Middle School Ag 8

On-Going Resources
Daily Smart Starts (GSlides). SAE Project (GDoc). SAE Rubric (GDoc). ​Online "Word Wall" (link). 
Zoom: Virtual Learning Zoom Room (Link). ​

Week One & Two  - 1/22 to 2/3 - Agriculture, FFA, SAE - The Three Circle Model 
I can name all classmates by first and last name. 
I can develop classroom expectations and demonstrate proper classroom etiquette.  

• Fill out & return signed permission form (GDoc).
• Create a personal InstAGram for your teacher to get to know you and submit (GSlides) or on paper InstAGram template (PDF).

I can name the three components of the three circle model of agricultural education. 

• Draw the three circle model and add in examples.

I can compare and contrast commodities in different states and regions. 

• Take notes as a class on the 8 Pathways of agriculture (GSlides).
• 8 Pathways of Agriculture guided notes 
• Complete an Ag Commodity Poster (Link) and be ready to share tomorrow. 
• Complete commodities reflection on the back of your poster. 

I can explain 2+ careers in each pathway of ag

• Take the  Ag Career Explorer (Link) test in class, discuss in class and reflect. 
• OPTIONAL  Career task (GDoc) and/or make up work if you miss class discussion. 

I can identify 5 or more important dates in FFA history.

• Participate in interactive timeline as a group using the following resources. National FFA Website (Link) Mishicot FFA Website (Link)

I can identify five or more opportunities for students in FFA. 

• Perform FFA scavenger hunt in class using the following links. National FFA Website (Link).  Wisconsin FFA Website (Link). Mishicot FFA Website (Link). 

I can explain what FFA does on a local, state, and national level.

• Participate in all activities our Section 9 State FFA Officer has for us during class. 

I can engage in service learning

• Discuss the importance of service learning in class and create tie blankets to donate to  Project Linus (Link).  How To Video (Link) 

QUIZ 

Week Three & Four - 2/4 to 2/14 - Food Science, Products & Processing Pathway
I can explain why food science is important.

• Read "What is food science" article
• Take notes on the "why" behind food science powerpoint as a class 

I can explain the farm to fork model for cheese. 

• Take notes on slides as a class 
• Fill out the farm to fork process sheet for cheese and turn in.

I can use sensory analysis to describe samples of foods or drinks.

• In class sensory lab with discolored liquids- fill in sensory evaluation sheet
• Take notes on sensory evaluation for cheesemaking 

I can compare and contrast cheese using sensory evaluation and research.

• Select a cheese variety slips (GDoc). to research following the research requirements (GDoc) using  Wisconsin cheese (Link) and other sites to research.  
• Present and prepare your cheese & information to perform sensory analysis. sensory chart (GDoc). 

QUIZ

Week Five & Six - 2/17 to 2/28  - Plant & Soil Science Pathway
I can define important sectors of plant science.

• Complete intro slide with group: 5th hour Slides (GSlides)
  • 6th hour slides (GSlides)

I can use principals of design to create a floral design

• Complete slides in class -  Floral Basics Powerpoint (GSlides). 
• Floral lab in class. Design rubric (Doc). 
• Procedure due in class (2/21) 

I can identify the parts of the plant.

• Intro to plant anatomy slides (canva).

I can explain the purpose of propagation, and demonstrate how to perform a cutting on a variety of plants

• Propagation notes (canva).

I can identify the role of soybeans in common products. 

• Perform a lab using soybeans in class or at home, be ready to reflect on your success or lack of.  Soybeans. Lab Options - Crayons (GDoc). Candles (GDoc). Lip Balm (GDoc). Hand Cream (GDoc).  Emulsion (GDoc). 

QUIZ  (Review) 

Week Seven & Eight - 3/3 to 3/14- Ag Mechanics - Power, Structural and Technical Pathway 
I can explain different aspects of the power, structural, and technical pathway. 

• Research questions (slide 2) and prepare to work with group on your slide tomorrow.
  • 5th hour slides (Gslides).
  • 6th hour slides (Gslides).

I can identify name and function of 10 common tools safely. & I can use hand and power tools to fabricate a horticultural design.

• Discuss Tool ID & Safety. Tool ID (GSlides). 

• In class lab 
  • Option 1 - Soda Can Lab (GDoc). Videos (GSlides).  
  • Option 2 - Hypertufa Inquiry Lab (GDoc). 

QUIZ

Week Nine, Ten & Eleven  - 3/24 to 4/11  - Animal Science Pathway 
Large Animal:

• Intro activity: Species specific flip charts in class
• Large Animal Project (GDoc).

Small Animal:

• What Pet Survey (Link).  Dog Breed Survey (Link). Cat Breed Survey (Link). 
• ​What pet should I have reflection
• Dog Breeds (Slides)

QUIZ - Due Monday - Email to KOEPPEL & PROPSON

Week Twelve & Thirteen - 4/14 to 4/25 - Biotechnology Pathway
 can explain eye parts and functions.

• Perform in class sheep eye dissection. Notes (PDF) Worksheet (GDoc). 

I can extract DNA.

• Read through What is DNA Reading (Link).
• Perform in class lab or if virtual complete DNA Home Lab (GDoc). Lab Example Video (Link). 

I can reflect on advancements in agriculture.

• Watch Ag Advancements Video and compare and contrast two ag technologies via a protype project. 
• RUBRIC - sales pitch and prototype 

QUIZ 

Week Thirteen & Fourteen - 4/28 to 5/9   - Natural Resource Pathway
I can identify WI renewable and nonrenewable resources.

• In teams complete vocabulary collage (GDoc).
• As a class discuss into slides (GSlides) and take notes. 

I can identify the role of invasive species.

• UnWanted Poster Rubric (GDoc). 

I can demonstrate outdoor safety.

• Lab day on MECCA.

Week Fifteen & Sixteen - 5/12 to 5/23 - Wildlife and Environmental Science Pathway 
I can compare and contrast abiotic & biotic environmental factors

• Take notes on intro slides (GSlides). 

I can explain how a food chain/web function. 

• In class discussion and  Oh Deer Activity (Link). 

I can perform timber cruising. 

• Lab day on MECCA

I can explain the importance of sustainability.

• In class lab.  MECCA Nature Walk Document (GDoc).  Flora & Fauna in the School Forest Document (GSlides).

QUIZ 

Week Seventeen & Eighteen - 5/26 to 6/9 - Communications Pathway
I can ID 5 local and 5 international agribusinesses.

• Research tools -  Agribusiness Research Steps (GDoc). Local Agribusiness Examples (GDoc). Peer Presentations (GSlides). 

I can examine company goals/objectives.

• In class discussion and mafia activity (Link). 

I can advocate for agriculture using professionalism.

• In class activity - tools - Advocacy Links from FFA Lessons (Link). Gallery Walk of Agribusinesses (GDoc). Reflection (GDoc).

I can reflect on my future in agriculture. 

• Vision Board (Rubric GDoc). 
• Complete class reflection - Class Reflection.  Reflection (GForms). 

Older Resources: 
State Ag Resources (Link).  WI (Link). 
Pumpkin Design LAB (GDoc).
I can use the scientific method & engineering process to grow radishes.

• In a group work on your radish races packet (GDoc). 

I can use principals of design to create a floral design

• Complete slides in class -  Floral Basics Powerpoint (GSlides). 
• Floral lab in class. Design rubric (Doc). 

I can identify the role of invasive species.

• In class research document (GDoc). 

Animal Science Unit Resources: Propson
Intro Activities: 

• What Pet Survey (Link).  Dog Breed Survey (Link). Cat Breed Survey (Link). 

I can examine historical and future developments in animal science.

• Take Intro Notes (GSlides). and and be ready to discuss.  Genetics Practice (GDoc). 

I can identify common vet tools & function.

• In Class Tool ID. Incubation Video (Link). Wordle Instructions (Link). 

I can identify key components of animal body systems & disorders.

• Discussion in class

I can explain what hormones are and why we care.

• Chicken Lab

Watch Art of Cheesemaking Video (Link) or Modern Marvels (Link). and take notes.
Take notes on Intro Notes (GSlides). 
I can advocate for WI dairy farmers 
In your team complete intro worksheet (GDoc).


Applying Heredity Concepts In this lesson, students will complete monohybrid and dihybrid Punnett squares in preparation for taking on a challenge to breed cotton plants that produce naturally blue colored cotton. Grades 6-8

Can We Have Too Much of a Good Thing? In this lesson students will understand that plants require nutrients in the proper concentrations. Students will discover that plants can be damaged or killed by either too many or too few nutrients. Grades 6-8

Cotton's American Journey (Grades 6-8) Students investigate the impact of cotton on the history and culture of the United States. Students will discover the growth and processing requirements for cotton, recognize how the invention of the cotton gin affected slavery, explain how the plantation system was organized, and ultimately understand the role of cotton in the Civil War. Grades 6-8

​Hen House Engineering (Grades 6-8) Students will use the Claim, Evidence, and Reasoning model to evaluate styles of housing used for hens that lay eggs. Using critical thinking skills, students will compare housing styles, determine which system meets their animal welfare standards, and engineer their own hen house model to meet the needs of laying hens. This lesson covers a socioscientific issue and aims to provide students with tools to evaluate science within the context of social and economic points of view. Grades 6-8