Lesson Eight: “I can be a Steward of Agriculture in Wyoming”

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Grade Level:

2nd Grade


Students will explain what their stewardship role is in preserving agriculture in Wyoming.


Suggested time is five days of designated class periods for creating and presenting the projects, but individual teachers should assess their available time and the time their students need to complete the projects.


  • Use concepts and materials from lessons 1-7. These will be the basis for the student information to be used in their projects.
  • Student supplies necessary to make their projects. These can be electronic or traditional resources like poster board, paper,scissors, markers, etc.
  • Scoring rubric (one per student)
  • Poster with Wyoming Stewardship Project definition (should be posted throughout the unit)

Suggested Teacher Preparation:

  • Choose which of the content/vocabulary from the previous lessons to review with your students.
  • Post anchor charts from previous lessons.
  • The teacher may opt to create a model “advertisement” (poster,commercial, etc.) prior to starting this lesson to serve as an example for students.

Activity Suggestion:

Students may use any resource/method such as PowerPoint, poster, diorama, skit, etc. that the teacher can access and wishes to have their students do.

Explanation of how the activity enables students to answer the essential question:

Through their projects and presentations, students will clearly define their role as a steward of agriculture in Wyoming.

Essential Question:

How can we be stewards of Wyoming’s agriculture to benefit current and future generations?


ELA: 2.W.5, 2.W.7, 2.W.8, 2.SL.2, 2.SL.3, 2.SL.4, 2.SL.5, 2.SL.6 (all are practiced/encountered)
CVE: CV5.2.2 (practiced/encountered)


(use as a reference as needed)

  • Stewardship- As Wyoming citizens, we are stewards entrusted with the responsible development, care, and use of our resources to benefit current and future generations.
  • Conservation – the careful utilization of a resource in order to prevent waste and leave some for future generations

Instructional Procedure/Steps:

  1. Review content and vocabulary from past lessons that you chose to emphasize for your students. Discuss with students the following questions to provide the background schema necessary for them to create a final project:TEACHER NOTE: When discussing these questions, reinforce prior knowledge to help students start the brainstorming process for their stewardship project.
    • How have tools changed?
    • How have the tools impacted farmer’s production of crops?
    • How has soil been conserved through ideas like crop rotation and the use of new tools?
    • How does weather affect the soil/crops?
    • What are the methods farmers use to reduce the negative effects of weather on land and crop production?
    • What must crops have in order to grow well?
    • How are farmers good stewards?
    • How do all of these components make us stewards of Wyoming?
    • Have students discuss the impact agriculture has on Wyoming. Possible points are as follows: agriculture provides jobs for people in Wyoming; agriculture provides food for people and animals.
    • What would happen if agriculture were to go away in Wyoming? Possible points are as follows: loss of jobs, impact on people and animals.
      How do all of these things link to being a good steward in Wyoming?
  2. After reviewing the Wyoming Stewardship Project definition of “stewardship”, as a whole class, tell students that they will be creating an advertisement encouraging people to be good stewards of Wyoming agriculture. Identify with students the attributes of an advertisement that
    they will need to include in their project: using pictures and information to share important ideas. Emphasize how facts can be used to help inform and persuade people. For the advertisements, they will be using information to encourage people to be good stewards.TEACHER NOTE: It may be helpful to create a sample project to make expectations clearer to students
  3. Give examples of possible teacher-approved project methods (posters, advertisements, PowerPoints, dioramas, skits, etc.). Provide students with an example of how these formats could be used. For example, the teacher would say: “If I were going to make a poster, I would be sure to include facts about why being a steward of agriculture is important, and what I could do to be a good steward. In order to be a good advertisement, I need to be sure that I include pictures to emphasize my most important ideas.” Give students time to choose one of the project methods. Once students have chosen a project, pass out and discuss the scoring rubric that will be used to assess their understanding of stewardship of Wyoming agriculture. This rubric will provide project expectations.
  4. For the next teacher-decided class periods, students will work on their projects. Students must use resources from previous lessons for information to create projects. Teacher should set allotted time to complete project.
  5. Students present their final projects about how they are stewards of Wyoming agriculture. Use scoring rubric to score project presentations.


Summative presentation that illustrates students’ role as stewards of Wyoming. Students’ presentation includes their learning from lessons 1-7.