Premier Leadership · Personal Growth · Career Success

National FFA Organization — home

Lesson 3 – Pre-Production


Lesson Plans & Curriculum
90 minutes

This is lesson 3 of an 8-part FFA/Valent USA lesson series on sustainability throughout the Agriculture, Food and Natural Resources Value Chain. In this “Pre-Production” lesson, students analyze results from consumer research surveys, develop a new trail mix food product based on those results, and determine where the product’s ingredients are sourced and whether they are sustainably produced.

At a glance

Learning objectives
  • Analyze results from their consumer research surveys (from Lesson 2).
  • Develop a new food product based on results from the consumer research survey.
  • Determine source(s) of the products for the new food product.
Time required
90 minutes
Materials
  • A copy of the "Everything Changes" worksheet for each student
  • A variety of food add-ins for trail mix development (Examples: dried fruits, nuts, coconut, chocolate candies, etc.)
  • Internet access for students to review the Valent Sustainable Solutions website
  • A copy of the "Trail Mix Challenge: Product Development" worksheet for each student
Description
Valent USA is a leader in sustainable solutions for a changing world, and maintaining the ability to continue feeding the growing population requires sustainability. Through this lesson series, students will have the opportunity to learn about the importance of sustainability throughout the Agriculture, Food and Natural Resources Value Chain.
This Quick Lesson Plan Would Work Well
1. For analyzing results for product development in agricultural business. 2. As a lesson in determining where food comes from at a local, state, national and global level.
Resources
Valent USA, https://www.valentsustainablesolutions.com/; Infographic templates, available free online in a variety of formats; Food Science and Technology CDE — Ingredient Costs and Nutrition, https://FFA.app.box.com/s/4qetspt1bphbl7th35gnyklmjmokvplo; Video: "Here's How Drastically Cell Phones Have Changed Over the Past 40 Years"

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.

AFNR Cluster Skills

  • 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.

Common Career Technical Core

  • 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 – Literacy in Science & Technical Subjects: Writing

  • CCSS.ELA-Literacy.WHST.9.10.4Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

Common Core – Math Practices

  • CCSS.MP1Make sense of problems and persevere in solving them.
  • CCSS.MP3Construct viable arguments and critique the reasoning of others.
  • CCSS.MP5Use appropriate tools strategically.
  • CCSS.MP6Attend to precision.

Common Core – Reading: Informational 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.9-10.8Delineate 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.9-10.9Compare 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.9-10.2Integrate 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 Precepts

Green/Sustainability Knowledge and Skill Statements

National FFA organization uses Accessibility Checker to monitor our website's accessibility.