Geographic Alliance of Iowa

DA.M. Agriculture Lesson Plan

By Roy D. Liljegren
6th gr. World History Davenport School Dist.



OVERVIEW: Students will analytically sort agricultural concepts into three ways that people deal with their environment. Key elements in this sorting activity are dependence, adaptation, and modification. Applying these elements will help students identify a broad array of aspects in agriculture. They will also be able to recognize 3 common ways people deal with their environment.

THEME: Human Environment Interaction

ESSENTIAL ELEMENTS:
(Standard 14) How humans modify the physical environment.
(Standard 15) How physical systems affect human systems in response to constraints of the physical environment and the need for growing food.

Humans need to constantly depend on, adapt to, and modify their environment throughout progression of human history.

GRADE RANGE: 6-8

TIME: 2 class periods.

MATERIALS:
Sets of agriculture cards for each group (2-3 students)
3 large topic cards for each group (Depend, Adapt, Modify)
Definitions for Depend, Adapt and Modify on Posters
Individual Venn Diagrams and pencils for each student

OBJECTIVES:
Students will read and classify agriculture cards into 3 subject areas.
Students will make decisions cooperatively together.
Students will analyze aspects of agriculture as the sort these cards.
Students will individually make Venn diagrams showing their results.
Students will be able to discuss and compare early food gathering to modern methods of farming in forming a historical format for cultures studied later.

SUGGESTED PROCEDURE:

  1. Discuss the theme of Human Environment Interaction.
  2. Go through the three common ways people deal with their environment.
  3. Explain Agriculture and the cards they will be sorting in this activity.
  4. Demonstrate a Venn diagram and its purpose in this activity.
  5. Explain the evaluation rubric and review working in groups.
  6. Divide into groups of 2 or 3 students and give each group a set of agriculture cards and 3 topic cards.
  7. Give students adequate time to sort cards in their groups.
  8. Students start Venn Diagrams independently not limited by group ideas.
  9. Discuss early food gathers and modern agricultural improvements.

EVALUATION: Students will complete individual Venn Diagrams using the information they sorted through in the group situation.
The following is a 10 point evaluation rubric.

Neatness 0-2pts (1 pt. readable 2 pts. neatly done)
Clarity 0-3pts (Understands each of 3 areas)
Accuracy 0-3pts (Reasonable placement of items in each area)
Complete 0-2pts (1 pt. for 75% complete and 2pts. for totally complete) 10 points possible
Extra Credit 1 pt for 2 new agriculture card ideas on diagram (circled)
2 pts for more than 2 ideas


EXTENSION: Students could draw the ideas presented on the cards and display them or Make the original agriculture cards with diagrams and definitions before applying them to this activity.

Use the 3 same perspectives to analyze: periods of history, countries, people, states, regions, government, staff development, or any area that "environment" could changes.

The environment changes can happen in the past, in the present, or in the future. Use the agriculture card topics brainstorm possible, probable, and preferable futures.

Bring in a guest farmer to help with more agriculture cards and discussion.



ADAPTATION: Students could brainstorm agricultural items themselves using a chapter or using other sources such as the reference books or the Internet.

The results of this activity could be referred to in future units when dealing with agriculture development by pulling out Agriculture cards that deal with each of your texts countries, regions, state, or cultures as you move into new units. Use these as themes on part of a bulletin board of your current area of study.

Use the D.A.M. (or M.A.D.), as topics for a game of Agriculture Jeopardy.

Use the Letters in AGRICULTURE to form new terms that deal with Agriculture for each letter ( i.e.. A = aerate G = geography R = ripen) in order to get students thinking of agriculture.








AGRICULTURE CARDS


Crop rotation

 

 

 

 

Hybrid seeds

 

 

 

 

Irrigation canals

 

 

 

 

Underground drainage tiles

 

 

 

 

Row planting

 

 

 

 

Terracing

 

 

 

 

Windmills

 

 

 

 

Cut down trees

 

 

 

 

Change natural vegetation

 

 

 

 

 

Adequate rainfall

 

 

 

 

 

Warmth

 

 

 

 

 

Adequate growing season

 

 

 

 

 

Adequate water table

 

 

 

 

 

Good soil

 

 

 

 

 

Available seeds

 

 

 

 

 

Variety of cold and warm weather crops

 

 

 

 

Fertilization

 

 

 

 

 

Farm tools

 

 

 

 

 

Zoning laws

 

 

 

 

 

Laws to help farms

 

 

 

 

 

Insecticide

 

 

 

 

 

Livestock confinement

 

 

 

 

 

Grain storage

 

 

 

 

 

Sunlight

 

 

 

 

 

Bringing in bugs to kill other bugs

 

 

 

 

Bringing in bees to pollinate crops

 

 

 

 

 

Plowing under prairies

 

 

 

 

 

Safety

 

 

 

 

 

GPS (Global Positioning systems)

 

 

 

 

Convenience

 

 

 

 

 

Cooperatives

 

 

 

 

 

Sprinkler systems

 

 

 

 

 

Letting field set for a time

 

 

 

 

 

Contour plowing

 

 

 

 

 

Greenhouse

 

 

 

 

 

Hydroponic gardening

 

 

 

 

 

Windbreaks

 

 

 

 

 

Gene altered seeds or animals

 

 

 

 

 

Mulching

 

 

 

 

 

Weed killers

 

 

 

 

 


DEFINITIONS FOR DEPEND, ADAPT, AND MODIFY ON POSTERS

Crop rotation = planting different Crops each season to help the soil. Adequate water table = plants take water from beneath the ground at different levels.
Hybrid seeds = taking the best seeds and pollinating them together to form a better hybrid seed. Good soil = soil that is good enough to grow specific crops.
Irrigation canals = dig waterways to get water to the fields. Available seeds = plants provide seeds for the next growing season.
Row planting = planting in rows so that equipment can be used throughout the season. Variety of cold and warm weather crops = these help people survive in different seasons.
Under ground drainage tiles = to drain water so a bog is plantable or major rain doesnt stay on crops. Fertilization = this can be natural or applied by humans so that crops have the needed nutrients to grow.
Terracing = planting in stair steps on a hill or mountain to help stop soil erosion and keep water longer. Farm tools = tools to help the farmer plant, harvest, maintain, and store crops.
Windmills = to drain water from a field or pump water from the ground for animals and crops. Zoning laws = humans can preserve the land for agricultural uses only by laws.
Cut down trees = slash and burn techniques to prepare an area for farmland use.

Laws to help farms = these could be requirements to help the soil, money given to farmers to help develop soil, special crops or farming techniques, etc.
Change natural vegetation = to plant larger quantities of crops that are in demand. Cooperatives = these organizations owned and governed by farmers help store, sell, and provide many services to farmers.
Adequate Rainfall = so that plants and animals have a natural availability of water. Sprinkler systems = a variety of systems are available to supplement or provide artificial rainfall to dry fields.
Warmth = plants and animals need adequate natural warmth in or to survive in an environment. Letting field set for a time = this helps the soil rest for future planting but makes land temporarily unavailable for planting.
Adequate Growing Season = enough time to grow crops in a regional climate with seasons. Contour farming = plowing and planting around the hills or contours of the land to help prevent erosion.
Greenhouse = using a glass house to plant more or all of the year in areas that the environment or climate hinders growth. Hydroponic gardening = when the soil is inadequate or when using a green house, controlled planting in water can be used with certain plants.
Windbreaks = these can be manmade bathers or trees, hedges, etc. to prevent wind erosion. Gene altered seeds or animals = scientific lab alterations of plants and or animals to produce a better product.
Mulching = placing material between plants to prevent weed growth, retain moisture, Etc. Weed killers = products that prevent or kill weeds that reduce crop yield.
Livestock confinement = Animals are kept in buildings to regulate feed, growth, health, etc. making use of less land. Insecticides = products that prevent or kill insects that reduce crop yield.
Sunlight = needed to make Plants grow. Grain Storage = keeping grain so that it can be used later or sold later.
Bringing in Bees to pollinate crops = a method to help crops grow by bringing in more pollinating bees or making them available if they are not. Bringing in Bugs to kill Bugs = a method to kill harmful crop insects with hanniess insects without pesticides.
Safety = this includes tools, product poisoning, field safety, etc.
 Plowing under Prairies = in order to create land to plant wanted crops these prairies with larger root systems needed to be eliminated.
Convenience = this includes climate, available nature habitat, available vegetation, transportation, market, etc. GPS (Global Positioning systems) = this satellite technology allows farmers to evaluate plant growth, spacing, etc. and saves farmers fertilizers, gas, etc.

Create three large topic cards for each group.

 

MODIFY

 

DEPEND

 

ADAPT

 

ADDITIONAL RESOURCES:
Venn Diagram (in PDF form)
There is an empty venn diagram that can be used with your students and an example.
This is only an example because the answers are correct if the student can justify their placement.

In order to view the venn diagrams, you need Adobe Acrobat Reader.
If you don't have it, you may download it free by clicking on this link: Adobe Acrobat Reader.