Content Standards-

PLSC.01.01a- Define plant science and plant systems

PLSC.01.01d-Apply plant/ crop science/ system in a career pathway
PLSC.01.03a- Define plant system industry segments (seed producer,
farmer/producer, processor, retailer)
PLSC.01.04a-Define Wholesalers, Local Markets/Direct Markets (CSA),
Retailers, Governments/Institutional (School Lunch and Prison
Lunch), Restaurant (Catering)/Hotel, Fast Food
AGBS.01.01.a -Define major components of agribusiness systems
CCSS- Reading 2,6,7,10
Writing2,4,6,10
1. A plant System is from seed to table.
2. The producer segment includes more than just the farmer.
3. The processing and marketing segment are also found in the plant
system.
4. Numerous career paths lie within the plant system industry.
1. I can define a plant system.
2. I can distinguish between the different industry segments.
3. I can explain the difference between Wholesalers, Local Markets/Direct
Markets , Retailers, Governments/Institutional, Restaurant )/Hotel, and
Fast Food.
4. I can apply the plant systems to a career path.
What economic opportunities
can I find in the plant systems
industry?


1. Plant system
2. Wholesaler
3. Local market
4. Direct market
5. Seed producer
6. Farmer
7. Processer
8. Retailer
9. Career
10. Industry
Stage 1- (Desired Results)
Established Goals (standards):
Knowledge (students will know/ key vocabulary):
Big ideas:
Essential Question:
Understandings (students will understand):
Students will know: Students will be able to:
What a plant system is.
Show the plant system from beginning to
end.
Students will know the plant system
from beginning to end.
Explain the segments of the plant system
industry including seed producer,
farmer/producer, processor, retailer
The economic impact the plant
system has on the United States.
Explain the impacts of different
environmental and political events in
agriculture on the economy.
Career options within each segment
of the plant system industry.
Research different careers they are
interested in and determine what each
person does.
Stage 2- (Desired Results- How do you know they know? Collecting Data)
PLSC.01.01a
Define plant
science and plant
systems
-Break down the segments of the plant systems.
- Understand how the segments come together to form the
plant system as a whole.
-Think-Pair- Share
on the different
segments.
-Exit slip explaining
how the segments
fit together.
-Students post
thought on Popplet.
PLSC.01.04a-
Define
Wholesalers,
Local
Markets/Direct
Markets (CSA),
Retailers,
Governments/Insti
tutional (School
Lunch and Prison
Lunch),
Restaurant
(Catering)/Hotel,
Fast Food

-Look at the different distribution channels and understand
what makes channel unique.
-Look jigsaw an
article on the
distribution
channels. Have
students look at
different types and
think-pair-share.
- A ticket out the
door asking
students to make
an inference- why
would the different
channels be
important?
Standard Concepts and Skills Data
Template Task/
Performance Task
After learning about the different segments of the plant industry, students will create a brochure on a
career of their choice within one of the segments. It will be designed for someone who is interested in
pursuing a career in the industry that they chose. It will include information on the industry segment as
well as a detailed description of what the career is.
Date Day: 1
Learning
Target(s):
I can explain a plant system.
I can determine the segments of the plant system.
Standard(s)
PLSC.01.01a Define plant science and plant systems

Do Now Write down in your notebook what you believe the plant system includes.
Learning
Activities
What I am doing? What the students are doing? What data am I collecting?
Check in with students and take attendance. Students will work on do now.
I will walk around and observe what students wrote as
the do now response.
Explain activity and check in with groups to see what
their starting knowledge is.
Poster walk. In partners students will rotate between
posters answering what they believe the segment of
the plant industry is.
This acts as a pretest to assess prior knowledge. I will
be able to see what students know and what needs to
be focused on more and what can be focused on less.
Lead discussion. Ask students to share what they
believe each segment is and what they learned from
what others wrote down.
Return to seats an discuss what people wrote on the
posters.
Students will pick their favorite response from a peer
and write it on a web.
Start video and pause video to introduce important
points about the industry
Students will watch the video to interpret what
segment each piece fits into.
Ask questions to the students during and after the
video.
PowerPoint with each segment of the industry. There
will be information about the people involved in each
segment and what the segment encompasses.
Students will take note in a graphic organizer they
create in their notebook.
Students will keep their graphic organizer in their
classroom folder and leave in the room. Folders can be
checked on a regular basis
I will stand by the door as students exit to listen to
their ticket out the door.
Students will write their ticket out the door on a piece of
scrap paper then tell me what they wrote on their way
out the door.
On a roster I will check off students and take notes on
what content needs to be addressed at the beginning
of class.
Key Vocabulary
Seed producer
Farmer
Aerial applicator
Pest Control adviser
Ditch tender
Seed salesman
Marketing
Processing
Retail
Direct market
Local market
Wholesale
Ticket out the
Door
Students will write down one segment of the industry they learned about and give one example of someone in the industry.
Texts used:
Video Clips:https://www.youtube.com/watch?v=Kn-D_BiuOvU
Stage 3- (Daily Instruction)