On a sunny Friday afternoon, third-grade classrooms at Stanfield Elementary buzzed with excitement. Each room had transformed into a mini world showcase, inviting visitors to explore the role of agriculture across different continents. Student-created posters, vibrant visuals, and hands-on displays highlighted everything from the rice fields of Asia to the dairy farms of Europe.
This event—AgriWorld Day—was the culminating event of the grade level’s year of learning. After two weeks of research and preparation, students at Stanfield Elementary stepped into the role of presenters. They shared what they had learned about global crops, farming practices, and creative solutions to environmental challenges—like floating dairy farms in the Netherlands and solar-powered greenhouses in Spain.
Designed around the theme of sustainability, the project encouraged students to build critical global competencies such as global connection, communication, and critical thinking. They engaged deeply with academic content while building durable skills that connect to real-world careers.
Pay Attention: Discovering the World Through Agriculture
The project began with a question: How does agriculture connect people across the world, and why does it matter where our food comes from?
Each class focused on a specific region:
- Asia, exploring the cultivation of rice and tea,
- Africa, where cocoa and coffee are major exports, and
- Europe, with its variety of vegetable crops and dairy production.
Students investigated crops native to each area and learned how geography, climate, and culture influence what grows and how. They also explored farming techniques and sustainability efforts unique to those regions. From harvesting tea in Asia to pest control innovations in European greenhouses, students brought curiosity and clarity to every detail.
By aligning their research with third-grade social studies and science standards—like understanding how humans adapt to their environments and how ecosystems support life—students built a strong foundation of knowledge. Just as important, they developed confidence in communicating that knowledge with others.
On AgriWorld Day, they brought it all together. Each classroom station offered a snapshot of the region studied, complete with visuals, student-made presentations, and thoughtful explanations. Visitors—families and school faculty—moved between rooms, asking questions and learning from these young global experts.
One student anticipated questions and had extra facts ready—telling the audience, “You might be wondering…” before jumping into more information. That kind of initiative was just one example of how students took ownership of their learning.
Feel Connected: Bridging Local and Global
While students studied international farming practices, they also looked closer to home. The week after AgriWorld Day, they’ll attend AgriWorld Day at West Stanly High School—a field trip designed to deepen their understanding of local agriculture. There, they’ll meet high school students involved in agricultural programs, explore equipment and crops used in North Carolina, and reflect on how food is produced in their own community.
This field trip is especially meaningful because it mirrors the structure of the third-grade project—connecting global research with local realities. Students will not only see how agriculture works in their own region but also compare it to what they’ve learned about farming in places like Africa, Asia, and Europe.
This layered experience helps students see how they’re part of a larger system. Agriculture isn’t just something that happens far away. It’s connected to their lunch trays, their families, and their community’s economy. By seeing the links between global crops and local practices, students begin to understand how their actions—like reducing food waste or supporting local farms—can make a difference.
They’re also building empathy and intercultural understanding, two key global competencies that support thoughtful citizenship and future-ready thinking.
“I’m so impressed,” said Jessica Dunn, the curriculum coach at Stanfield. “You can tell they are invested in what they’re talking about—and they’re excited to share it.”
Take Action: Student Voice and Skill-Building in Action
The learning didn’t stop with research and presentations. Each student created a poster to showcase their knowledge and perspectives—some students even had additional 3D model displays. These creative pieces became more than just classroom assignments; they were tools for advocacy and awareness.
As students prepared for their AgriWorld Day presentations, they practiced a range of career-ready skills: organizing information clearly, speaking with confidence, using visuals to support their ideas, and working together as a team. These experiences helped them strengthen abilities that will serve them well in a variety of future career paths.
And because their work was tied to a real audience, the stakes felt meaningful. Students explained the importance of crops like coffee and tea and highlighted innovative farming solutions from around the world. They shared how farmers are using bugs like ladybugs to manage pests without chemicals and how hydroponic systems conserve water and space. Students were fascinated by floating dairy farms in Rotterdam, designed to adapt to limited land. These examples showed how agriculture can evolve to meet both environmental and community needs—and students were eager to share what they had learned.
For many students, the project offered unexpected personal connections. One group studying tea harvesting in Asia was asked whether they’d ever want to be farmers themselves. “Yes,” they all said. One student explained she liked the idea because “there’s a lot to learn,” while another shared that his dad had been a farmer, and he wanted to be like him.
By connecting their research to action, students didn’t just talk about solutions—they imagined themselves as part of them.
Reflection and Impact: A Window Into What’s Possible
When asked what their favorite part of the project was, students talked about getting to know classmates better, working as a team, and discovering talents they hadn’t used before. These reflections highlighted the impact that opportunities to develop skills like collaboration and self-awareness can have. “My favorite part was working with new friends,” one student shared. “I hadn’t done a project with them before.”
At its core, AgriWorld Day exemplified what the Global Leaders framework is all about: giving students the tools, confidence, and mindset to understand the world—and their place in it. Through a blend of academic rigor, creativity, and authentic purpose, Stanfield’s third-grade team brought global learning to life.
Teachers and administrators alike were impressed—not only with the students’ understanding of sustainability but also with their growth in communication, collaboration, and confidence. “It’s a big topic for third grade,” one teacher said, “but they rose to the challenge.”
At Stanfield Elementary, global learning isn’t an add-on. It’s embedded in the way students see the world and how they prepare to lead in it.
