This series of resources includes a lecture and activities to define what makes a plant a weed, classify weeds according to life cycles and as monocotyledons or dicotyledons, compare morphological characteristics and functions of different types of leaves, and identify local major weeds.

Students will understand that we must be stewards of Wyoming. Throughout the course of the unit, students will develop this idea of stewardship.

This lesson presents an overview of careers in the Agriculture, Food, and Natural Resources (AFNR) field.  Learners then complete a career report over one career in the AFNR Field.

Students in this lesson will investigate the different aspects of agronomy through different videos and puzzles.  They will define what agronomy is, provide examples of the industry and describe what agronomic sciences entail.  

Grade Level: 8th-9thSubject: Introduction to Agricultural, Food, and Natural ResourcesDuration: 50 minutesDOK Level: 2-3SAMR Level: SubstitutionIndiana Standard: IAFNR-3.1 Explain the nature of and become familiar with those terms related to an SAE programIAFNR-3.2 Explore the numerous possibilities for an SAE program which a student might develop Objective: Students will be able to correctly identify the major types of SAEs with 100% accuracy. Students will be able to identify five possible SAE available to them.Essential Question: What is an SAE?Procedure: Start the google slide presentation What is an SAE?Stop at slide 7 and show the video SAE Experience itBreak the students into groups and have them brainstorm types of SAEGo over examples as a classResume the slide presentationIn groups have the students create a list of 10 benefits of an SAEHave the groups share their top three benefitsExplain the their assignment given through google classroomProduct or Assessment: The students will develop a list of 10 possible SAE that they personal could do. They are to choose one SAE and write a paragraph describing it. The last part of the assignment is for them to create three goals for their SAE to be completed by the end of the semester.

In this activity, students research the historical food consumption data from the U.S. Department of Agriculture to observe trends, develop regressions, predict future behavior, and discuss broader impacts.

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Food labels help consumers make purchasing decisions at the grocery store and provide information about what is inside the container. A food label initially helps sell the product to the consumer and gives the consumer information about the product identity, quality, nutrition, and relevant health and safety information.

This presentation has 70 slides and speaker notes are included in the PowerPoint file.

Students discover how humans, insects, and animals play a part in the pollination of plants.

Students will learn about where different types of food come from, why nutrition is important, and how to grow their own food. Students will also learn the basic conditions required for plants to grow, and the importance of human action in maintaining the availability of these conditions.

A brief lesson on the power of the soybean and some different uses that come from soybeans.

 Why Keep SAE Records? Grade Level: 8th - 9thSubject: Introduction to Agricultural, Food, and Natural ResourcesDuration: 100 MinutesDOK Level: 4SAMR Level: Modification and RedefinitionIndiana Standard: IAFNR-3.3 Develop an individual SAE program and implement record keeping skillsObjective: Students will be able to design and evaluate different record keeping systems for SAEs.Essential Question: Why keep SAE records?Procedure: Show the video SAE part 3Go through the presentation Why keep SAE recordsExplain and demonstrate the parts of the Attica FFA Record BookHave the students take out their research notebooksProvide the students with their own copy of the record book through google classroomEnter the first lab into their record books under the agriscience tabHave the students complete the next two labs on their ownThe students will adjust the tabs to fit their main SAE project.The students will enter two weeks worth of recordsProduct or Assessment: The assessment will be given on the students two week worth of records. After the initial grading of the record books, they will be graded monthly to ensure the record books are being kept up to date.  

This lesson presents an overview of Wildlife Management.  Learners will identify characteristics of wildlife, relationships between wildlife, identify approved practices in wildlife management and research a wildlife animal. This represents a portion of the Introduction to Agriculture, Food, and Natural Resources (AFNR) series in Nebraska middle and high school agricultural education.

What is the difference between a food web, a food chain, and a food pyramid? This lesson discusses each of these and has the students create their own! Have students research wildlife in different states across the country: what they eat, where they sleep, and where they live. 

Just as humans, wildlife have needs. Wildlife needs a place to live, food and water to eat and drink, and a specific environment. Today, you will be learning about a new wildlife species, where they live, and what they need to survive. You will have five different spots on your Wildlife Habitat Amazing Race. At each spot you will have a task to complete to make a complete wildlife habitat.

Just as humans, wildlife have needs. Wildlife needs a place to live, food and water to eat and drink, and a specific environment. Today, you will be learning about a new wildlife species, where they live, and what they need to survive. You will have five different spots on your Wildlife Habitat Amazing Race. At each spot you will have a task to complete to make a complete wildlife habitat.

This video is provided by Wisconsin Fast Plants and demonstrates how to tend and pollinate Fast Plants as they grow and develop. While both tending to and pollinating Fast Plants is the recommended approach, this video features an experiment to illustrate the effect that tending and pollination has on the plant's growth. It includes a 40-day time lapse, where viewers can watch the differences between a plant that is thinned and pollinated, one that is tended but not pollinated, and one that is pollinated but not tended. This recording runs for 03:53 minutes in length. Additional videos about planting with Fast Plants are available to view separately.

This activity is a lab investigation where students design an experiment to create rich soil using organic matter, dirt, newspaper and red worms.

A Scholarly Writing Textbook

Short Description:
An accessible and inclusive scholarly writing textbook that empowers students to contribute to scholarly conversations in their disciplines and asks them to consider how their contributions can be shared with the communities beyond the university. Examples are specific to Land & Food Systems and Forestry.

Long Description:
An accessible and inclusive scholarly writing textbook that empowers students to contribute to scholarly conversations in their disciplines and asks them to consider how their contributions can be shared with the communities beyond the university. Examples are specific to Land & Food Systems and Forestry.

Word Count: 28113

(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)

Students learn about the history of agriculture in Wyoming. Students develop an understanding of the role of agriculture in Wyoming and why it is important to practice good stewardship.

The Wyoming Student Atlas helps Wyoming's students learn about the human, physical, cultural, and historical geography of their state, while increasing critical thinking skills and spatial awareness. The Wyoming Student Atlas was produced by the Wyoming Geographic Information Science Center (WyGISC) in partnership with the Wyoming Geographic Alliance. The Wyoming Student Atlas is available as a soft cover book, as a digital flipbook, and as a series of science or social studies Web-based interactive story maps which can be used in lesson plans either as self-guided or instructor-guided activities.

Most activities are aligned with Wyoming Social Studies standards (2018) or Wyoming Science Standards (2016).