Colorado Agriscience Curriculum
Section: / Advanced AgribusinessUnit: / Agricultural Issues
Lesson Title: / Introduction to Agriculture Issues
Colorado Ag Education Standards and Competencies / AGB11/12.02 - The student will be able to communicate a knowledge of current agricultural issues.
Collect and organize information on the Internet, satellite information services, library databases, scientific journals, magazines, newspaper and/or other current media.
Colorado Model Content Standard(s): / English Standard 1: Students read and understand a variety of materials.
English Standard 2: Students write and speak for a variety of purposes and audiences.
English Standard 3: Students write and speak using conventional grammar usage, sentence structure, punctuation, capitalization, and spelling.
English Standard 4: Students apply thinking skills to their reading, writing, speaking, listening, and viewing
English Standard 5: Students read to locate, select, and make use of relevant information from a variety of media, reference, and technological sources.
Student Learning Objectives: / The student will,
1. Define the term “issue.”
2. Describe the steps in identifying an agriculture Issue.
3. Demonstrate how to analyze an issue.
4. Identifying steps in researching an issue.
Time: / 50 minutes
Resource(s): / Focusing on agriculture issues
Instructions, Tools, Equipment, and Supplies: / Italicized words are instructions to the teacher; normal style text is suggested script.
Equipment: PowerPoint, Computer
Supplies:
Blank Paper, Crayons or colored pencils
Materials for taking notes
Interest Approach: / As the students walk into the room, project slide #2. Although it may not look very interesting at first, encourage students to think creatively about the following question.
OK, guys…the world is at war…we are fighting over fuels and foods, over clothes and labor, and over religion. Today we are going to begin to tackle the issues in the agriculture industry. On the board you see a young man purchasing green beans. For the next three minutes, I want you to write the issue at hand. There are many issues to choose from, but just pick on based on what YOU see in the picture.
Allow students to write for three minutes in their notes. Issues may include organic production, the need for smaller markets, a clean food supply, or anything else that students find relevant.
Objective 1: / Define an Issue.
There are many different definitions for Issue but one that applies to us is from the Webster’s New International Dictionary (Slide 3.) Please capture the following notes in your notebook. Throughout class today, copy the notes that I project as we go through them.
· “A point in debate or controversy on which the parties take affirmative and negative positions; a presentation of alternatives between which to choose or decide; the point at which a matter is ready for, or admits of, decision.”
All of us have issues that we deal within life personally, at school and at work. Thinking in your mind for a few minutes and then write down a few things that you feel are issues for you in your life.
Objective 2: / Describe the steps in identifying an Agriculture Issue.
As we move on, every time you hear the word “issue” please snaps your fingers twice.
What are the issues currently impacting agriculture in your local community? State? Nation? World? What is the issue here? Would you please stick to the issue? Do these questions sound familiar? They should because they are questions we hear all the time. We especially hear the word issue a lot in our daily lives. During political elections you can expect candidates to mention in their campaign speeches or debates that they intend to stress the issues.
(Slide 4)
Okay, so all that sounds good, but what does it really mean? An issue serves as the foundation for a particular argument. Agricultural issues can come from different topics that people argue about. Due to our 1st amendment right we are able to voice our concern. With that said, a difference of opinion creates a controversy or a problem. Through this you create a proposition, controversy, problem, question or an issue.
Finishing up…when an individual comes in contact with one of our issues they take a positive or negative view. Thus creating an issue and in order for the issue to be resolved a through analysis of the issue is needed. All in all, there can be many issues and it all depends on the opinions of another person.
Okay, lets all write down two issues that you think are in the public eye today. When you write that down also write down what you think each side is arguing about. Now that we have identified an issue we are done with the snaps. Thank you for participating.
Objective 3: / Demonstrate how to analyze an issue.
Before beginning the process of analyzing an issue it must be very clear what the issue it that is being investigated. To decide to analyze an issue it should meet the following requirements: (Slide 5)
· Each Issue should be stated as a question. It should make a single statement about a single thing. Example; Is the use of agricultural pesticides contaminating our groundwater?”
· The question should be expressed in such a way as to be far too both sides.
· Define the terms in the question so that they will be clear, convincing and consistent with the origin and history of the question.
The process of analyzing the information requires investigation and explanation not argument. Your success will rely on you finding information to answer these questions. (Slide 6)
1. Why is this issue important?
2. What is the nature of the issue?
3. Who is involved in the issue?
4. How can this issue be defined?
5. What is the historical background of the issue?
6. What caused the issue
7. What are the risks?
8. What are the benefits?
9. Is there strong disagreement as to how the issue should be solved?
This would be a great time to use an Astaire moment. You could have them create a dance or a cheer that would help them remember the questions to ask themselves.
The best way is to study the history/background of the issue in question. On your paper please capture the three important ways to analyze an issue. Now with the same issues that you identified earlier lets put them to the test and see if they meet the requirements.
Objective 4: / Identifying the steps in researching an issue. .(Slide 7)
To thoroughly understand the issue we must search diligently for information. Investigate every form of information available to you. So let’s get out our investigation minds and begin to comb through the evidence.
Make your search purposeful. Be generous in your search even to the extent of collecting materials. Each of the areas listed below should be research to make sure you cover all the areas.
a. Recall your personal experiences.
Most have been personally involved in the issue and that is why they consider it an issue.
b. Visit the concern.
Try personal observation if possible. Spend sufficient time on the scene. Report accurately what you see. Be sure to report fairly and make it so others who were not there can understand. After reporting fairly you can feel free to draw conclusions from these facts.
c. Talk with someone who knows.
Your teachers, relatives, family, friends, and neighbors may be able to suggest some great areas to get more information. Interviewing those who are well informed will give you many areas of other research and further information. Be sure not to depend solely on one person’s opinion.
d. Listen and read.
Mass media is readily available in the form of radio, magazine, television, films, video, ect. Read widely in magazines and newspapers as they are delivered to your home.
e. Use the library
Know what you are looking for so you can spend your time effectively. The library can supply you with unlimited facts and sources.
Now let’s take the issue/issues you have found and begin to look into gathering information. With a partner help each other brainstorm some locations and ways to research your issue.
Review/Summary: / (Slide 8)
To go over all that we have talked about today we are going to work on gathering information for an agriculture issue that you have found today.
Set up some library time so they can effectively research their issue. Give them as much time as you feel is necessary to work on gathering information for a couple different issues.
Application--Extended Classroom Activity: / Have each student find at least two people at least to talk with about the issue. Have them interview them and come back to class with information to put into their report.
Application--FFA Activity: / Encourage students to participate in the Ag Issues CDE or to do the Extemporaneous speaking contest or Prepared Public speaking.
Application--SAE Activity: / Have each student identify agriculture issues that relate to their SAE and bring those into analyze and gather information on.
Evaluation: / See page below, or you can use the report as an evaluation.
Evaluation Answer Key: / 1. “A point in debate or controversy on which the parties take affirmative and negative positions; a presentation of alternatives between which to choose or decide; the point at which a matter is ready for, or admits of, decision.”
2. a. Argument
b. Difference of opinion
c. Controversy & problem
d. Issue, problem, question
3. a. Each Issue should be stated as a question. It should make a single statement about a single thing. Example, Is the use of Agricultural pesticides contaminating our groundwater?”
b. The question should be expressed in such a way as to be far to both sides.
c. Define the terms in the question so that they will be clear, convincing and consistent with the origin and history of the question.
4. a. Recall your personal experiences.
b. Visit the concern.
c. Talk with someone who knows
d. Listen and read
e. Use the library
Agriculture Issues Analysis Quiz
Name: ______
Date: ______
1. Define Issue.
2. Make a list of the steps to getting an issue.
3. What are three requirements to be considered an issue?
4. List the sources to seek information.
Unit 7, Lesson 1: Introduction to Agriculture Issues 1