Agricultural Education - Envisioning the Future: NAAE Advocacy Video Challenge

What does the future hold for students in agricultural education programs? Watch this short video produced by students at the Arizona Agribusiness and Equine Center Red Mountain to learn what they get from agricultural education. This video received honorable mention in the 2014 NAAE Advocacy Video Contest.

Reproductive Unit Reflection to Character Building?!

In my Animal Science class I have been teaching the students about the reproductive system. Here are some of the concepts the students have learned throughout the unit"

• Artificial Insemination Techniques
• Male Anatomy
• Female Anatomy
• Estrous Cycle
• Reproductive Hormones

This is A LOT of information to comprehend. I employed five or six different techniques to help the students understand the concepts. The students mapped out the hormone track with chalk, created anatomy posters, took notes, watched videos, and engaged in class discussions all out reproduction. I knew this unit and the concepts involved were difficult and it was going to be a challenge for me, as an educator, to adequately portray the information in a way the students will understand and comprehend the information. Yesterday the students took their unit exam. I set up the exam in a very unorthodox manner. There were four stations that the students rotated through in groups. Two of the stations the students where able to utilize one another's knowledge and the other two was individual work. 

Today I organized the class in a Socratic Circle to reflect on the unit. My goal was to find out what activities throughout the unit worked well and which was needed improvement. It was pretty much just a reflection on my teaching so I could tweak it for the next time. The conversation started out as normal. The students were telling me what they enjoyed and what they didn't like. Then all of a sudden the conversation turned when a student brought up the fact that he didn't like working in randomly chosen groups because he didn't feel comfortable with some of his peers. Some other students commented in agreement saying that they didn't want to speak up or ask questions because they didn't want to look stupid in front of the others. They don't want others to judge them so they don't feel like they can be themselves.

Up until this point in the conversation I remained silent just absorbing everything the students were saying. I had to interject when I sensed a huge lack of confidence in the majority of my students. When I looked at each one of my students sitting in front of me with skepticism on their faces and obvious thoughts of self-doubt running through their minds I could no longer keep quite. 

The following is my "speech" to the class: "If you are uncomfortable walking into a crowded room and speaking or working with strangers it is because you have not embraced your strengths. Each and everyone of you has your own strengths and wonderful characteristics that you need to find and embrace. When you walk into a room you  need to say to yourself I am special because I am... fill that in with your dominant character trait. Have the mindset that you are valuable and you have something to offer. Make it a point to share your strengths with others."

At this point a student interjected me and said, "I don't feel special and I certainly can't tell myself I am special." Wow! Apparently, what I see in each one of my students is not what they see in themselves when they look in the mirror. I told them that I think they are special and they have all impacted me this year. I can tell each student one of their strengths and how it has benefited me as an educator and the class as a whole. 

"Marsh! You think we are special? Tell us why we are special! Tell us what our strengths are!" This was the class's chant once I finished my sentence. The rest of the period I went through each student and told the class why that student was special and what they have to offer. I only got through about ten students and when the bell rang all the students told me, "You know we have to continue this tomorrow, because I want to know why I am special."

Our reflective discussion on the reproductive system unit took a ninety degree and landed on character and who you are. I learned a big lesson today-students have self-doubt and it is our job as educators to help our students see their true potential. We can be the catalyst for our kids. We can help them see and develop their strengths. We know their character and who they really are, even before they know! 

Educators-Never forget the power and influence you have on your students and their self-perception. You can make a student's bad day, good. 

Use your power to empower!!!!

Can we PLEASE make some connections?

I have a difficult time getting my students to make connections between past units and the unit we are currently working on. I have been working on my students' ability to think critically and solve problems through connecting content. We are six months into the school year and finally I do not have to give my kids the death stare for ten minutes for them to make some connections. It was a long and tedious six months, but it brightens my day when I can see the light bulb and they make this profound discovery that what they learned two weeks ago about soil relates to what they are learning right now about plants!!!! : )

In my animal science class we have been progressing through the systems of the animal for a few months. As we reached the third system (nervous) I began to realize that my kids really had no idea as to why and how all of these systems work together. I decided we were going to spend a whole class period making connections. I made the activity worth 20 points and everyone in the class had to participate at least once or EVERYONE in the class will fail the assignment.

Each student had to draw a picture on the board and explain how their picture connected with another picture already on the board. They had to use the information they learned from the different systems we discussed. Not only was this activity great for getting their minds geared for making connections it was also a great review for the test.

Here is a picture of the board. It looks a little convoluted, but it did the trick : ) Plus, they had a blast. The kids talked about it for weeks and wondered when we were going to do it again. 

Plant Science Upgraded

I teach plant science and my second unit of instruction is plant anatomy and physiology. I did not have a projector at the beginning of this unit so I had to improvise. I drew a plant cell on the board and labelled each organelle and then discussed its function.

After this discussion I split the class into two teams (there are only ten students in this class). I gave them a project rubric, which asked them to create a 3D model of either the plant cell or the animal cell (one group did the plant and the other did the animal cell). I gave them two days in class to construct this model. It had to be labeled and all of the organelles we discussed must be on the model. The second part of the project asked them to create a PowerPoint that included each organelle, its function and a picture. They had to give me the history of the cell and what makes an animal cell different from a plant cell and why. Each group presented both their model and their PowerPoint to the class.

 After we discussed organelles we moved on to the external parts of a plant. I created a Zeega highlighting the basics of the plant. Check it out: Parts of a Plant. We discussed how function correlates to anatomy. To test their understanding on this concept I had them create an edible plant. They had to utilize different candies (which I provided) as parts of a plant. Once they where done they presented to the class and had to explain why they choose that candy for that plant part.

~Let's Get Organized~

I moved 2,600 miles to Arizona for a great agricultural educator position, which means I am finally a real ag teacher : ) I just can't believe I get to teach students everyday. The four years of college was definitely worth it! Since I have my own classroom now I went crazy coming up with ideas to get it organized.

Below are some pictures and descriptions of what I did to increase productivity (for the students and myself), set a routine, meet state standards and keep the students informed.

• For every unit I post the objectives so the students have a clear picture of where we will be going that unit. Also, I post the English and Math Common Core standards that correlate with that unit as well as the CTE and Science standards. That way if anyone walks into my classroom they can clearly see which standards my lessons are hitting. 

• This is my FFA calendar board. I used construction paper and covered each piece with letter size laminating sheets (much cheaper than having each one professionally laminated and you can buy 50 of the sheets for about $15.) Dry erase markers work awesome on the sheets so each month I can erase and move to the next month. This eliminates the excuse students use, "I didn't know." 

• I teach three sections of Introduction to Agriculture and one section of Plant Science. Each class is assigned a color. I have two of these bin rows in my classroom, one right by the door and one on my desk. The one by the door has the daily papers the students need. For instance, I have my course syllabus and classroom contracts in them now. Each day the students will check their class bin for papers before taking their seat. The second bin is for my use. I will collect homework, projects and tests put them in the class bin and place graded paperwork there too. It is just a great way to keep all the classes organized. 

• This is the Student Inventory I have every student fill out on the first day of class. Standard teaching evaluation forms want to know how you are creating a felt need in your classroom and if you are connecting the content directly to the student. This student inventory is my way of getting to know my students quickly and tailoring my lessons to their specific interests and needs. I print them on index cards and keep them in a index card box. Of course, the cards and color coordinated for each class.

• I created a "Why in the World" sheet. This is very similar to Bellwork, which most of you have heard and/or utilize. This sheet has three columns: Date, Do Now and Wrap It Up. As soon as the students enter the room they answer the Do Now question on the board. The question relates yesterday's lesson to today's lesson and normally it is a critical thinking question. In the Wrap It Up column I ask the students a comprehension question from the lesson at the very end of the period. I found that this helps keep the students from putting away their things and lining up at the door before the bell even rings. 

Grow House-Connecting the Youth and Community to Agriculture

Grow House

One of my colleagues shared the Grow House with me at a PAAE (Pennsylvania Association for Agriculture Educators) meeting. As soon as he showed this to me my wheels started spinning in my mind. How can I make this permanent? Can I connect this to the community? What about agriculture literacy? 

This project grew into a Community-Based Service Learning project that I carried out at my coorperating center. I taught my plant science students a fifteen day unit based on plants and gardening. I had a guest speaker from PSU Pesticide Education come in to inform the students about IPM (Integrated Pest Management) and I brought in two Master Gardeners to tell the students how to test the soil, when to plant and how to prep the soil for gardening. 

The students then created four workshops that they taught to 64 third graders. There workshop topics where: How to Grow a Plant, Parts of a Plant, Farm Safety and Farm to Food. These agriulture literacy workshops was all student driven. They did everything! I just gathered the supplies and arranged the time with the 3rd grade teachers. 

After the workshops students stayed after school with the Master Gardeners to assemble the Grow House on the elementary school playground and prepare the soil for planting. 

Shortly, we will plant the vegetables in the Grow House garden. The agriculture education students volunteered to pull weeds, water and harvest the vegetables over the summer. All the vegetables grown in the garden will be donated to the local food bank. 

This was a really great project to do. After the assembly of the Grow House, the next day the students came in and wanted to expand it! The response I received from this learning project was overwhelming in a good way. 

Engaging Our Community

Think about the agriculture department you were a part of in high school. Think about the agriculture department your child is involved in now? Are there differences? Odds are you are shaking your head yes right now. Why you ask? Because each agricultural education department is based on the needs of the community. Every district is different with a completely different set of wants. Why is this important? Oh, great question! This is important because as an agricultural educator I think it is my job to fuse the students with the community. I like to involve my community in what my students are learning.

Recently, I gathered with my colleagues to share some Community-Based Service Learning Project ideas.  I thought these ideas where just a terrific way to expand students' knowledge and get involved and give back to the community, so I wanted to share them with you.

1.) Build Bluebird boxes to set up at a local park or game land. Have your students create tags that can be fixed to the front of the boxes giving passerbys important information on Bluebirds and their habitats. Involve your local conservation district to help the students plan the right habitat for the Bluebirds. (Mackenzie McCollum)

2.) If you want a great project to go with your floriculture/flower arranging class here it is: Take your class to a local community center (example: Grange &/or Young Famers) and have your students work with the community members to teach special needs students or elementary school students how to create floral arrangements. These arrangements can be sold for Valentine's Day and the proceeds can be donated to your charity of choice. (Adam Peachey)

3.) Do you have a courtyard that isn't being used by your school district? Here is an idea: create an outside classroom. You can utilize your plant science class, landscaping class and metals class. The whole school will be able to enjoy and utilize this outdoor classroom. This is a great way to show the students that what they learn in the classroom is applicable in the real world. (PJ Adam)

4.) Create a Community Garden!! Allow local stakeholders to apply for a garden plot. AG. Ed. students can take a part in advertising, kick-off banquet, building the plots and holding educational workshops for the stakeholders who will be gardening the plot. Image all the SAE Proficiency areas your students could apply for through this project!!!!!!! (Darla Romberger)