This course aims to increase understanding and knowledge of our food and fiber system, giving a starting point for students to explore pathways and occupations related to the agriculture industry, and gain hands-on experience learning basic agricultural practices. This curriculum, designed for eighth-graders, is intended to be student-led and inquiry-based.  Written by Emma Sunderman; Ice Cream in a Bag Lesson Plan by Caleb tenBensel; other activities developed and curated by Nebraska AFNR educators

CropWatch is a central resource for University of Nebraska–Lincoln Extension information on crop production and pest management. It is written by Extension Educators and Specialists and produced by IANR Media in the UNL Institute of Agriculture and Natural Resources.

Information is organized into two key areas, each of which offers thousands of crop-specific articles for Nebraska producers and crop consultants:

The CropWatch newsletter, which includes timely articles published to the site's home page. New issues are published weekly during the heart of the crop production season and generally biweekly during the remainder of the year. Older articles are archived for later review.

CropWatch also includes:

- Calendar of ag events and programs
- Daily news and updates via Twitter at UNL_CropWatch (also displayed on the home page)
- Ag decision-aid tools and resources from UNL Extension
- Content tags at the end of individual stories to help you located related articles released since April 2016.
- Use the Search box in the top right of every page or the Archives to locate additional articles.
- Crop-specific production and pest management sections, with additional sites for whole farm and production systems. Use the top red-bar navigation to access specific crop, management and related topics.

One in four jobs in Nebraska are related to agriculture. With one of our main industries being agronomic crops, crop scouting is important to learn. This lesson will test the students' knowledge of all things pests and challenge them to identify the problem in a field. 

Students will learn to calculate time required for corn to progress from one development stage to another based on the amount of heat accumulated.

Concise lesson plan template asking for the 'essential question', objectives, interest approach, content/procedure/activity, and closure/check for understanding.  Developed by Matt Kriefels.

How are the majority of plants in our world classified into groups? In this lesson, students will explore the similarities and differences that exist between the structures of monocot and dicot plants through the context of a corn and soybean plant. 

Students will spend weeks observing seeds prepared for germination in five ways:  control (no prep), sulphuric acid soak, hot water soak, filing/sanding seed coat, and cracking seed coat with a blow from a hammer.  By Aaron Magnuson, Branson High School

This series of resources includes a lecture and activities to define what makes a plant a weed, classify weeds according to life cycles and as monocotyledons or dicotyledons, compare morphological characteristics and functions of different types of leaves, and identify local major weeds.

eGRO University - Electronic Grower Resources

A series of video lectures and tutorials on a wide variety of topics, a resource of over sixty full-length presentations!