National Agricultural Literacy Curriculum Matrix
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Where Does Your Food Come From?: An Augmented Reality Lesson
6 - 8
Students will create an augmented reality video using a smart phone application (app) to educate consumers about where their food comes from.
- A variety of items from a grocery store, you may use these suggested items or select your own: Syrup, tomato juice, chicken noodle soup, cheese, bread, pasta, eggs, milk
- Smart phone, iPad, or other tablet, for each group of students
- Picture of a Holstein cow
- Picture of a chicken
- Kernels of corn and/or a dried ear of Dent corn, optional
- Grains of wheat and/or stalk of wheat (available at some craft stores), optional
- Augmented Reality App (i.e. Aurasma), pre-loaded on classroom Tablets or iPads
Essential Files (maps, charts, pictures, or documents)
augmented reality: a live direct or indirect view of a physical real-world environment whose elements are augmented by computer-generated sensory input such as sound video graphics or GPS data
aura: term for the augmented reality experience
trigger: still pictures a user has to scan with their phone to unlock the augmented reality content associated with them
overlay: content you link to the trigger image – usually a video
Did you know? (Ag Facts)
- Dairy cows are milked up to three times each day and can produce as much as 9 gallons of milk a day.
- Female chickens or hens can produce about one egg every 24 hours.
- A special type of wheat called durum wheat is used to make pasta.
- Sales of natural, organic food and beverages have increased 20% from 2009 to 2012.
- More than half (56%) of the food and beverage product categories in the U.S. showed decreases in the average number of ingredients per product in the same period.
- Half of consumers get more cooking ideas online than anywhere else.
- Two-thirds of consumers spend more than 10 hours a week online and 63% of consumers surf the Internet on their smartphones.
- Only 34 percent of Americans feel agricultural industries are transparent and only 30 percent feel food companies specifically are transparent about food production practices.
Background Agricultural Connections
Interest Approach – Engagement
Your local grocery store conducted a survey of their customers and found that customers want to know where their food comes from. The store has hired your team to create an augmented reality video that will be triggered by an image at the grocery store and tell the story of where that food product came from.
- Provide the core concepts and set context of the "why" of the assignment using the background information.
- Discuss the production and processing of the suggested store products and have examples of each to show students.
- Teach basic use of the Aurasma app. NOTE: Teachers should have pre-loaded the app on classroom iPads or allow students to use their own devices.
- Break class into teams of two. Have each team select a grocery store product. Ask each team to come up with a brief explanation/example of their grocery store item and the process needed to grow and turn the raw agriculture product into the final product and that helped put it on the store shelf.
- One partner will shoot a short video of the other partner explaining the grocery store item. Videos should not be more than 1 to 2 minutes long. Take a picture of the item or use a picture of the item. (Note: If the picture is a close-up of the product name or logo the aura will work scanning the picture or the physical object.)
- Select the video they took from their camera roll to be applied as the overlay.
- When each partnership is finished, tape the picture of their item on the walls around the room or display the physical objects around the room indicating the trigger images.
- Allow students to take a walking tour of the room and using an iPad or smart phone hover the device above the trigger pictures. The student-created-video overlay will begin automatically and students will learn about the different products and their journey from farm to table.
Use image software to have students edit the trigger images to make them more professional looking.
Use screen flow software and allow students to edit their videos, splice different pieces together and make a more professional looking video. This would likely take more time and would be suggested as a homework assignment.
Have students present their video to the class and have the class go through the learning activity at the grocery store or in class using their smartphones to read the trigger images and access the subsequent augmented reality.
Once you teach the process students can use it to create other augmented videos for future lessons independently. Keep a board posted in the room to display the trigger images
Set up a class channel on Aurasma to keep Auras organized and saved.
Suggested Companion Resources
- Mapping Meals Activity (Activity)
- Century Farm (Book)
- Harvest Year (Book)
- 40 Maps that Explain Food in America (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)
- Modern Marvels: Supermarkets (Multimedia)
- Dairy Reader (Booklets & Readers)
- Food Dialogues (Website)
Agricultural Literacy Outcomes
Food, Health, and Lifestyle
- Identify sources of agricultural products that provide food, fuel, clothing, shelter, medical, and other non-food products for their community, state, and/or nation (T3.6-8.i)
Culture, Society, Economy & Geography
- Consider the economic value of agriculture in America. (T5.6-8.a)
Science, Technology, Engineering & Math
- Provide examples of science and technology used in agricultural systems (e.g., GPS, artificial insemination, biotechnology, soil testing, ethanol production, etc.); explain how they meet our basic needs, and detail their social, economic, and environmental impacts (T4.6-8.i)
Education Content Standards
Economics Standard 1: Scarcity
ObjectiveIdentify what they gain and what they give up when they make choices.
Economics Standard 2: Decision Making
ObjectiveMake effective decisions as consumers, producers, savers, investors, and citizens.
Economics Standard 3: Allocation
ObjectiveEvaluate different methods of allocating goods and services, by comparing the benefits to the costs of each method.
Economics Standard 7: Markets and Prices
ObjectiveIdentify markets in which they have participated as a buyer and as a seller and describe how the interaction of all buyers and sellers influences prices. Also, predict how prices change when there is either a shortage or surplus of the product available.
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.4Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.
CCSS.ELA-LITERACY.CCRA.SL.5Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.
CCSS.ELA-LITERACY.CCRA.SL.6Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.
Writing: Anchor Standards
CCSS.ELA-LITERACY.CCRA.W.7Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
CCSS.ELA-LITERACY.CCRA.W.8Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.