Lesson Plan 2 AFNR

Lesson Plans & Curriculum
High School
60 minutes

This is a National FFA Organization lesson plan (Unit 1, Lesson 2 of 2) titled “Food Science and the AFNR Value Chain.” It helps students understand the significance of food science and where it fits into the Agriculture, Food and Natural Resources (AFNR) Value Chain, including how science contributes to new food products and how value is added to commodities. The lesson includes a bell ringer, video introduction, value chain worksheet activities, a review/exit ticket, answer keys, and a rubric.

At a glance

Learning objectives: Describe how science has contributed and does contribute to the design and creation of new food products.

Describe the Agriculture, Food and Natural Resources (AFNR) Value Chain.

Create a new value-added food product.
Time required: 60 minutes
Grade level: Grades 9 and 10
Materials: Bell ringer: "Role of Consumers in the Market" student worksheet (found at the end of this lesson plan)

Board (or other way to make directions visible to students)

Introduction: YouTube link (https://www.youtube.com/watch?v=YkmCQvd6_Nk)

Clean sheet of paper and writing utensil for each student

Activities 1 and 2: Student worksheet "Introduction to the Agriculture, Food and Natural Resources Value Chain"

Review/Exit Ticket: Student worksheet "Introduction to the Agriculture, Food and Natural Resources Value Chain Review"

Copy of Unit 1 "Student Assessment," one per student
Vocabulary: Capitalism; Supply; Demand; Equilibrium prices; Market-clearing price; Marketing campaign; Economic campaigns; Personal preferences; Group influences; Purchasing power; Value added; Commodities; Products
Resources/References: 1. Website: AgExplorer (2019), AgExplorer.FFA.org; 2. Textbook: Principles of Food Science, 4th Edition, Janet D. Ward; 3. Website: FFA.org/blue365/
Cross-Curricular Connections: Science; English/Language Arts; Technology
Partnership for 21st Century Skills: Communication; Critical Thinking and Problem Solving; Information, Communications, and Technology Literacy; Initiative and Self-Direction; Think Creatively
Virtual Instruction Ideas: This entire lesson can be modified to teach online/virtually. Students need access to a computer with internet.

Downloads & Links

Aligned Standards

AFNR Career Ready Practices

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 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.

Common Core – Literacy in Science & Technical Subjects: Writing

CCSS.ELA-Literacy.WHST.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.

Common Core – Math Practices

CCSS.MATH.PRACTICE.MP6Attend to precision.

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).

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.9-10.4Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9-10 texts and topics.
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.

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.

Common Core – Writing

CSS.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.

FFA Precept

FFA-CS-M.CommunicationEffectively interact with others in personal and professional settings.
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-C.VisionVisualize the future and how to get there.
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

AGC05.02Identify how key organizational systems affect organizational performance and the quality of products and services to demonstrate an understanding of how AFNR systems are managed and improved.

National Standards for Financial Literacy

Buying Goods and Services, Benchmarks: Grade 12, Statement 1Consumer decisions are influenced by the price of a good or service, the price of alternatives, and the consumer's income as well as his or her preferences.
Buying Goods and Services, Benchmarks: Grade 12, Statement 2When people consume goods and services, their consumption can have positive and negative effects on others.