Respecting the Planet – Part 1
This is Lesson 5 (“Respecting the Planet — Part 1”) of the National FFA Organization’s FFA Blue 365 lesson series, which highlights innovation and technology in agriculture. The lesson teaches students about the need to respect the planet and the global, national, and local environmental issues facing agriculture, using videos, EPA tools, and a set of student worksheets. It includes a bell ringer, introduction, three-part exploration of global/national/local issues, follow-up presentation, leveling-up extensions, and an exit ticket.
At a glance
- Learning objectives
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- Describe the need to respect the planet.
- Determine global, national and local issues related to respecting the planet.
- Identify the challenges to respecting the planet at the local level.
- Time required
- 90 minutes
- Grade level
- 9-10
- Materials
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- Internet access to play the videos in real time or embed them in a PowerPoint
- A copy of the "What Is Respect?" worksheet for each student
- A copy of the "Carbon Footprint" worksheet for each student
- A copy of the "Respecting the Planet Globally" worksheet for each student
- A copy of the "Respecting the Planet Nationally" worksheet for each student
- A copy of the "Respecting the Planet Locally" worksheet for each student
- Colored pens or markers
- Blank paper
- Partnership for 21st Century Skills
- Communication; Critical Thinking and Problem Solving; Global Awareness; Information, Communications, and Technology Literacy; Think Creatively
- This quick lesson plan would work well as an
- Introduction to environmental science and respecting the planet; Introduction to critical issues in agriculture; Introduction to innovations in agriculture; Introduction to technology in agriculture.
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 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.05Describe career opportunities and means to achieve those opportunities in each of the Agriculture, Food & Natural Resources career pathways.
- 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.
- ESS.03Develop proposed solutions to environmental issues, problems and applications using scientific principles of meteorology, soil science, hydrology, microbiology, chemistry and ecology.
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.
- AG5Describe career opportunities and means to achieve those opportunities in each of the Agriculture, Food & Natural Resources Career Pathways.
- 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.RST.9.10.7Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words.
- 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 – 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.9-10.3Analyze 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.
Common Core – Science & Technical Subjects
- 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.9-10.2Integrate 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.
Common Core – Writing
- 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.
FFA Precept
- FFA.CS-MCommunication: Effectively interact with others in personal and professional settings.
- FFA.CS-NDecision Making: Analyze a situation and execute an appropriate course of action.
- FFA.PL-AAction: Assume responsibility and take the necessary steps to achieve the desired results, no matter what the goal or task at hand.
- FFA.PL-CVision: Visualize the future and how to get there.
Green/Sustainability Knowledge and Skill Statements
- AFNR Career Cluster, Statement 2Analyze community practice or policy development related to sustainability in AFNR.
NASDCTEc
- AGC09.02Select, research and examine critical aspects of career opportunities in one or more AFNR career pathways in order to gain an understanding of the breadth of occupations within this cluster.
- 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.
Next Generation Science
- HS-ETS1-3Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics as well as possible social, cultural, and environmental impacts.