research.
  • CCSS.ELA-LITERACY.W.9-10.6Use technology, including the Internet, to produce, publish and update individual or shared writing products, taking advantage of technology's capacity to link to other information and to display information flexibly and dynamically.
  • CCSS.ELA-LITERACY.W.9-10.10Write routinely over extended time frames (time for research, reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes and audiences.

Common Core — Speaking & 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.
  • CCSS.ELA-LITERACY.SL.9-10.5Make strategic use of digital media (e.g., textual, graphical, audio, visual and interactive elements) in presentations to enhance understanding of findings, reasoning and evidence and to add interest.
  • CCSS.ELA-LITERACY.SL.9-10.6Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.
  • CCSS.ELA-LITERACY.SL.9-10.3Evaluate a speaker’s point of view, reasoning and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis and tone used.
  • CCSS.ELA-LITERACY.SL.9-10.5Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning and evidence and to add interest.
  • 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.9-10.3Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.
  • CCSS.ELA-LITERACY.SL.11-12.3Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis and tone used.

Common Core — Language

  • CCSS.ELA-LITERACY.L.9-10.6Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking and listening at the college and career-readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.
  • CCSS.ELA-LITERACY.L.11-12.6Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking and listening at the college and career-readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.
  • CCSS.ELA-LITERACY.L.11-12.4Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, its etymology or its standard usage.
  • CCSS.ELA-LITERACY.L.9-10.1Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
  • CCSS.ELA-LITERACY.L.9-10.2Demonstrate command of the conventions of standard English capitalization, punctuation and spelling when writing.
  • CCSS.ELA-LITERACY.L.9-10.5Demonstrate understanding of figurative language, word relationships and nuances in word meanings.
  • CCSS.ELA-LITERACY.L.11-12.1Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
  • CCSS.ELA-LITERACY.L.11-12.2Demonstrate command of the conventions of standard English capitalization, punctuation and spelling when writing.
  • CCSS.ELA-LITERACY.L.11-12.5Demonstrate understanding of figurative language, word relationships and nuances in word meanings.

Common Core — History/Social Studies

  • CCSS.ELA-Literacy.RH.11-12.6Evaluate authors' differing points of view on the same historical event or issue by assessing the authors' claims, reasoning and evidence.
  • CCSS.ELA-Literacy.RH.9-10.8Assess the extent to which the reasoning and evidence in a text support the author's claims.
  • CCSS.ELA-Literacy.RH.11-12.8Evaluate an author's premises, claims and evidence by corroborating or challenging them with other information.
  • CCSS.ELA-Literacy.RH.9-10.4Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social or economic aspects of history/social science.
  • CCSS.ELA-Literacy.RH.11-12.4Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text (e.g., how Madison defines faction in Federalist No. 10).
  • CCSS.ELA-Literacy.RH.11-12.7Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem.
  • CCSS.ELA-Literacy.RH.11-12.8Evaluate an author's premises, claims and evidence by corroborating or challenging them with other information.
  • CCSS.ELA-Literacy.RH.9-10.1.
  • Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.
  • CCSS.ELA-Literacy.RH.9-10.3.
  • Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.
  • CCSS.ELA-Literacy.RH.11-12.5.
  • Analyze in detail how a complex primary source is structured, including how key sentences, paragraphs and larger portions of the text contribute to the whole.

Common Core — Math Practices

  • CCSS.MATH.PRACTICE.MP2Reason abstractly and quantitatively. Mathematically proficient students make sense of quantities and their relationships in problem situations.
  • CCSS.MATH.PRACTICE.MP4Model with mathematics. A student might use geometry for a design problem or use a function to describe how one quantity of interest depends on another.
  • CCSS.MATH.PRACTICE.MP3Construct viable arguments and critique the reasoning of others. Students at all grades can listen and read the arguments of others, decide whether they make sense and ask useful questions to clarify or improve the arguments.
  • CCSS.MATH.PRACTICE.MP6Attend to precision.
  • CCSS.MATH.PRACTICE.MP1Make sense of problems and persevere in solving them. Mathematically proficient students start by explaining to themselves the meaning of the problem and looking for entry points to its solution.
  • CCSS.MATH.PRACTICE.MP3Construct viable arguments and critique the reasoning of others. Students justify their conclusions, communicate them to others and respond to the arguments of others.
  • CCSS.MATH.PRACTICE.MP8Look for and express regularity in repeated reasoning. Students continually evaluate the reasonableness of their intermediate results.

Next Generation Science Standards

  • Practice 2: Developing and Using Models. Students can be expected to evaluate and refine models through an iterative cycle of comparing their predictions with the real world and then adjusting them to gain insights into the phenomenon being modeled.
  • Practice 1: Asking Questions and Defining Problems. Ask questions that can be investigated within the scope of the school laboratory, research facilities or field (e.g., outdoor environment) with available resources and, when appropriate, frame a hypothesis based on a model or theory.
  • Practice 6: Constructing Explanations and Designing Solutions. Apply scientific ideas, principles and/or evidence to provide an explanation of phenomena and solve design problems, taking into account possible unanticipated effects.
  • Practice 3: Planning and Carrying Out Investigations. Plan an investigation or test a design individually and collaboratively to produce data to serve as the basis for
  • evidence as part of building and revising models, supporting explanations for phenomena or testing
  • solutions to problems.
  • evidence as part of building and revising models, supporting explanations for phenomena, or testing
  • Practice 3: Planning and Carrying Out Investigations. Plan and conduct an investigation individually and collaboratively to produce data to serve as the basis for evidence, and in the design: decide on types, how much and accuracy of data needed to produce reliable measurements and consider limitations on the precision of the data (e.g., number of trials, cost, risk, time) and refine the design accordingly.
  • Practice 8: Obtaining, Evaluating, and Communicating Information. Communicate scientific and/or technical information or ideas (e.g., about phenomena and/or the process of development and the design and
  • performance of a proposed process or system) in multiple formats (i.e., orally, graphically, textually,
  • mathematically).
  • Practice 3: Planning and Carrying Out Investigations. Manipulate variables and collect data about a complex model of a proposed process or system to identify failure points or improve performance relative to criteria for success or other variables.

National Standards for Financial Literacy

  • Spending: Benchmarks: Grade 12, Statement 2. Consumer decisions are influenced by the price of products or services, the price of alternatives, the consumer’s budget and preferences and potential impact on the environment, society and economy.
  • Investing: Benchmarks: Grade 12, Statement 3. Investors expect to earn higher rates of return when they invest in riskier assets.
  • Credit: Benchmarks: Grade 12, Statement 5. Federal student loans have lower rates and more favorable repayment terms than private student loans and may be subsidized.
  • Earning Income: Benchmarks: Grade 12, Statement 1. Compensation for a job or career can be in the form of wages, salaries, commissions, tips or bonuses and may also include contributions to employee benefits, such as health insurance, retirement savings plans and education reimbursement programs.
  • Spending: Benchmarks: Grade 12, Statement 1. A budget helps people achieve their financial goals by allocating income to necessary and desired spending, saving and philanthropy.
  • Spending: Benchmarks: Grade 12, Statement 9. Keeping organized records of purchases, income and expenses makes it easier to track financial goals and prepare for tax season.
  • Saving: Benchmarks: Grade 12, Statement 1. Financial institutions offer several types of savings accounts, including regular savings, money market accounts and certificates of deposit (CDs), that differ in minimum deposits, rates and deposit insurance coverage.
  • Managing Risk: Benchmarks: Grade 12, Statement 6. People plan for financial risk by purchasing appropriate types and amounts of insurance.
  • Earning Income: Benchmarks: Grade 12, Statement 2. In addition to wages and paid benefits, employees may also value intangible (noncash) benefits, such as good working conditions, flexible work hours, telecommuting privileges and career advancement potential.
  • Credit: Benchmarks: Grade 12, Statement 8. A credit score is a numeric rating that assesses a person’s credit risk based on information in their credit report.
  • Spending: Benchmarks: Grade 12, Statement 5. Consumers incur costs and realize benefits when searching for information related to the purchase of goods and services.
  • Saving: Benchmarks: Grade 12, Statement 9. There are many strategies that can help people manage psychological, emotional and external obstacles to saving, including automated savings plans, employer matches and avoiding personal triggers.

AFNR Career Ready Practices

  • CRP.03Attend to personal health and financial well-being.
  • CRP.08Utilize critical thinking to make sense of problems and persevere in solving them.
  • CRP.06Demonstrate creativity and innovation.
  • CRP.01Act as a responsible and contributing citizen and employee.
  • CRP.02Apply appropriate academic and technical skills.
  • CRP.12Work productively in teams while using cultural/global competence.
  • CRP.10Plan education and career path aligned to personal goals.
  • CRP.04Communicate clearly, effectively and with reason.
  • CRP.09Model integrity, ethical leadership and effective management.

21st Century Skills

  • Health Literacy
  • Critical Thinking and Problem Solving
  • Think Creatively
  • Leadership and Responsibility
  • Collaboration
  • Communication
  • Initiative and Self-Direction
  • Productivity and Accountability

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