National Agricultural Literacy Curriculum Matrix
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Food on the Move: Food Transportation Specialist
6 - 8
Five 50-minute sessions
In this lesson, students will learn about the top agricultural commodities of different regions of California and the logistics that are involved in transporting those commodities to consumers.
For the teacher:
- California Agriculture Quiz Answer Sheet
- Food on the Move: Food Transportation slide show
- Commodity Transportation Scenarios sheet
For each group:
- Computer and Internet access
For each student:
- One 4x6 inch index card
- California Grows poster
- Trucking Logistics worksheet
- California Agriculture Quiz
Essential Files (maps, charts, pictures, or documents)
- Commodity Transportation Scenarios
- California Grows poster
- Trucking Logistics worksheet
- Food on the Move-Food Transportation slide show
- California Agriculture Quiz and Answer Sheet
apiary: A place where hives of honeybees are kept.
bedding plants: plants that are grown in garden beds, usually for their display of flowers. They are usually grown as annuals and die at the end of the growing season.
bulls: male cattle that have reached sexual maturity, usually used for breeding.
cattle and calves: Cattle are adult beef cattle and calves are young beef cattle.
climate: the usual weather conditions in a certain region.
commodity: something that is bought and sold. Examples of agricultural commodities include milk, alfalfa, grapes, almonds, and poultry.
cow: mature female cattle.
crop: a plant or plant product that is grown by farmers.
cut flowers: flowers grown to be cut and sold in flower markets, floral design shops, and grocery stores.
farm: an establishment that produces and sells agricultural products.
feeder cattle: cattle that are being raised from calves until they are sold to the market or feed lot.
foliage plants: plants grown to be sold and planted as landscaping.
forest product: product from trees such as lumber for building homes, pulp for paper, and bark for landscaping.
hen: adult female chicken.
heifers: young female cattle that have not yet given birth to their first calf.
horticulture: the science and art of growing plants.
irrigation: the watering of land from sources other than precipitation from the atmosphere. For example, when you water your lawn with a sprinkler, you are irrigating your lawn.
livestock: domesticated animals raised in an agricultural setting to produce commodities such as food, fiber, and labor. For example, cattle, goats, and pigs.
nursery products: plants grown for landscaping and gardening purposes.
pasture: area of land where certain types of plants such as grass are grown for animals to feed on. Pasture may be irrigated.
poultry: birds that are raised on farms for their eggs or meat. Examples are chickens and turkeys.
processing tomatoes: tomatoes grown to produce products such as tomato sauce rather than being sold as fresh tomatoes.
pullet: young female chicken.
ranch: A large farm for the rearing of livestock.
range: an open area of land where livestock may roam and feed.
rooster: adult male chicken usually kept for breeding.
specialty crop: fruits, tree nuts, vegetables, herbs, spices, nursery, floriculture, and horticulture crops that are not considered staple foods.
steers: castrated male cattle.
stocker cattle: heifers and/or steers being raised on pasture or other forage for later sale.
timber: trees grown to produce lumber
topography: the features of land in area. For example, mountains, valleys, lakes, and rivers.
woody ornamentals: trees and shrubs grown for landscaping or decorative uses.
alfalfa: a type of plant grown as food for farm animals such as cattle and horses.
Background Agricultural Connections
Interest Approach – Engagement
- Find out what students already know about agriculture by completing the attached California Agriculture Quiz together as a class. Read a question to the class then have students turn to a neighbor for discussion. Ask partners to raise their hands to give their answers. After you are finished, review the correct answers with the class.
- In this lesson, students will:
- Identify the growing regions of an agricultural commodity.
- Design a process for distributing Californiagrown agriculture products throughout the state.
- Learn why a commodity is grown in a specific region.
Part 1: Getting to Know Our Commodities
Explain to students that they will be learning more about the different agricultural products produced in different regions of California as they take on the role of a transportation specialist in charge of designing trucking routes for pick up and delivery of agricultural products.
- Assign a California county to each student.
- As a class, review the California Grows map and point out the location of each student's assigned county. Discuss vocabulary that students may be unfamiliar with, such as commodity, crop, horticulture, specialty crop, forest product, stockers and feeders, processing tomatoes, woody ornamentals, cattle and calves, timber, bedding plants, alfalfa, poultry, nursery products, pasture, range, foliage plants, and cut flowers. Definitions may be found in the vocabulary section.
- Explain to students that they will be using the California Grows map to identify the three top commodities from their assigned county. Instruct students to choose one of these top commodities to research. A commodity is a primary agricultural product that can be bought and sold such as apples, wheat, or milk.
- Distribute an index card to each student and demonstrate how they should use their California Grows map to sketch an outline of the shape of their assigned county on their index card. Students will then write commodity facts inside the shape of their county that has been sketched on their index card. If possible, have students type the information regarding their commodity on the computer in a small font. This can then be printed, cut out, and pasted on their index card. After the commodity facts have been written or pasted on the index card, students can then cut it out in the shape of their assigned county.
- As a class or for homework, have students research the following facts about one of the top commodities from their assigned county. Helpful resources include Agricultural Fact and Activity Sheets from California Foundation for Agriculture in the Classroom; County Agricultural Commissioners’ Reports from USDA's National Agricultural Statistics Service; or online searches for “California + the commodity name.”
- Name of commodity
- Picture of commodity
- How it is grown/raised
- Once students have completed their commodity fact cards, instruct them to take their cards to the board and tape them in the correct geographical area of California. The end result should be a map of California showing one of the top commodities in each county. It may be helpful to sketch a large outline of California on the board or on a piece of butcher paper for students to attach their county index cards.
- Facilitate a class discussion on the commodities by asking each student to contribute a few key facts about the commodity they researched. Discuss the different regions of California and ask students if they have any idea why certain commodities are produced in one area of the state and not another. For example, why is timber a top crop in Trinity County but not in San Joaquin? Discuss topography, climate, and population factors that make certain areas best suited for producing a particular commodity.
Part 2: Transporting Our Commodities
Pick a couple of examples from the California commodity map that your class has created. Ask students if they think the commodity is consumed only by the people living in that county. Who else might need or want this commodity? Where would it need to be shipped? How would it get there? Tell students that they will address these questions as they take on the role of food transportation specialists in the next part of the lesson.
- Present the Food on the Move: Food Transportation PowerPoint to the class.
- Organize the class into small groups and assign a Commodity Transportation Scenario to each group (scenarios may be used more than once).
- Explain that students will use a semi truck to pick up and deliver their commodity to the assigned location. Show students how to use their Trucking Logistics worksheet to calculate the distance of each leg of the trip, amount of diesel used, and cost of the fuel. Ask students if they think it is okay for trucks to drive on any road, and why or why not. Some trucks may be too tall for tunnels or overpasses, too heavy for bridges, or too long to make tight turns on twisty roads. More information on California trucking routes may be found on the California Department of Transportation website. Also note that truck drivers need to take meal and rest breaks. Just because a map says it will take 12 hours from one stop to the next does not mean that the driver will make the trip in 12 hours.
- When finished with the Trucking Logistics worksheet, instruct each group to design a brief infomercial that they will present to the class to explain their plans for shipping their commodity from point A to B. The infomercial should include:
- A description of the commodities being shipped, and the region where they were produced.
- The type of truck needed for transport and any special considerations such as refrigeration.
- Description of transport route.
- Description of any food safety measures that need to be addressed while transporting the commodity.
Concept Elaboration and Evaluation:
After conducting these activities, review and summarize the following key concepts:
- Food transportation specialists play an important role in providing a nutritious and safe food supply.
- Our diet consists of a much wider array of foods because they can be produced in ideal climates, then shipped all over the country.
- Food transportation is the middle link between the farm where our food was produced and the consumer.
- If you do not live in California, adapt this lesson by calculating the transportation of agricultural products from California to your local grocery store. Because California produces the most agricultural products of any state, it's likely that some foods you eat were produced there. If you live in a climate where the production of specific types of food is limited, help students understand that our diets can benefit from a variety of food because we can transport it from the farm to to their local grocery store. In some cases, food travels thousands of miles, but is still safe, fresh, and nutritious.
- Modify the commodity transportation scenario using your home county rather than the whole state.
- If time is limited, doing only the first part of the lesson will still provide students with knowledge about the agricultural commodities grown in California.
- If you live in a state other than California you may adapt the lesson by shipping the agricultural goods to your school. Many agricultural products are produced in California and shipped all over the country.
We welcome your feedback! Please take a minute to tell us how to make this lesson better or to give us a few gold stars!
Have students present their commodity index card to the class.
Assign students two counties for Part One, in order to have every California county represented on the class map.
This lesson provides a simplified version of how commodities are shipped throughout the state. Invite a transportation specialist to speak to the class about modern efficiencies in trucking and route design.
Prior to doing this lesson, take a class period to do a geography lesson on each California county. Discuss different regions of the state, differences in climate, topography, and whether the majority of the land is urban, agricultural, forested, or undefined.
For the transportation scenario, have students calculate break times into the total amount of time a driver takes to pick up and deliver their load. For example, a map might show that it takes 15 hours for a driving route, but a truck driver will take more than 15 hours to complete the route due to rest breaks.
For the transportation scenario, have students look up any quarantine restrictions that may be associated with the commodity they are transporting. Check the California Department of Food and Agriculture Department (CDFA) website and search for “quarantine information and maps.”
Suggested Companion Resources
- An Agricultural Interview (Activity)
- Career Trek Game (Kit)
- Agricultural Commodity & Natural Resource Fact Sheets (Poster, Map, Infographic)
- Quiz: Can you name a food by looking at where it comes from? (Poster, Map, Infographic)
- Eat Happy Project video series (Multimedia)
- You're Hired! (Multimedia)
- Feed, Nourish, Thrive (Careers Website) (Website)
- Magical Sour Cabbage: How Sauerkraut Helped Save the Age of Sail (Website)
- Mandarin Oranges: Protecting the Flavor of This Popular Fruit (Website)
Agricultural Literacy Outcomes
Food, Health, and Lifestyle
- Identify the careers in food production, processing, and nutrition that are essential for a healthy food supply (T3.6-8.j)
Science, Technology, Engineering & Math
- Identify science careers related to both producers and consumers of agricultural products (T4.6-8.g)
Education Content Standards
Career Ready Practices
CRP.10.1Identify career opportunities within a career cluster that match personal interests, talents, goals and preferences.
Food Products and Processing Systems Career Pathway
FPP.03.02Design and apply techniques of food processing, preservation, packaging and presentation for distribution and consumption of food products.
FPP.03.03Create food distribution plans and procedures to ensure safe delivery of food products.
FPP.04.01Examine the scope of the food industry by evaluating local and global policies, trends and customs for food production.
FPP.04.03Identify and explain the purpose of industry organizations, groups and regulatory agencies that influence the local and global food systems.
MS-ESS2: Earth's Systems
Common Core Connections
Speaking and Listening: Anchor Standards
CCSS.ELA-LITERACY.CCRA.SL.1Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.
CCSS.ELA-LITERACY.CCRA.SL.5Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.
Mathematics: Practice Standards
CCSS.MATH.PRACTICE.MP1Make sense of problems and persevere in solving them. Students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Students check their answers to problems using a different method, and they continually ask themselves, “Does this make sense?” They can understand the approaches of others to solving complex problems and identify correspondences between different approaches.
CCSS.MATH.PRACTICE.MP4Model with mathematics. Students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. Students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions.
CCSS.MATH.PRACTICE.MP6Attend to precision. Students try to communicate precisely to others. They try to use clear definitions in discussion with others and in their own reasoning. They state the meaning of the symbols they choose, including using the equal sign consistently and appropriately. They are careful about specifying units of measure, and labeling axes to clarify the correspondence with quantities in a problem. They calculate accurately and efficiently, express numerical answers with a degree of precision appropriate for the problem context.