Assessing Agricultural Literacy Elements of Project Food Land and People in K-5 Using the Food and Fiber Systems Literacy Standards

Autor/inn/en	Powell, David V.; Agnew, David M.
Titel	Assessing Agricultural Literacy Elements of Project Food Land and People in K-5 Using the Food and Fiber Systems Literacy Standards
Quelle	In: Journal of Agricultural Education, 52 (2011) 1, S.155-170 (16 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1042-0541
DOI	10.5032/jae.2011.01155
Schlagwörter	Agricultural Education; Elementary Schools; Literacy; Food; Standards; Integrated Curriculum; Curriculum Development; Agriculture; Agricultural Occupations + Suchen Sie Ihr Suchwort? Agriculture; Education; Landwirtschaftliche Ausbildung; Landwirtschaft; Ausbildung; Elementary school; Grundschule; Volksschule; Alphabetisierung; Schreib- und Lesefähigkeit; Lebensmittel; Standard; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Occupation; Beruf; Landwirtschaftlicher Beruf
Abstract	Agricultural literacy has been evolving as a discipline for over 25 years. In agriculture, as other disciplines of education, the body of knowledge can be identified and measured by a set of standards. The Food and Fiber Systems Literacy Standards, developed in the 1990s, have been widely accepted as the standards for agricultural literacy. Also developed in the 1990s was an agricultural literacy curriculum, called Project Food Land and People (FLP). The FLP curriculum, consisting of 55 units, is used in 27 states to teach science, math, social studies and language arts and to promote agricultural literacy in grades Pre-K through 12. This study uses the standards and benchmarks of the Food and Fiber Systems Literacy (F&FSL) to assess the extent to which FLP addresses the agricultural literacy standards for grade levels K-5. Although there were variations in the level of coverage, all standards and benchmarks of the F&FSL were addressed in the FLP units identified for grade groupings K-5. Congruence or incongruence, as measured by F&FSL standards and benchmarks, identified potential strengths and weaknesses to consider in revision of both curricula. (Contains 7 figures.) (As Provided).
Anmerkungen	American Association for Agricultural Education. P.O. Box 7607, Department of Agricultural and Extension Education, Raleigh, NC 27695. Web site: http://www.aaaeonline.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10