The contexts in which agricultural concepts appeared were not distributed evenly across KSABs (see Table 5).
Overall, these findings demonstrate a lack of agricultural literacy concepts and an uneven distribution of the concepts over the contexts of KSABs.
Also, agricultural KSABs were found more in fifth grade materials than fourth, providing younger students with less exposure to agriculture when their logic and reasoning skills may be more developmental.
Agricultural literacy can help students connect KSABs in science, environmental education, and ESD; and returning to agriculture's historic scientific foundation through integrated curriculum can increase literacy in these fields.
Curriculum and instructional designers should use agriculture as a unifying topic for science, environmental education, and ESD to encourage literacy through the development of KSABs embedded in crosscutting concepts, core ideas, and practices found in all the subjects.
Providing several methods of summative and formative assessment, checks-for-understanding, and authentic performance tasks incorporating agricultural literacy KSABs will help students gain scientific knowledge and skills, learn to question and investigate environmental issues, and plan for a sustainable future (Wiggins & McTighe, 2005).