Agriculture Business and Finance Teacher Resources
Find Agriculture Business and Finance educational ideas and activities
Showing 41 - 60 of 80 resources
Students investigate economics by participating in a food activity. In this agriculture lesson, students read assigned text which discusses the food production system and how agribusiness is a vital pillar in our economy. Students define a list of vocabulary terms and examine real foods in class before answering study questions.
Students explore what types of garbage enter the landfill. In this physical science lesson, students explain the importance of recycling. They make a poster about reducing, reusing and recycling materials.
Young scholars examine the ethics of biotechnology and genetically modifying various organisms. They complete various activities and labs on GMOs and then write a position paper regarding their individual opinions on the subject.
Students investigate agricultural careers and all the related jobs tied to them. The instructional activity has a great introduction with information for the students and teacher. The instructional activity incorporates drawing and writing to engage multiple intelligences for the right and left brain.
In this diet worksheet, learners read and examine meat products and record various facts that include production, consumption, and sale of meats.
Eleventh graders explain the causes, course, and consequences of the United States' role in World War II.
After reading an article about how agritourism is helping boost the financial stability of local farms, middle schoolers answer comprehension questions. This is a case-study of Canadian pumpkin producers. It could be useful as a introduction to research on other forms of agribusiness in a science class. Teach this in the autumn and follow it up with a trip to the nearest pumpkin patch!
High schoolers create two different types of graphs from the information in the "Farm Facts" booklet (i.e., bar graph, pie chart, etc.). They calculate where your food dollars are spent (on and off farm).
Pupils problem solve the mean and median of agricultural data by completing a worksheet. They discuss the results of the statistical data.
Students explore how statistics effect their daily lives. They discuss how statistical data is collected for the purposes of agriculture.
Students analyze and interpret trends in farmland and population data. They develop line graphs of farmland acreage and population growth in Michigan, compare land use to population growth, and evaluate the pros and cons of developing farmland.
Learners research and explain the importance of international trade on American lifestyles. They analyze world farming systems, explore American imports and exports, and discuss how a country's infrastructure affects food and fiber distribution.
Learners complete a variety of activities as they examine forms of energy, use of energy, different technologies to harness energy and the ethical implications of these sources and technologies.
Students discuss existence of and conditions on factory farms, and identify alternatives to factory farms that provide sustainable solutions for food production and environmental safety.
Young scholars examine the progress of Brazil as a major power in the world. They examine its environment and culture. They discuss how progress for some can be a disaster for others.
Students develop career awareness and skill building for job performance. After completing an inventory of interests and skills, students link their career choice to a the agricultural components contained in their choice. Thy determine whether their career interest can be pursued through an agricultural career. Loaf of bread analogy is used to link jobs to agricultural.
Young scholars explore the global implications of consumer decisions when purchasing groceries. They examine labels of food products and discuss the wording on the labels. They calculate food miles of how far each ingredient in foods has traveled. They identify the locations of the ingredients on maps.
Students examine and identify the different economic systems throughout the world. In groups, they develop their own economy basd on their own values and principles. They are given a problem scenerio to solve with the components of their system.
Students read the activity sheet and brainstorm sources of information to answer the questions. They work in small groups to answer their questions, using a different source for each answer. They write a report with their group. More lessons are included in this mini unit.
Eighth graders compare a present-day social issue with a medieval issue. They use technology tools to conduct their research and demonstrate their new knowledge. Students present their findings to the class in the form of a PowerPoint.