Introduction to Agriculture- 8th Grade

Intro to Agriculture - Syllabus

Fall / Spring 2017-18

Instructor                                    Email                                                                    Phone

Miss Jessie Ross                                          395-3621 x318



This is a semester long course that is designed to introduce 8th grade students to Agriculture Education and the FFA Organization. Students will be taking part in classroom and laboratory work in the area of Horticulture, Animal Science, and Agriculture Mechanics. In addition, students will be discovering these areas further on their own through the development of an individual SAE (supervised agricultural experience). Throughout the year students will be a member of the FFA Organization; taking part in activities to formalize themselves with the organization every Friday, take part in chapter, community, regional, and state events to develop their leadership skill and career skills.


Expectations and Goals3 circle

It is the goal of the program to endow Learners with 21st century skills needed to achieve Success in their future endeavors, in the areas on agricultural conservation, education, management, and production.


Student’s overall grade for this course will be based on work in all three components that make up Agriculture Education: 30% SAE, 30% FFA, and 40% Classroom/laboratory instruction.


Required Materials

  • Notebook/Paper
  • Pencils/Pens
  • Folder/Binder


*** Students will have a 1-1 IPads that be utilized for different classroom/laboratory activities throughout the course***

Due Friday Feb. 2nd  at the beginning of class!!   

Historical Narrative Rubric and Instructions


Write a historical narrative.  Write a story which takes place during the Prehistoric, Roman, Feudal, or Scientific age of Agriculture.  Bring this event to life through your eyes if you were an 8th grader alive to witness these changing times. Be sure to use description, vivid word choice, dialogue, and plot. The story is not true, but the events are.  Use research and your knowledge of these historical events to bring history to life through your fictional characters.



  • Organize your details in a time line.

            Include the following in your time line:

            Historic details: facts about who? what? when? where? why?

            Sensory details: What your character may have seen, heard, smelled, tasted, or touched

            Reflective details: What your character may have thought or felt

            Actions: What your character may have done or experienced

            Dialogue: What your character may have said or heard


Step 3 – Start with your introduction.  Briefly introduce the main character, setting, and conflict.

Step 4 – Quickly move into the main action and conflict

Step 5 – use vivid words and description to make your story come to life

Step 6 – Include dialogue to bring characters to life

Step 7 – Conclude the story by showing (not telling) the significance of the story.  Why did it matter?


Score of4-3

Score of 2-1

IDEAS: The story and Historical even join together well. The details throughout pull the reader into the story and make the event come to life. Historical details are accurate.

IDEAS: The story lacks detail or accuracy and struggles to pull the reader in.

ORGANIZATION: Time is spent where it is needed. The introduction quickly pulls us into the story. The ending gives a good conclusion, showing the significance of the story.

ORGANIZATION: Too much time is spent introducing things. Not enough detail is spent in the heart of the story. The ending leaves the reader hanging or confused. The organization of events may also be confusing.

VOICE AND WORD CHOICE: Vivid words and descriptions are used to clarify the mood of the story and bring the story to life. Point of view is clear and consistent.

VOICE AND WORD CHOICE: Only simple and non-descriptive words are used. There is no clear mood of the story. Point of view is not clear or consistent.

SENTENCE FLUENCY: Sentences vary in length and structure throughout. Transitional words and phrases are used well.

SENTENCE FLUENCY: Sentences are choppy and repetitive. Transitional words and phrases are not used well.Sentence style is simplistic.

CONVENTIONS: Verb tense agrees in number and is consistent. Pronouns and antecedents agree.


Careful editing was done for spelling, punctuation placement, and paragraph structure.

CONVENTIONS: Verb tense often disagrees in number and is not consistent throughout. Pronouns and antecedents often disagree.


Editing was not done well. Spelling and grammar are often missed, causing the reading to be difficult and confusing. Paragraphs are not separated correctly.