NO TE TO INSTR UCTO R :

These are suggested activities and questions to accompany the virtual industry tour. Each
component may be used individually or modified to fit the needs of the classroom. Use these
websites for more information on this career cluster:

 www.education.ne.gov/nce/career-clusters
 https://www.education.ne.gov/nce/careerdevelopment/
 Nebraska H3 Reports
 www.nebraskacareerconnections.org

In addition, NEworks has an array of resources, including Nebraska Workforce Trends magazine,
Labor Market Regional Reviews, Occupational Profiles, and Career Ladder Posters, available at
https://neworks.nebraska.gov under Labor Market Information>Additional
Services>Publications.

BELL RINGER: Display the United States and World Population Clock website for
students to view as they enter the room. If Internet service is not
available, use an estimated population by looking at the website
https://www.census.gov/popclock/ prior to the lesson. Post the
prompt on the writing surface for students to answer as they enter
the room. Each will respond individually in their notes.

As the world population continues to increase, what will be needed to

meet the needs of a growing population?

Have students share responses with the class. Discuss the basic
needs of humans including food, shelter, water, and clothing.
Point out that the Agriculture, Food, and Natural Resources career
cluster prepares students for careers in planning, implementing,
producing, managing, processing, and marketing agricultural
services and commodities which include food, fiber, wood products,
natural resources, horticulture and other plant and animal products.
These careers produce the food we eat and the clothes we wear.

Note to instruc tor: At the end of class, revisit the website to see
how much population growth has occurred during the class period.

ANTICIPATORY SET: Guide students to think about the importance of careers in this career
cluster by facilitating a team activity. Divide students into groups of
four. Post this scenario on the writing surface or read aloud:

 You and a group of friends have been selected to be on a new reality

television show. You will be taken to a desert island in the middle of
the ocean and expected to survive without contact from the outside
world for one year.
 Make a list of 8 items you would take with you to the island.
 You have six minutes to discuss and create your list.
 After six minutes, bring the students back together. Facilitate a discussion
by asking these questions:

 How did you decide what to include on your list?

 Which items will help you secure future supplies?
 When have you had to make challenging decisions at home?
In school? In the workplace?
 What are the minimum requirements for human survival?

Point out that food, water, clothing, and shelter must be at the top of
the list. These items are supplied to us through careers in the
Agriculture, Food, and Natural Resources career cluster.

INTRODUCTORY Ask the following questions to students and have them respond
QUESTIONS: in journals or aloud. If asking aloud, have students share with a
partner first, then ask two or three students to share. Responses will
vary and are based on the students’ knowledge prior to watching the
virtual tour.

 When you think of Agriculture, Food, and Natural Resources, what

types of jobs come to mind?
 Are these careers YOU might be interested in? Why or why not?

CONTENT: Show the 16-minute virtual industry tour at https://bit.ly/CTAGR,

which features three companies: Central Valley Ag, HDR and Omaha
Steaks. Or have students individually view the online video. Students
will complete the Student Viewing Guide worksheet as they learn
about the career cluster. Introduce the virtual tours by saying:

 Today we will watch a video highlighting three different businesses

in the Agriculture, Food, and Natural Resources career cluster.

 Each professional in the video will describe his or her involvement

in the industry, as well as the skills necessary for success.

 Different careers associated with this career cluster will also be

described.
FOLLOW-UP Ask the following questions after students view the virtual industry
QUESTIONS: tour. Questions can be assigned as journal questions, asked aloud
or discussed in small groups.

1. How would you define this career cluster?

 The Agriculture, Food, and Natural Resources Cluster involves

careers that plan, implement, produce, manage, process, and
market agricultural services and commodities which include
food, fiber, wood products, natural resources, horticulture, and
other plant and animal products.

2. What surprised you about this career cluster?

 Answers will vary

3. What types of careers are included in this career cluster?

 Agronomist, biologist, culinologist, engineering technician,

environmental scientist, environmental technician, executive
chef, field sales agronomist, food scientist, global positioning
technician, HR resource manager, president of engineering,
recruiting specialist, science teacher and supervisor of talent
acquisition.

 Other careers not mentioned in the video: agricultural loan

officer, agriculture engineer, agriculture manager, animal
geneticist, animal physiologist, biochemist, biomaterials
engineering, conservation officer, diesel mechanic, entomologist,
farm equipment mechanic, farm and ranch manager, financial
manager, fisheries scientist, forest scientist, food broker, food
engineer, golf course superintendent, hazardous material
handler, health and safety sanitarian, international agri-
marketing specialist, landscape architect, quality assurance
specialist, plant scientist, solid waste disposer, toxicologist,
water quality manager, welder, wildlife manager and
veterinarian, and welder.
Note to instructor : Explain to students that this career cluster can
be divided into seven Career Pathways including:

 Agribusiness systems
 Animal systems
 Environmental service systems
 Food products and processing systems
 Natural resources systems
 Plant systems
 Power, structural, and technical systems
 Each Career Pathway has a narrower skill set for the occupations
within this career cluster.
For more information about Agriculture, Food, and Natural
Resources (AFNR) careers and education pathways, go to
http://bit.ly/AFNRcc.

For more information and downloadable tools for each career

cluster, go to: http://bit.ly/nceCareerFields.

Additionally have students access Nebraska Career Connections at

www.nebraskacareerconnections.org. Nebraska Career Connections
provides education and career planning resources to bring
Nebraskans together – students, parents, educators, adults, and
employers.

4. What careers and jobs in this career cluster could be obtained

immediately after high school graduation?

 Most jobs in the virtual tour required some type of degree or

certificate.
 Other examples: Farm and ranch worker, animal caretaker, feed
sales, refuse and recyclable material collection, butcher and
meat cutter, meat processing slaughter and meat packer,
nursery and greenhouse worker, tree trimmer and pruner.
 For more information about these careers:
http://bit.ly/AFNRcc, http://bit.ly/AFNRccPDF, and
https://onetonline.org//find/career?c=1.

5. List and describe the pathways of this career cluster.

 Agribusiness: Uses technology to coordinate all activities that

contribute to production, processing, marketing, distribution,
financing, and development of agricultural commodities
 Animal systems: Studies genetics, nutrition, reproduction,
growth and development of food and companion animals.
Includes the inspecting and grading of livestock food
products, purchasing livestock, and working in sales or
marketing.
 Environmental service systems: Involves pollution control,
recycling, waste disposal and public health. Includes
hazardous-waste management studies, analysis, and
research environmental projects.
 Food products and processing systems: Includes finding new
food sources, analyzing, and developing ways to process,
preserve, package and store food. Includes creating new food
products and inspecting food-processing to ensure sanitation,
safety, quality, and waste management standards are met.
  Natural resources systems: Includes developing, maintaining, and
managing the forest and natural environment.
 Plant systems: Includes developing new ways to improve the
nutritional value and aesthetic of plants and quality of seeds.
Uses genetic engineering to develop pest and drought
resistant plants helping producers while conserving natural
resources and maintaining the environment.
 Power, structural, and technical systems: Applying knowledge of
engineering, hydraulics, pneumatics, electronics, power,
structures, and controls to the field of agriculture. Developing
conservation of soil and water to improve the processing of
agricultural products.

6. The professions of environmental and engineering technicians are

considered high skill, high wage, and high demand. What does this
mean?

 High skill occupations require some form of training and

education beyond high school.
 High wage occupations are those in which wages are at or
above the median average wage of all occupations in
Nebraska.
 High Demand jobs are determined by the number of annual
openings, the net change of employment and the growth rate of
the occupation. Determine the high demand rating.

7. Eighty-eight different careers use GIS (geographic information

systems) map creation software. What are some of those jobs and
how do they use GIS?

 Job titles include: Cartographer, GIS analyst, County GIS Analyst,

GIS Election Manager and GIS Operations Real Estate Manager.

 Making maps, deciding the best location for cell phone towers,
storing and maintaining global climate change information,
finding the most energy-efficient route for a mail carrier, helping
the government figure out how to get aid to storm victims, and
assessing vulnerability of areas to pollution.
 For more information:
http://www.cartogis.org/docs/cartogis_careers.pdf.
8. Core academic skills include reading, written communication,
listening, speaking, and mathematical reasoning with problem
solving. How might these core academic skills be used in this
career cluster?

 Answers will vary.

 Here are a few examples:
• Agronomists must be proficient at reading chemical and
seed labels for best practices including planting depth,
soil type, herbicide and pesticide use, and more.
• A culinologist must write well and accurately so their
research and discoveries of new products are properly
recorded, and the successes can be re-created.
• Being an executive chef requires listening and speaking
skills so good communication with the staff and public
take place. Knowing and understanding what the
customer wants is key to putting the right product on the
plate.
• Environmental scientists use math and problem solving
while they conduct surveys of protected species.
• Scientists calculate the current population, population
increase or decrease, and make predictions for future
populations of the species. These calculations help them
make recommendations about land use and conservation
practices.

9. A Career Ready individual makes sense of problems and perseveres in

solving them. When have you demonstrated this Career Readiness
skill?

 Answers will vary.

 Explain to students that this is a sample behavioral interview
question that they may be asked in a job interview. Employers
use past experiences as a way to predict future performance.
 One technique used to respond to behavioral questions is the
STAR response: Situation, Task, Action, and Result. Example
sources for more information include:
https://bit.ly/STAR_technique1 and
https://bit.ly/STAR_technique2.

10. The virtual industry tour mentioned traits employers seek when
hiring. What Career Readiness Skills should a desirable applicant
possess?

 Answers will vary.

For more information:
http://education.ne.gov/nce/careerreadinessstandards.
 11. More than half of young people that participate in internships become
full-time employees. What is an internship? Why are internships
beneficial?

 An internship is a position for a student or trainee who works,

sometimes without pay (the CVA internships are paid 12-week
experiences).
 Intern benefits include: work experience to include on a resume
and for future jobs, increased knowledge and experience,
exposure to real tasks of the job to help determine if this is a
future career option, some internships are paid, the potential to
earn college credit, opportunities to network with professionals
in the career field and the chance to develop confidence.
 The benefit for the business is that it is very expensive to hire
people for jobs. Companies like the opportunity to “try out” an
employee without hiring them on a full-time basis. If the intern
fits into the culture of the company, they are more likely to hire
them.

12. Which pathways are represented in the virtual tour?

 Plant Systems: Central Valley Ag

 Environmental Service Systems: HDR
 Food Products and Processing Systems: Omaha Steaks

13. How has the Agriculture, Food and Natural Resources career
cluster changed to meet the needs of a growing population (as we
observed in the bell ringer)? What must be done in the future to
continue to meet those growing needs?

 Answers will vary but should include: Shifting from a

hunting/gathering mentality to settlements and farming,
enhanced productivity because of irrigation and fertilizer,
increased productivity because of improved farm machinery
and precision ag, advanced transportation and storage and
improved genetics.

 Answers will vary for the future, but should include: Protection
of land, clean water and air, elimination of waste, increased
productivity, improved genetics and adaptability, sustainable
agriculture, and food distribution worldwide.

EXTENDED LEARNING
ACTIVITIES:

The following are suggested activities to increase student

learning and exposure to this career cluster.
 Join a Career and Technical Student Organization such as FBLA, FFA, SkillsUSA,
DECA, or FCCLA. Student members have the chance to apply lessons and
information learned in the classroom in real hands-on experiences and
competitive events.
 Have each student put together a portfolio of tangible materials that showcase
his or her skills and work experience. Use the digital portfolio available at
www.NebraskaCareerConnections.org under the Students Tab in the High School
section.
 Show a Modern Marvels video from the History Channel. Applicable topics to this
career cluster include: Welding, corn, farming technology, cattle ranches,
harvesting, coffee, sugar, more snack food tech, cotton, candy, renewable energy,
the supermarket, breakfast tech, harvesting 2, cheese, environmental tech II, fast
food tech, milk, bread, ice cream, wheat, the horse, the turkey, the pig, the butcher,
eggs, the potato, rice, and food trucks.
 Some videos can be found online while others must be purchased.
 Have students answer a guided note worksheet during the video or write a short
reflection paper.
 Obtain certification in Beef Quality Assurance (BQA, www.bqa.org), Dairy QA
(www.bqa.org/programs/dairy- bqa), Pork Quality Assurance (PQAPlus
https://porkcheckoff.org/certification-tools/training-certification/pqa-plus/ ) or
other similar animal production certificate programs.
 Start a school-wide recycling program or promote a current recycling program.
 Provide several ingredients for making salsa. In small groups, have students create
their own salsa including an ingredient label. For a marketing twist, have students
create commercials or advertisements for their salsa.
 Make a list of the Career Readiness Skills that are personal strengths. Then make a
list of the skills and behaviors required for a career in Agriculture, Food, and
Natural Resources. Compare the list to determine which Career Readiness Skills
need to be strengthened for employment in this career cluster.
 Perform basic maintenance on a lawn mower including changing the oil,
checking tire pressure, replacing air filters, and possibly sharpening the blades.
 Meet with the school counselor to discuss classes that would help prepare a student
for careers in this career cluster. Also, discuss valuable certifications that can be
obtained during high school.
 Identify a postsecondary institution that is offering certifications or degrees that
would help prepare a student for a career in this career cluster. Obtain and
complete admissions and scholarship applications for the school or program.
 Visit a local restaurant for a kitchen tour, meet with the chef and eat a meal. Write a
review of the food.
 Plant and care for a school or community garden. Donate the food produced or sell it
at a local farmer’s market.
 THERE ARE MANY RESOURCES THAT CAN BE USED BY TEACHERS, PARENTS AND JOB SEEKERS FOR CAREER EXPLORATION.
Some resources are tailored for Nebraska and some are national, but all provide valuable information and many incorporate
information from the Nebraska Department of Labor Market Information (LMI). This list is not comprehensive, and only
represents a sampling of the many resources available. Share the Career Exploration/ Planning resources table with students
and have them do a review of what each offers them as a tool for finding the right career fit. Nebraska Career Connections is
a totally FREE resource that is highly recommended for use by career and technical education students and teachers.

CAREER EXPLORATION & PLANNING

Website Type of Resources Available Produced & Sponsored By

Education and career planning resources for students,
parents, educators, adults and employers. Students Nebraska Departments of Education and
Nebraska Career Connections
can explore career options, search for colleges, find Labor, Nebraska VR, and Partnerships for
www.nebraskacareerconnections.org
out about applying for college, tuition, scholarships & Innovation.
financial aid, and create an e-portfolio and resume.
Information on High Wage, High Demand, High Skill
Nebraska H3 Reports: jobs in Nebraska. Top H3 occupations are identified
https://bit.ly/neH3 on the home page.Reports can be generated by each
Nebraska Departments of Education,
Nebraska Economic Development Region and also
Labor and Economic Development
statewide. Reports include H3 Report, Nebraska
Economic Industry Report and All Career Clusters
Report, Jobs can be searched by Job Title or SOC Code.
U.S. Department of Labor, Employment
O*NET OnLine and Training Administration (sponsor)
Occupation information: knowledge, skills, abilities,
www.onetonline.org Career Interest profile, job outlook and wages
Developed by the National Center for
O*NET Development

My Next Move
Condensed version of information from O*NET OnLine
www.mynextmove.org/

Occupational Outlook Handbook Nationwide data on occupation pay, work environment,

Bureau of Labor Statistics
www.bls.gov/ooh/ job outlook, similar occupations, and more

Nebraska Reality Check

Lifestyle cost information and occupations in
https://www.education.ne.gov/nce/career- Nebraska Department of Education
corresponding wage range
readiness-videos/

IN-DEPTH

Website Type of Resources Available Produced & Sponsored By

CareerOneStop Variety of resources related to career planning, job U.S. Department of Labor, Employment
www.careeronestop.org training, and job searches and Training Administration (sponsor)

IResources tailored to students and young adults

GetMyFuture such as career exploration, information on finding
U.S. Department of Labor, Employment
(section of the CareerOneStop website) education and training programs, and how to conduct
and Training Administration (sponsor)
www.careeronestop.org/GetMyFuture a successful job search.

www.nebraskacareertours.com

SPONSORED BY DEPARTMENT OF LABOR

Instructions: Questions 1 and 2 should be answered after watching all three sections of the virtual
industry tour.

1. List six careers mentioned during the virtual industry tour:

1. Agronomist 4. Engineering technician

2. Biologist 5. Environmental technician

3. Culinologist 6. Environmental

2. Where is each business located?

BUSINESS LOCATION
CVA (Central Valley Ag) Hooper, Nebraska
HDR Omaha, Nebraska
Omaha Steaks Omaha, Nebraska

Instructions: The following questions are specific to the Central Valley Ag section of the virtual
industry tour.

3. What is an ag cooperative?

• Cooperatives allow farmers to pool resources to realize joint economic benefits related
to agronomy, grains, feed, and energy.

4. Describe the responsibilities of an agronomist:

• Manage, improve, and protect natural resources. This includes fertilizer,

fungicide, scouting and making recommendations.

5. Describe how CVA internships are structured:

• CVA internships are paid, 12-week experiences to explore career paths and job duties.
6. What percent of young people that participate in internships become full-time employees?

Over half (50%)

Note: The source of this is InternNE and the Nebraska Department of Economic Development.
https://opportunity.nebraska.gov/

Instructions: The following questions are specific to the HDR section of the virtual industry tour.

7. How many offices does HDR have worldwide?

Over 200

8. Describe what HDR does:

• HDR saves natural resources through engineering, architecture, consulting, and

environmental science.
• The company rebuilds environments that have had problems including flooding.

9. In Nebraska, environmental and engineering technician occupations are considered H3. What do
the three Hs stand for?

1. High skill
2. High wage
3. High demand

10. Describe the job responsibilities of an environmental scientist:

• Duties vary day-to-day including collecting surveys of protected species, mapping in

the field, environmental assessments and issuing permits to ensure the
environment is not harmed during building and development projects.
Instructions: The following questions are specific to the Omaha Steaks section of the virtual industry tour.

11. What food items does Omaha Steaks market?

1. Beef steaks 4. Seafood

2. Pork 5. Desserts

3. Chicken 6. Skillet meals

12. How many full time and temporary holiday employees does Omaha Steaks employ?

2,000 full-time and 4,000 seasonal

13. Describe the job responsibilities of an executive chef:

• Executive chefs complete public relations appearances, develop new products and
cooking methods, develop recipes, oversee social media content, and serve as the
face of the company.

14. Describe a culinologist:

A culinologist is a specialized food scientist who develops new food products for food
companies.

15. Which university in Nebraska offers a Bachelor of Science degree in culinology?

University of Nebraska - Lincoln

Instructions: Respond to Question 16 after watching all three sections of the virtual industry tour.

16. Which of the careers introduced in the virtual industry tour best fits your skill set and interests?
Explain.

• Answers will vary