United States Department of Agriculture
Secondary Education, Two-Year Postsecondary Education, and Agriculture in the K-12
Classroom Challenge Grants Program (SPECA)
Dr. Allen Talbert and Sonya Lord
STAR Academy at Arsenal Tech High School, Indianapolis, IN
GRADE 9- SONYA LORD
TITLE OF LESSON: INTRODUCTION TO AG BUSINESS AND ECONOMICS
LENGTH OF LESSON: 5 DAYS
BRIEF SUMMARY/PURPOSE OF THE LESSON:
This lesson begins as an introduction to Agribusiness and the objectives of the IAFNR
Agribusiness module. Over the course of 5 class days students will learn what agribusiness is
and how it relates to them on a daily basis. The lesson continues with general information
about Economics and what role Agribusiness has in the United States economy. Students will
learn about the different types of economic systems, how the economy operates, and the
basics of supply and demand.
STANDARD(S):
A. Indiana State Standards
1. IAFNR: Domain: Agribusiness
Core Standard 7 Students explore the basic economic principles which
are used in agricultural business management.
IAFNR 7.1 –Recognize the principles of capitalism as related to
agricultural business
IAFNR 7.3 –Execute supply-and-demand principles in AFNR businesses
B. Literacy in Science and Technical Subjects
1. LS.2: Key Ideas and Textual Support> Grade 9-10
9-10.LST.2.1:
Determine the central ideas or conclusions of a text; trace the text’s
explanation or depiction of a complex process, phenomenon, or
concept; provide an accurate summary of the text.
LEARNING OBJECTIVES:
A. My students will be able to
1. Define Agribusiness and Capitalism
2. Reflect upon the principles of Capitalism and Agriculture in the Economy
3. Incorporate knowledge of Agriculture Careers into Agribusiness
4. Identify the basic principles of supply and demand
REFERENCES:
(2014) The Law of Demand. Retrieved from:
http://economictimes.indiatimes.com/definition/law-of-demand
(2014) The Law of Supply. Retrieved from:
http://economictimes.indiatimes.com/definition/Law-of-Supply
AgReliant Genetics, LLC. (2014). Retrieved from: http://agreliantgenetics.com/
United States Department of Agriculture
Secondary Education, Two-Year Postsecondary Education, and Agriculture in the K-12
Classroom Challenge Grants Program (SPECA)
Dr. Allen Talbert and Sonya Lord
STAR Academy at Arsenal Tech High School, Indianapolis, IN
Gibson, J. D., Usry, R. H., Hass, L.W., Liles, R.T., & Moore, G.E. (2001). Agribusiness
Management, Marketing, Human Resource Development, Communication, and
Technology. Danville, IL: Interstate Publishers, Inc.
Merriam-Webster’s Dictionary (2014). Agribusiness. Retrieved from http://www.merriamwebster.com/dictionary/agribusiness
Merriam-Webster’s Dictionary (2014). Capitalism. Retrieved from http://www.merriamwebster.com/dictionary/capitalism
Merriam-Webster’s Dictionary (2014). Commodity. Retrieved from http://www.merriamwebster.com/dictionary/commodity
Newman, M.E., & Wills, W. J. (1994). Agribusiness Management and Entrepreneurship.
Danville, IL: Interstate Publishers, Inc.
Purdue University. (2014). Academic Programs Plan of Study. Retrieved from:
https://ag.purdue.edu/oap/Pages/major.aspx
Purdue University. (2014). Academic Programs Plan of Study Agribusiness: Agribusiness
Management. Retrieved from:
https://ag.purdue.edu/oap/Documents/majors/2014/AGMG2014.pdf
Ricketts, C., & Ricketts, K. (2009). Agribusiness Fundamentals & Applications. New York:
Delmar Cengage Learning.
United States Environmental Protection Agency. (2013). State Water Facts. Retrieved from:
http://www.epa.gov/watersense/our_water/state_facts.html.
MATERIALS:
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Lesson Plan and Attachments
Composition Book
Writing Utensil
PROCEDURES:
A. Bell-Ringer
1. Day 1-Word of the Day: Agribusiness
2. Day 2-Word of the Day: Capitalism
3. Day 3-Bell-Ringer Activity
a. Now that you have learned more about Agribusiness, describe three
careers in Agribusiness
4. Day 4-Bell-Ringer Activity
a. Explain the difference between scarcity and a shortage
5. Day 5-Bell-Ringer Activity
a. What have we learned about Agribusiness and the Economy?
Be prepared to discuss as a class
B. Motivation
1. Day 1-The Life cycle of a Cheeseburger Activity
a. Backward Map the life cycle of the cheeseburger and discuss how each
part of the Burger is a product of the Agriculture Industry
i. For more information see Ricketts pg. 8 Figure 1-4
United States Department of Agriculture
Secondary Education, Two-Year Postsecondary Education, and Agriculture in the K-12
Classroom Challenge Grants Program (SPECA)
Dr. Allen Talbert and Sonya Lord
STAR Academy at Arsenal Tech High School, Indianapolis, IN
C. Day 1 Procedure:
1. Introduction to Agribusiness Presentation
a. What is agribusiness?
b. How does agribusiness affect us?
i. Review what was discussed in Bell-Ringer Activity
c. Explain history of agricultural practices
i. Think-Pair-Share opportunity for students to discuss transition of
Agriculture history to modern agriculture.
ii. See IAFNR.AB.2.IR.1
d. Briefly discuss success of Agribusiness
i. Increase of production and efficiency
2. Group Business Project
a. Present and explain expectations of the project to students and inform
them of due date at the end of the module
b. Answer any questions students may have
D. Day 1 Closing:
1. Exit Ticket
a. Bring up “The Big Picture” diagram from presentation and ask class,
“What is Agribusiness again?”
E. Day 2 Procedure:
1. Capitalism and Economics Presentation
a. Discuss three components of Economics on slide
i. Give examples of the difference between Wants and Needs
b. Explain the three Economic Questions
c. Briefly describe each of the economic systems
d. Define Capitalism
e. Discuss the role that capitalism has in Agribusiness through its major
principles
f. Explain the U.S. Economy and its differences from previously mentioned
economic systems
2. Assign Reflection Homework
a. Ask students to explain and reflect upon how capitalism works and what
role they and their family play in the United States Economy
i. Suggested length ½ page (no more than 1 page)
b. Due tomorrow at the beginning of class
F. Day 2 Closing:
1. Exit Ticket
a. Ask class for three things they learned today
i. Have students raise their hand to share one statement each
G. Day 3 Procedure:
1. Finish Capitalism and Economics Presentation
2. Careers in Agribusiness Presentation
United States Department of Agriculture
Secondary Education, Two-Year Postsecondary Education, and Agriculture in the K-12
Classroom Challenge Grants Program (SPECA)
Dr. Allen Talbert and Sonya Lord
STAR Academy at Arsenal Tech High School, Indianapolis, IN
H.
I.
J.
K.
L.
a. Discussion based upon Bell-Ringer Activity
b. Local Agribusiness Examples
c. Education in Agribusiness
3. Allow students to begin working on their Group Business Projects until the end
of class-(Recommend brainstorming company name and organization)
Day 3 Closing:
1. Exit Ticket
a. Short Teacher-led review of presentation(s)
b. Students will write down any questions they still have about Capitalism
and Economics
Day 4 Procedure:
1. Economics of Agribusiness Presentation
a. How does the U.S. Food and Fiber System relate to what we know of as
The Big Picture of Agribusiness?
b. Discuss all parts of the Product Circular Flow Table
c. How are we reacting to scarcity today?
d. Explain the basics of Supply and Demand
i. How they determine quantity and price
2. Scarcity Activity
a. How would we live without necessary resources?
b. See IAFNR.AB.2.IR.1
Day 4 Closing:
1. Exit Ticket
a. Discuss with a partner one thing you learned today about Supply and
Demand.
Day 5 Procedure:
1. Finish Supply and Demand in Agribusiness Presentation
2. Brief Teacher-led review of this lesson
a. What is Agribusiness?
b. Capitalism and the Economy
c. Supply and Demand
3. Administer Pop Quiz
4. Allow students to continue working on their Group Business Projects until the
end of class.
Day 5 Closing:
1. Exit Ticket
a. Write down any questions you may still have about economics of
agribusiness on a piece of paper and turn it into the teacher as you leave.
ASSESSMENT:
Formative:
A. Check for Understanding throughout presentations and discussions
United States Department of Agriculture
Secondary Education, Two-Year Postsecondary Education, and Agriculture in the K-12
Classroom Challenge Grants Program (SPECA)
Dr. Allen Talbert and Sonya Lord
STAR Academy at Arsenal Tech High School, Indianapolis, IN
B. Reflection homework assignment
Summative:
A. Basics of Agribusiness Pop Quiz
SUPPORTS AND ACCOMMODATIONS FOR SPECIAL NEEDS
A. IEP’s
1. Allowance to take quiz in separate area with teacher/aid assistance
a. Reading quiz questions aloud
2. Extra time to take pop quiz
B. G&T
1. Projects in this lesson allow for the expansion of learning and creativity for
students on an individual level