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Grandlinard 1
Farming in Indiana
4th Grade Social Studies Unit
Jessica Grandlinard
Dr. Schilling
Education 327-Social Studies Curriculum & Methods
December 5, 2011
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Table of Contents
Introduction ................................................................................................................................... 3-4
The Typical 4th Grade Learner .......................................................................................................... 3
Rationale ....................................................................................................................................... 3-4
Goals ................................................................................................................................................. 4
Objectives .................................................................................................................................................. 4-5
Standards ...................................................................................................................................................... 6
Unit Web ........................................................................................................................................... 7
Parent Letter ..................................................................................................................................... 8
Trade Books .................................................................................................................................. 9-11
Interactive Bulletin Board ................................................................................................................ 12
Field Trip/Guest Speaker .................................................................................................................. 13
Technology ...................................................................................................................................... 14
Literature ........................................................................................................................................ 14
Unit Pre-Test.................................................................................................................................... 15
Unit Pre-Test Key ............................................................................................................................. 16
Unit Post-Test .................................................................................................................................. 17
Unit Post-Test Key ............................................................................................................................ 18
Lesson Plans ............................................................................................................................... 19-70
Lesson 1- What is Agriculture? (Writing) ....................................................................................... 19
Lesson 2- Life on the Farm (Reading and Drama) .......................................................................... 27
Lesson 3- Early Farming Tools (PE-Gross Motor and Reading) ...................................................... 31
Lesson 4- Horses (PE and Science) ................................................................................................. 39
Lesson 5- Advancements in Farming (Reading) ............................................................................. 42
Lesson 6- Self-Sufficiency (Reading) .............................................................................................. 52
Lesson 7- Crop Rotation (Technology) ........................................................................................... 56
Lesson 8- Productivity (Math) ........................................................................................................ 61
Lesson 9- The Grange Movement (Storytelling) ............................................................................ 63
Lesson 10- Farming: Then and Now (Art) ...................................................................................... 69
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Introduction to the Unit
The Typical 4
th Grade Learner
In the fourth grade, students begin to become increasingly more independent. Students
learn how to organize materials from multiple subjects and will often receive homework in
multiple subject areas. Fourth grade students also learn how to collaborate with their peers,
which presents new and stressful social challenges for some students. Fourth grade students
learn how to research using dictionaries, encyclopedias, libraries, and the Internet. Students
organize the information from their research into essays, projects, and presentations. Books are
also a vital part of the curriculum in fourth grade because students have become fluent readers.
Much of the social studies curriculum in fourth grade revolves around state history. Students
will learn about important people, places, and events in state history, as well as the role of state
government (Rice, 2010).
Fourth graders straddle two different worlds. In one world, they are advanced
independent thinkers and learners. In another world, they are worriers who have a difficult time
managing the work that is expected of them. Fourth grade students typically like to spend time
exploring things that interest them. Overall, students in fourth grade experience many academic
and social challenges that teachers must learn how to manage (Rice, 2010).
Information retrieved from:
Rice, M. (n.d.). 4th Grade . Grade-by-Grade . Going to School . PBS Parents PBS. PBS.
Retrieved December 3, 2011, from http://www.pbs.org/parents/goingtoschool/how_4html
Rice, M. (n.d.). 4th Grade . Grade-by-Grade . Going to School . PBS Parents | PBS. PBS.
Retrieved December 3, 2011, from
http://www.pbs.org/parents/goingtoschool/what_4.html
Rationale
Agriculture is a part of daily life. Without farming and agriculture, we would not be able
to survive. Teaching students about farming and agriculture will help show them the importance
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of agriculture to daily life. Students need to realize the importance of agriculture and how
agriculture impacts the geographical and economic landscape of a particular area. Advancements
in agriculture will also help teach students how technology can impact many different aspects of
society. Showing students how agriculture affects their daily life will also help students
understand where the products and food they buy comes from. Both the National Council for
Social Studies and the Indiana Academic Standards support the teaching of production,
consumption, and distribution, which are concepts that can be found throughout this unit.
Goals
Students will understand how advancements in technology affected farming practices
Students will understand several agricultural concepts, including self-sufficiency, crop
rotation, and The Grange.
Students will understand why crop rotation is a necessary component of farming
Students will understand what life is like on a farm and how advancements changed daily
life on the farm
Students will explain how farmers became self-sufficient
Explain the Grange and how it affected farming
Students will understand the importance of agriculture and farming
Students will gain a better appreciation for farming and agriculture
Objectives
After a class discussion, the students will write an informative piece about how
agriculture affects daily life, giving at least three examples of how agriculture affects our
daily lives.
After reading chapter 2 of Farmer Boy by Laura Ingalls Wilder, the students will write at
least two aspects of pioneer farming life.
After learning about pioneer farming tools, the students will correctly match five pioneer
farming tools with its correct function.
After learning about several advancements in farming techniques, the students will put
eight agricultural advancements discussed in chronological order. After reading the book The Ox Cart Man, the students will define the word self-
sufficiency.
After reading the book The Ox Cart Man, the students will write three ways farmers are
self-sufficient.
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After completing a webquest over crop rotation and intercropping, the students will
create a 3-year farming plan in small groups, planning what to plant in at least 8
different fields.
After researching information about horses, the students will create a poster about horses
with two reasons why horses were suitable animals to help on the farm.
After researching information about horses, the students will create a poster about horses
with two ways horses helped advance farming techniques
After reading about the grange movement, the students will create a skit describing at
least three important events in the history of the grange movement
Given a list of advanced farming machines and methods, the students will create a
bulleted list of at least 3 ways advancements in farming machines and methods has
increased productivity.
Given information about traditional and advanced farming methods, the students will
create a picture showing the difference between traditional and advanced farming,
depicting at least two characteristics of each method.
Given information about traditional and advanced farming methods, the students will
describe the picture they drew, writing at least 2 ways their picture shows each method
of farming.
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Standards
Lesson Number
Standard 1 2 3 4 5 6 7 8 9 10
Social Studies
4.1.9 X X X X X
4.1.11 X X
4.1.12 X X X X X X X X X X
4.1.15 X
4.4.2 X
Science
4.3.2 X
Physical Education
4. 5.1 X X X X X X X X X X
4.5.2 X X X X X X X X X X
English/Language Arts
4.2.2 X X X X X X
4.3.2 X
4.4.2 X
4.4.3 X
4.4.4 X X
4.5.6 X X X
Math
4.1.1 X
4.1.3 X
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Grandlinard 8
December 5, 2011
Dear Parent/Guardian,
I am very pleased to inform you that we will be starting a new fun and exciting
Social Studies unit next week. Our unit will be about farming and agriculture.
Throughout this unit, we will explore the history of agriculture, what life was
like on the farm, several tools and mechanisms used in farming, as well as
several movements that affected farming.
To help students gain a better understanding of the concepts being taught in
this unit, they will be engaged in several hands-on activities. Students will be
engaged in reading, writing, making timelines, and drawing pictures!
I hope you and your students share the same passion I have for this unit.
Farming and agriculture is all around us and provides us with items necessary
for our survival.
As we are working our way through this unit, please take time to talk with your
child to see what they are learning about farming and agriculture. Discussing
agriculture on a daily basis will help your child gain a better understanding of
the material being presented in class.
If you have any questions, please feel free to contact me. I look forward to
helping your child gain a better understanding of agriculture and farming.
Sincerely,
Miss Grandlinard
Grandlinard 9
Annotated List of Trade Books for 4th
Grade Agriculture Unit
Aloian, M. (2010). Different Kinds of Soil. New York, NY: Crabtree Publishing Co.
Soil is vital to keeping and sustaining life on Earth. This book teaches children that soil
is a very vital and necessary resource on our planet. Pictures, examples, and activities can be
found throughout the text to help children gain a better understanding. This text introduces
several different types of soil, and the different types of nutrients that can be found in each type
of soil. Children will discover how climate can affect the quality and the nutrients found in soil.
Knowing about different types of soil will help farmers decide what can and cannot be
grown in certain regions of the world. This will help students realize why certain crops are
grown in certain regions.
Bial, R. (2007). The Super Soybean. Morton Grove, Il: Albert Whtiman and Company.
This book teaches children about the many uses of soybeans. It shows students how
soybeans are used for things like fuel, soap and medicine. The pictures and descriptions teach
children about the history of the soybean. It also includes botanical information about the
soybean. Planting and harvesting information is also included.
This book shows children that agriculture can help produce more things than just food.
Agriculture can help us make clothes, soap, and important medicines. This book also helps
children learn more about the planting and harvesting process, which is a critical component of
farming.
Lackey, J. (2007). The Biography of Wheat. New York, NY: Crabtree Publishing.
Wheat is a very popular agricultural product. Wheat can be found in many different
foods, including bread and cereals. This book discusses the role of wheat in agriculture. This
includes information about how wheat is planted and harvested, as well as a little history about
wheat. Major events that impacted wheat, such as the dustbowl and the green revolution, are
also discussed.
Wheat is an important agricultural product. Teaching students about wheat will help
students connect agricultural with what they eat.
Marsico, K. (2009). Working on a Farm. Ann Arbor, MI: Cherry Lake Publishing.
Working on a farm involves a lot of different tasks. A farm also needs a group of people
in order to work effectively. In order for a farm to run efficiently, each person working on the
farm must perform specific duties. This book introduces children to some of the different careers
available on the farm. This text shows the role of each career on the farm.
Running a farm is more than just planting and harvesting crops. Running a farm involves
a variety of different tasks. Students must learn that a farm runs like a business. This will help
students see that a variety of different people with different skills and abilities work together to
make a farm run.
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Montgomery, H. (2010). How Is Soil Made?. New York, NY: Crabtree Publishing
There are many different parts of soil. Each part of the soil plays a unique role. This
book introduces students to the organic and inorganic parts of soil. Nutrient and plant cycles are
also discussed. Complex process, such as weathering, erosion, and deposition are also made
easier to understand.
This book will help students understand the important role soil plays in agriculture.
Students will also gain a better understanding of how the nutrients in soil affect how crops grow.
Nielsen, L. (2007). The Biography of Corn. New York, NY: Crabtree Publishing.
Corn has been used by human for thousands of years. Today, it has become a staple in
diets and can be used for many different things, including fuel. This book, which is part of the
―How Did That Get Here?‖ series, examines the history and uses of corn. Chapters in this book
are short and focus on topics such as: ―What is Corn?‖, ―Corn Lands‖, and ―Growing and
Harvesting‖. This book also includes a brief glossary and an index for quick access to
information.
Agriculture has been a very important part of the lives of humans for thousands of years.
This book shows students how one product of agriculture has been used by people from around
the world. This helps students see how one product can connect people from around the world.
Packard, M. (2007). Working Horses. New York, NY: Bearport Publishing.
Horses have played a very important role in agriculture for many years. For thousands
of years, horses have helped farmers plant and harvest crops. This book describes how horses
have helped humans throughout history. Several different types of horses are highlighted.
Specific roles of horses are also discussed throughout the book.
Horses were used heavily in agriculture during the 19th century. Many farmers continue
to use horses on farms. Students should realize that horses played a very important role in
farming throughout history.
Peterson, C. (2006). Fantastic Farm Machines. Honesdale, PA: Boyds Mill Press.
Work needs to be completed every day on the farm. A special machine helps farmers
complete every job. This book introduces readers to twelve big pieces of farm machinery that
help get the job done. These machines make jobs faster and easier. Some equipment introduced
in this book include: tractors, skid steers, sprayers, and computers. Pictures are included so the
reader can see all of the different types of machinery discussed in book.
Machines are a necessary part of farming today. Understanding the role and purpose for
machines will help students understand the farming process.
Richardson, A. (2000). Farms. Mankato, MN: Creative Education.
There are many different types of farms. Farms can also serve many different purposes.
This book from the Let’s Investigate Economics‖ series introduces students to several different
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types of farms. This book examines the importance, structure, and operation of many types of
farms. Each type of farm provides a unique and challenging perspective of farming.
Students may think that every farm is the same. This book will teach children that there
are many different types of farms, each with its own unique purpose. This book also teaches
students that farms are unique and diverse, much like the world today.
Underwood, D. (2007). Has a Cow Saved Your Life?. Chicago, IL: Raintree Press.
Millions of people are now safe from smallpox. A vaccine created by Edward Jenner
helped virtually make the disease nonexistent. This book tells how Edward Jenner developed a
vaccine for smallpox. He developed a vaccine for smallpox with the help of sick cows. Jenner
also used the scientific method when conducting his experiment.
This book teaches students that agriculture plays a very important role in the world.
Agriculture can provide us with a variety of different advancements and materials. Agriculture
can even save lives!
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Bulletin Board The bulletin board below is an interactive bulletin board that could be used throughout
this unit. The questions found below the bulletin board would be written on the corn cob. The
answers to the questions would be written on green construction paper and placed in the basket.
Velcro pieces would be place on the back of the answers and the husk of each piece of corn.
Students velcro the correct answer to each corn husk.
Farming in
the 1800’s
What animal did farmers use to help them plant and harvest crops?
Farmers were ______, meaning that they grew and made everything
they needed from what they had at the farm.
Horses
Self-sufficient
Farmers in the 1800’s did not have very advanced ____ to help them plant and harvest
crops. Tools
What did children have to do to help out on the farm? Chores
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Field Trip/Guest Speaker
As a part of this unit, students will take a field trip to a local farm. The teacher will
contact local farmers and arrange a class trip with a local farmer and the school. The purpose of
this trip will be for students to see a working farm first hand. This will help students understand
how a farm operates. Before the trip, the students and the teacher will discuss the type of farm
that is going to be visited, what is expected to be seen at the farm, and appropriate behavior
while at the farm. The teacher will send a permission slip home with students two weeks prior to
the trip. The teacher will also ask parents to help chaperone the children during the visit to the
farm.
During the trip, the students will visit the farm and listen to the local farmer speak about
farming. The students will take a tour of buildings or nearby fields. On the tour, students will
learn more about the operation of the specific farm as well as the different kinds of machines and
materials used on the farm. Students will be able to ask any questions they may have. To help
keep students focuses, students will be required to take notes and write down any information
they feel is important.
Once the students return to school, the students will write a letter to the farmer. The
letter should include a section thanking the farmer for his or her time, as well as at least two
things the student learned on the trip. The teacher will model how to write a friendly letter for
the students before each individual student writes their own. Before the letters are sent, students
will proofread, revise, and edit the letter using peer editing. Once all of the final drafts are
written, the teacher will mail the letters to the farmer.
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Technology
Students will have the opportunity to use technology throughout this unit. The
technology that will be used in this unit will help enhance several lessons. In one lesson,
students will complete a webquest to learn about crop rotation and intercropping. Other lessons
require students to research using a variety of resources, including technological resources. The
teacher will also show students a video clip to model storytelling. The teacher will also
incorporate the smartboard throughout the unit.
Literature
Two pieces of literature will be used in this unit. The first book that will be used is
Farmer Boy by Laura Ingalls Wilder. This book will be used in lesson 2 of the unit and will help
students gain a better understanding of what life was like on a pioneer farm. The other book that
will be used in this unit is The Ox Cart Man by Donald Hall. The Ox Cart Man will be used in
lesson 6 in the unit and will be used to teach the term self-sufficiency. More books could be
incorporated into this unit to help engage students. Several trade books could also be made
available to students to help enhance concepts.
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Name_______________________________________
Farming Pre-Test
Directions: Circle True or False for each statement.
1. Agriculture is part of our daily life. True False
2. Life on a pioneer farm was more efficient than it is today.
True False
3. Pioneer farmers used a variety of tools. True False
4. There have been several advancements in farming in the past two hundred
years. True False
5. Pioneer farmers had to be self-sufficient in order to survive.
True False
6. Farmers use crop rotation so they can plant a lot of different crops.
True False
7. Horses help farmers with a wide range of tasks. True False
8. The Grange was a disastrous storm that greatly impacted farmers in the
1800’s. True False
9. Farmers produce less crops today than they did in the 1800’s.
True False
10. Farming today is very similar to what farming was in the 1800’s.
True False
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Name Answer
Farming Pre-Test
Directions: Circle True or False for each statement.
1. Agriculture is part of our daily life. True False
2. Life on a pioneer farm was more efficient than it is today.
True False
3. Pioneer farmers used a variety of tools. True False
4. There have been several advancements in farming in the past two hundred
years. True False
5. Pioneer farmers had to be self-sufficient in order to survive.
True False
6. Farmers use crop rotation so they can plant a lot of different crops.
True False
7. Horses help farmers with a wide range of tasks. True False
8. The Grange was a disastrous storm that greatly impacted farmers in the
1800’s. True False
9. Farmers produce less crops today than they did in the 1800’s.
True False
10. Farming today is very similar to what farming was in the 1800’s.
True False
Grandlinard 17
Name_____________________________________
Farming Post-Test
Directions: Use the words from the word bank to complete each
sentence. The answer to the last question will not be found in the word
bank. Write the word in the space provided. Each word will be used
once.
Word Bank
1. We can find __________________ in our lives every day.
2. Farmers use a variety of _________________________
3. Over the past two hundred years, many ____________________ have helped
improved farming methods.
4. ____________________ helped farmers survive in the 1800’s.
5. To get the most out of the fertile soil, farmers used a method known as
________________________________
6. Advancements in farming help farmers increase ________________________.
7. Farmer around the country created an organization known as
________________________.
8. Farmers use _________________ because they are strong.
9. Name two advancements that have improved farming methods since the
1800’s. (Answers not in word bank).
____________________________________________
____________________________________________
The Grange Agriculture Horses Tools
Advancements Crop Rotation Self-Sufficiency
Production
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Name__________Key___________________________
Farming Post-Test
Directions: Use the words from the word bank to complete each
sentence. The answer to the last question will not be in the word bank.
Write the word in the space provided. Each word will be used once.
Word Bank
1.We can find _Agriculture_________________ in our lives every day.
2. Farmers use a variety of ____Tools_____________________
3. Over the past two hundred years, many ____Advancements____________
have helped improved farming methods.
4. ________Self-Sufficiency____________ helped farmers survive in the 1800’s.
5. To get the most out of the fertile soil, farmers used a method known as
__________Crop Rotation______________________
6. Advancements in farming help farmers increase
_____Production________________.
7. Farmer around the country created an organization known as ____The
Grange____________________.
8. Farmers use ____Horses_____________ because they are strong.
9. Name two advancements that have improved farming methods since the
1800’s. (Answers not in word bank).
Answers will vary. Sample Answers: Cotton Gin, Combine, Tractor, Rubber
Tires, etc.
Agriculture Tools Advancements Self-Sufficiency
Crop Rotation Production The Grange Horses
Grandlinard 19
Unit Lesson Plan 1 (Writing)
Farming in Indiana
By Jessica Grandlinard Lesson: A Day Without Ag
Length: 30 Minutes
Age or Grade Level Intended: 4th
Grade
Sources: http://www.angelfire.com/ga/prespecial/farmwebpg.html
http://www.econedlink.org/lessons/index.php?lid=206&type=educator
Academic Standard(s):
Social Studies .4.1.12 Describe the transformation of Indiana through immigration and
through developments in agriculture, industry and transportation. (Individuals, Society
and Culture
English 4.5.6- Write for different purposes (information, persuasion, description) and to a
specific audience or person.
Performance Objective(s):
After a class discussion, the students will write an informative piece about how
agriculture affects daily life, giving at least three examples of how agriculture affects our
daily lives.
Assessment:
The writing assignment will be assessed using a rubric. The rubric will include several
sections, including vocabulary, organization, spelling, grammar, main idea, and legibility.
Advance Preparation by Teacher:
Smartboard/Whiteboard/Chalkboard
―A Day Without Ag‖ excerpt, one for each student
―A Day Without Ag‖ worksheet, one for each student
Details graphic organizer, one for each student
Rubric for writing, one for each student
Items made from agriculture products (ex. Foods (corn, beans), cotton, leather
jacket, etc.)
Sample narrative, one for each student
Procedure:
Introduction/Motivation:
Grandlinard 20
Show students several items made from agriculture products. Ask the students if
they can find anything these items have in common (Gardner: Logical, Mathematical,
Bloom: Synthesis). If no student guess the correct answers, explain that each of these
products are made from agricultural products. Tell the students that over the next couple
of weeks, they will learn more about agriculture and farming, how farming advanced, and
what daily life is like on a farm.
Step-by-Step Plan:
1. Read the ―Day without Ag‖ expert to the students (Gardner: Verbal/Linguistic).
2. Ask the students to think about the agriculture products you use each day. Pass
out the ―Day Without Ag‖ worksheet. (Bloom: Comprehension)
3. Have the students to fill out the worksheet, either independently or quietly with a
partner. (Gardner: Interpersonal, Intrapersonal).
4. Have the students share what they wrote quietly with a partner. Have some
students share ideas with the entire class. (Gardner: Verbal/Linguistic,
Logical/Mathematical, Interpersonal)
5. Ask the students, ―Based on the information we read and the lists we created,
could we survive a day without agriculture?‖ (Bloom: Evaluation).
6. Have the students brainstorm a list of how farming affects daily life. Make a web
on the board and write down any ideas students have.
7. Tell the students that they will be creating a narrative in which they explain the
importance of agriculture. They must include at least three ways agriculture
affects daily life. Their writing must include a strong introduction, conclusion,
and a body with paragraphs that support claims.
8. To help the students organize their ideas, pass out the graphic organizer and the
writing sample. (Gardner: Visual/Spatial, Logical/Mathematical)
9. Go through the graphic organizer and sample with the students. Model for the
students how to use the graphic organizer. Have students point out the good
elements in the sample.
10. Have the students begin filling out the graphic organizer and writing their piece
independently. Give the student the rubric and explain that their piece will be
graded based on this rubric. (Gardner: Intrapersonal)
11. Have the students peer revise and edit papers or come to the teacher for revising
and editing. (Gardner: Interpersonal)
12. Have the student begin writing their final draft. If students do not finish their final
draft, have the students finish the paper at home.
Closure:
Ask the students, ―How does agriculture help enhance our everyday lives?‖
(Bloom: Comprehension) ―How would our lives change if we did not have agriculture
products?‖ (Bloom: Analysis). Tell the students that tomorrow, they will explore what
life was like on the farm in the 1800s.
Adaptations/Enrichment:
Grandlinard 21
Student with learning disability in reading comprehension: Reread the reading
excerpt with this student to make sure they comprehend what is being read. Repeat
directions as often as needed so student can understand directions. Provide a word bank
for this student during the writing activity.
Student with ADHD: Make sure this student is away from any distractions, like doors,
windows, and troublesome objects. A timer should be used for this student during the
writing activity to help keep this student on task.
Student with Autism: Encourage this student to contribute during small group
discussion. Make sure this student is paired with another trustworthy student. To help
this student with writing, provide pictures and phrases for the student to use.
Student with Gifts and Talents in Creativity: Have this student create a scenario or
story about what would happen if there were no agriculture products.
Self-Reflection:
Did the students enjoy the story?
Did the students find the worksheet beneficial?
Did the students use the graphic organizer effectively?
Did I present the information effectively?
What could I have done differently during the lesson to help students understand
the material better?
What did the students enjoy the most/least?
Grandlinard 22
A Day Without Ag “Ag” is short for agriculture. When you think of agriculture you probably think of
people growing crops or raising cows, pigs, sheep and chickens on a farm. But
agriculture means much more than that. The people who work in factories to build
tractors and other farm machinery play an important role in agriculture. People in
universities who research new agricultural products and new ways to grow food and
fiber are involved in agriculture, too. The grocer must buy agricultural products to
fill the grocery shelves. The restaurant owner must buy agricultural products to
prepare and serve his or her customers. The clothes you wear and the furniture on
which you sit were probably made from agricultural products. You may already know
that hamburgers and fried chicken come from agricultural products, but what
about fish? Fish farming, or aquaculture, is a new kind of agriculture. One of the
fastest growing kinds of agriculture is growing and selling greenhouse and nursery
plants. Forestry is another growing form of agriculture. Tree farmers plant,
nurture and harvest trees. Then they sell the trees to companies that make paper
products. The people who work in factories where they make paper and the people
who sell it in stores are as much a part of agriculture as the farmer who plants the
tree. Think of all the ways in which agriculture touches your life. When you wake up
in the morning, you might be lying on cotton sheets. Your pillow could be filled with
down feather from a goose. The frame of your bed is probably made of wood.
These are all ag products, and you aren’t even out of bed yet. When you do get out
of bed, you may put your feet onto a rug made from the wool of a sheep or a
linoleum floor made from soybean oil. The soap you use in the shower might contain
cottonseed oil or lanolin, a kind of oil from the sheep’s wool. The handle of your
hairbrush might be made from the bones and horns of a beef animal, and the
bristles might be the bristles, or hair, of a pig. The towel you dry off with and the
jeans and Tshirt you put on are made from cotton. Once you get to school you
might pick up a crayon made from pig fat or soybeans. You’ve already used dozens
of agricultural products, and you haven’t even started eating yet. Just imagine a
day without agriculture. Do you think you could survive?
Grandlinard 23
Name_______________________________________
Directions: Write all of the things you use each day that are made from agriculture products.
Grandlinard 24
Sample Writing
My Favorite Place to Go Do you have a favorite place to go—a place with family, good weather, and fun
things to do like crabbing? I’m glad I do. New Jersey is my favorite place for many
reasons.
The first reason is my family. Over half of my family lives in New Jersey. When I
visit, my cousins and I laugh and play all day and night. My uncles and aunts take me to
the boardwalk where we ride tall, long roller coasters. We devour juicy caramel-covered
apples and foot-long hot dogs. My family is fun to be with.
The second reason for New Jersey being my favorite place is the weather. Instead
of being hot and sweaty, it’s always cool and moist. When I think about my visits, I can
just feel the crisp fall breeze in my hair. I can just see the white, fluffy winter snow. I can
just hear the soft spring trickles of rain splashing on the sidewalks. I can just feel the
warm summer sun on my face. The weather is great!
The third reason for New Jersey being my favorite place is crabbing. If it’s crab
season, we crab. We keep the blue crabs and the snow crabs, and we let the others go.
Sometimes we catch crabs on hooks, and sometimes we lower crab cages into the bay.
Then we pull them out later. One time my brother caught a crab so big that it got stuck
in the crab cage! The crab finally got out, but it hurt one of its legs and broke the cage
trying. Poor crab!
For all these reasons, New Jersey is my favorite place to go. If you don’t have a
favorite place, I think you should search for one. It’s good to visit a favorite place—a
place where you can make special memories. By the way, if you crab at your special
place, be sure to get a big crab cage
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Name______________________________________________
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Lesson Plan #2 (Reading and Drama)
Farming in Indiana
By Jessica Grandlinard
Lesson: Life on the Farm
Length: 30 Minutes Age or Grade Level Intended: 4th
Grade
Original Idea by Jessica Grandlinard
Academic Standard(s): Social Studies 4.1.12- Describe the transformation of Indiana through immigration and through
developments in agriculture, industry and transportation. (Individuals, Society and Culture)
Performance Objective(s): After reading chapter 2 of Farmer Boy by Laura Ingalls Wilder, the students will write at least
two aspects of pioneer farming life.
Assessment: The students will read chapter two of Farmer Boy. As they are reading, the students will make
connection between themselves and the text. After a brief discussion about the chapter, the
students will write down at least two aspects of pioneer farming life they learned about while
reading this lesson. Students need to also include the page number on which they found the
information. The teacher will collect the writing. Students will earn one point for each aspect
they write down and each page number, for a total of four points. The sequencing chart and skit
could also be used as an informal assessment tool.
Advance Preparation by Teacher: Copy of Farmer Boy, one for each student
Create discussion questions for chapter 2 of Farmer Boy (Questions located in the lesson
plan)
Sequence Chart, one for each student
Procedure:
Introduction/Motivation: Remind students that agriculture and farming is a critical component of our lives. Ask
students how their lives may have been different if they lived in the 1800’s. Have
students imagine living on a farm in the 1800’s. Tell students that they must walk several
miles in the snow to go to school in a one-room schoolhouse, get up before sunrise to
help milk the cows, feed the animals, and gather firewood. Have the students answer the
following questions verbally:
How would your life be different?
Would life be easier or harder for you?
After the discussion, tell the students that they will be examining what it was like to live
on a pioneer farm through the book Farmer Boy by Laura Ingalls Wilder.
Step-by-Step Plan:
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1. Have the students get their copies of Farmer Boy. Once every student has
their copy, tell the students that they need to turn to chapter 2.
2. Have students volunteer to read. Have students read a couple of paragraphs at
a time until the entire chapter is read. Encourage students to ask questions
during the reading. (Gardner: Verbal/Linguistic)
3. After the chapter is read, ask the students the following questions. During the
discussion, write down historical elements that the children find in the text.
(Gardner: Verbal/Linguistic)
a. How many barns does Almanzo’s family have? (Bloom: Knowledge) b. Why did Almanzo treat the horses in the manner that he did, with
care? (Bloom: Comprehension)
c. What examples can you find in the text to show what pioneer life was
like? (Bloom: Application)
d. Based on the text, was farming easier or more difficult in the 1800’s.
Find specific examples in the text. (Bloom: Evaluation)
e. If you were Mr. Corse, would you be scared of the Hardscrabble boys?
Why or why not? (Bloom: Evaluation)
4. After class discussion, have students complete the sequence worksheet for the
chapter. Tell the students that sequencing is putting events in order. Have the
students give the first two events in the book. Write down the two events on
the board and have the students write the events on their worksheet. Have the
students complete the rest of the worksheet with a partner. (Gardner:
Logical/Mathematical, Interpersonal)
5. After the students have finished the sequence worksheet, group students into
groups of 4-5. Once students are in groups, have students act out the chapter.
Each group is responsible for the entire chapter. (Gardner: Bodily/Kinesthetic,
Interpersonal)
6. Once each group is ready, group two groups together, and have each group
perform for each other. Groups will monitor each other to make sure the
groups have successfully completed the task.
7. After all groups have had an opportunity to perform for another group, have
students quietly return to their seats.
Closure: With a partner, have students summarize the events from the chapter. (Gardner:
Interpersonal) Have the students reflect independently on what they have learned
about living on a pioneer farm. (Gardner: Intrapersonal) Have the students write
down at least 2 aspects they learned about pioneer farming that have advanced
over the years on a piece of paper. Collect answers. To assess answers, make
sure all answers make sense and are seen in chapter 2.
Adaptations/Enrichment:
Student with Learning disability in reading comprehension
This student should re-read the chapter several times to better comprehend the
story. This student should reread the chapter with an assistant or the classroom
Grandlinard 29
teacher. The teacher could also record the chapter so the student could hear the
chapter being read as many times as needed.
Student with ADHD
A timer should be used with student to keep them on task. Allow this student to
take frequent breaks.
Student with Autism
Repeat directions frequently and write directions on the board to keep this student
on task. Record or reread the chapter with this student. Encourage this student to
participate in the skit to build social skills.
Student with Gifts and Talents in Creativity
This student should include two ways in which farming has developed and
advanced since the times in which Farmer Boy is set.
Self-Reflection:
Did the students enjoy the lesson?
What was easy/difficult for students?
Did I explain the concepts and guiding questions in the best way possible?
How effective was the skit and sequencing activities?
Did the students find examples of pioneer life? How can this lesson be modified to enhance student learning?
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Lesson Plan
By Jessica Grandlinard
Unit Lesson #3- Reading/PE-Gross Motor (walking)
Farming in Indiana
Lesson information found at
http://www.uni.edu/iowahist/Other%20Resources/PioneerLife_Lessons_pdfs/
Lesson%209-Pioneer%20Farming.pdf
Lesson: Farming in the Early Days
Length: 30 Minutes
Age or Grade Level Intended: 4th Grade
Academic Standard(s): Social Studies 4.1.12- Describe the transformation of
Indiana through immigration and through developments in agriculture, industry
and transportation. (Individuals, Society and Culture)
Performance Objective(s):
After learning about pioneer farming tools, the students will correctly match five
pioneer farming tools with its correct function.
Assessment:
During the lesson, the students will explore several tools and mechanisms used by
pioneer farmers by traveling to different stations. As the students are traveling
through each station, they will complete a t-chart. On one side of the t-chart, the
students will write the name of the tool or mechanism, and on the other side of the
t-chart, the students will write the function of the tool or mechanism. After the
students have explored all of the stations, they will complete a matching
worksheet. The students will have to match the name of the tool or mechanism
with its function. The teacher will collect the matching worksheet for a grade.
Advance Preparation by Teacher:
T-Chart grid, one for each student
Station information and picture for the following tools and mechanisms,
labeled 1-5 and laminated
o breaking plow (Station 1)
o scythe (Station 2)
o harrow (Station 3)
o cradle (Station 4
o flail (Station 5)
Matching worksheet, one for each student
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Procedure:
Introduction/Motivation:
Tell the students to close their eyes and imagine they are a young boy
or girl living on a pioneer farm in the 1800s. Ask the students, What would your
life be like? What would be different from your life now? How would your
family harvest your crops? Remind students about what life was like on the farm.
Have the students share their ideas with small groups. Tell the students that to
better understand pioneer farming, they are going to explore the different tools and
mechanisms that pioneer farmers used.
Step-by-Step Plan:
1. Tell the students that to learn about different pioneer farming
tools, they will be traveling around the room in small groups.
(Gardner: Verbal/Linguistic)
2. Show the students each of the different stations. Briefly introduce
each tool or mechanism to the students. (Gardner:
Verbal/Linguistic, Visual/Spatial)
3. Have the students count off by fives. Have the students go to the
station that corresponds with their assigned number (each station
should have a number, see number assignments in preparation).
Once the students are at the correct station, give each student a t-
chart. Explain to students that for each station, they must put the
name of the tool or mechanism on the left side of the t-chart, and
its purpose on the right side of the t-chart.
4. Tell the students that at each station, they need to read the
information cards and examine the picture. Instruct the students
that they must move clockwise at the designated cue, such as a
bell.
5. Have the students begin exploring their first station. Give the
students about 3-5 minutes at each station. Monitor students and
answer any questions that arise. Once the time is up, give
students the designated cue, and allow them to move to the next
station. Continue this process until each group has had a chance
to visit each station. (Gardner: Visual/Spatial, Verbal/Linguistic,
Bodily/ Kinesthetic, Interpersonal)
6. After all the groups have visited each station, have the students
return to their seats. After the students are seated, ask the students
the following questions:
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a. What are the names of the five tools you learned about
while visiting the stations? What was each tool used for?
(Bloom: Knowledge)
b. How are all of these tools related? (Bloom: Analysis)
c. What would happen to farmer if they did not have these
tools? (Bloom: Application)
d. How would you change one of these tools to create a new
machine that is more efficient? (Bloom: Synthesis)
e. In your opinion, which tool is the most important? Why?
(Bloom: Evaluation)
7. After the discussion, give each student the matching worksheet.
Tell the students that they need to match each tool with the correct
description by drawing a line from the name of the tool to the
description. Once the students are finished, have the students turn
in the worksheet.
Closure:
Have the students discuss in small groups ways that the tools learned
in this lesson helped farmers. In their small groups have students think of other
tools/inventions that might have helped farmers in the pioneer days. Have the
students share their ideas with the entire class. Explain to the class that during the
next lesson, they will learn more about advancements in farming, and how these
advancements impacted farmers and farming methods.
Adaptations/Enrichment:
Student with Learning disability in reading comprehension
Since this lesson requires student to read information, this student will need
extra support. Allow this student to reread passages as needed. Also, this
student should be placed with other supportive students who will be able to
assist this student with comprehension. The teacher or another assistant
should monitor this student for any additional support.
Student with ADHD
This student should be kept away from distractions during the lesson. To
keep this student on task, this student should be place with other trustworthy
students during the station activity. If needed give this student a warning
before it is time to switch stations.
Student with Autism
Since this student struggles with social interaction, encourage this student to
participate in the station activity to build social skills. Instead of matching
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the tools with its function on paper, this student could demonstrate using
pictures.
Student with Gifts and Talents in Creativity
Have this student modify one of the tools so it could be used for something
else other than its main function in farming.
Self-Reflection:
How did the students behave during the station activity?
How well did I manage student behavior during the station activity?
Did the students get all of the necessary information during the station
activity, or should I have expanded on the station information?
Did I explain all of the directions for the station activity effectively?
Were the students engaged during the station activity?
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Breaking Plow (Station 1)
The breaking plow helped farmers tear through the tough prairie soil.
Once the soil was broken, the farmer could plant seeds. Farmers
would use oxen to help move the large breaking plow.
Scythe (Station 2)
A scythe was used to cut prairie grass. Once the
grass was cut, farmers would spread out the grass to dry
and stacked for use in the winter. Many times, the grass
was used to feed cattle.
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Harrow (Station 3)
A harrow is used to smooth out the plowed ground. This
helps break up lumps of soil, and provide a finer finish for
the soil. Farmers may also use a harrow to cover up seeds
after planting.
Cradle (Station 4)
The cradle helped farmers harvest grain. It is a form of the
scythe, with “fingers” attached to the handle. These “fingers” laid the
grain in rows for easy collection.
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Flail (Station 5)
A flail was used to separate the grains from their husks. This was
made from a piece of wood fastened to a handle with a wooden or
leather hinge.
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Name_______________________________
Exploring Pioneer Farming Tools Directions: At each station, record the name of the tool, and write a brief summary of the tool’s purpose.
Tool or Mechanism Purpose
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Unit Lesson 4 (PE-Galloping/Science)
Farming in Indiana
By Jessica Grandlinard
Lesson found at: http://www.pbs.org/wnet/nature/lessons/creating-the-perfect-horse/lesson/851/
Lesson: The use of horses
Length: 30 Minutes
Grade Level: 4th
Grade
Academic Standard: Science 4.3.2 -Observe, compare and record the physical characteristics of
living plants or animals from widely different environments. Describe how each plant or animal is
adapted to its environment.
Social Studies 4.1.12- Describe the transformation of Indiana through immigration and through
developments in agriculture, industry and transportation. (Individuals, Society and Culture)
Performance Objective: After researching information about horses, the students will create a poster about horses with two
reasons why horses were suitable animals to help on the farm.
After researching information about horses, the students will create a poster about horses with two
ways horses helped advance farming techniques.
Advanced Preparation by Teacher: Access to computers and library books will need to be reserved
for this lesson. Also, poster board for each student, markers, crayons, construction paper, and
scissors should be made available for students. A copy of the poster requirements should also be
made for each student.
Lesson Plan:
The students will review the farming tools learned in the previous lesson by writing down the
names of two tools. The teacher will then put the following bullet points on the board and
have the students guess what animal the bullet points are describing. Once the students guess
the animal is a horse, explain to students that horses were a very important part of life on the
farm, and they helped farmers plant and harvest crops when using crop rotation,
intercropping, and other farming methods.
o A creature of flight — its main defense, but it is also brave
o A herd animal, it performs best when it’s with others of its kind
o Works in partnership with man and they form a two-person herd
o Often, the animal is the leader in the partnership
o It is intelligent and curious
o It is a high performance animal
o It is strong, but sometimes prone to injury
The teacher will ask the students how horses move (by galloping). The teacher will show the
students proper galloping technique. The students will then practice galloping across the
classroom.
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The teacher will then take the students to the computer lab to do research. The teacher will
explain that horses have some very specific characteristics that make them suitable for use on
the farm. The teachers and the students will discuss possible reasons why horses are so
popular on farms and how horses helped advance farming technology.
The teacher will give each student a poster, guidelines for the creation of the poster, and a list
of resources from the school librarian. Either the teacher or librarian will review the
resources with the students and model how to pick out important information from the
resources. The teacher will then allow students to research information and create a poster.
When time allows, students should present their posters. The posters should be displayed
around the room.
Assessment:
The teacher will assess each student based upon the information displayed
on the poster. Each poster should have 2 reasons why horses were popular and used on the farm
and 2 ways horses helped make advancements in farming methods. References should also be
cited on the poster. A checklist will be used to record points for the poster.
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Name________________________________
Guidelines for the poster
Your name must be on the front of the posterboard
Your poster must include at least 2 reasons why horses
were and still are widely used on farms
Your poster must include at least 2 ways horses
contributed to the advancement in farming methods
Sources must be cited after all information
Your poster must be neat, clean, and free of errors
Checklist
___ Student name is clearly visible on the front of the poster. (1 Pt.)
___ Poster includes at least 2 reasons horses are widely used on farms
(2 pts.)
___ Poster includes at least 2 ways horses helped advanced farming
methods (2 pts.)
___ Sources are cited after information ( 4 pts.)
___ Poster is clean, neat, and free of errors (3 pts.)
_____ Total (out of 12 points)
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Lesson Plan
By Jessica Grandlinard
Unit Lesson #5 (Reading)
Farming in Indiana
Lesson: Advancements in Farming
Length: 30 Minutes
Age or Grade Level Intended: 4th grade
Lesson plan adapted from
http://www.myamericanfarm.org/lessons/Hands_Horses_and_High_Tech_Machines.pdf Academic Standard(s):
4.1.12 Describe the transformation of Indiana through immigration and through
developments in agriculture, industry and transportation. (Individuals, Society and
Culture
Performance Objective(s): After learning about several advancements in farming techniques, the students will put eight
agricultural advancements discussed in the lesson in chronological order.
Assessment: During the lesson, the students will complete a timeline of several farming advancements. After
the lesson is over, the students will be given eight index cards with information discussed in the
lesson. The students will put the index cards in chronological order and glue the index cards to a
large sheet of paper. The teacher will collect the paper containing the index cards for a grade.
Advance Preparation by Teacher:
Chalk/Chalkboard, whiteboard, or smartboard
Decoding History information cards, laminated-one set for every student
Legal size paper, one for every student
Regular size paper, one for every students
Pencils
Plain package of index note cards
Box of paper clips
Roll of masking tape
Ruler
Farming advancement cards, on one side of the card, the advancement should be named,
and on the other side, a brief description should be included.
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Procedure:
Introduction/Motivation: Split the students into groups of four or five. Give each group a stack of note
cards. Tell the students that their goal is to build the tallest tower they can. Give
the students one minute to build. After the minute is over, measure each structure
and declare a winner. For the next round, give each group five paper clips.
Measure each structure again after one minute and declare another winner. For
the last round, give each group two feet of masking tape. Measure each structure
again after one minute and declare a winner (Gardner: Interpersonal,
Bodily/Kinesthetic, Logical/Mathematical). Once the final round is over, have
the students go back to their seats and ask them the following questions:
What happened as we progressed through each round? (Bloom:
Knowledge)
How did each new piece of equipment help/hurt you? (Bloom: Analysis)
What did this activity teach you about equipment?(Bloom:
Comprehension)
Tell the students that this activity is much like advancements in farming
equipment. Farmers had advanced from using their hands and the tools discussed
earlier in the unit to tractors, combines, and other powerful farming equipment.
Step-by-Step Plan: 1. Give each student a piece of regular paper. Have the students face the paper
portrait style, write their name on their piece of paper, and split the paper into
thirds. The left column should be titled ―advancement‖, the middle column
should be titled ―year/years‖, and the right column should be titled ―important
details‖. Tell the students that this will help show important advancements in
farming from the 18th
century until now. (Gardner: Verbal/Linguistic) 2. Draw a timeline on the board. Show the students the first information card
(Oxen and Horses). Explain to students that in the 18th
century, farmers used
Oxen and Horses to perform much of their farming duties. Place the index
card on the very left of the timeline, and write 18th
century above the index
card. Tell the students to write the information on their sheet as well.
(Gardner: Visual/Spatial, Verbal/Linguistic) 3. Ask for student volunteers to post and read the rest of the cards. The cards
should be placed in the following order: 1793: Eli Whitney and the Cotton
Gin, 1837: John Deere and Leonard Andrus begin making steel plows, 1862-
1875: 1st Agricultural Revolution, 1884: First Horse-Drawn Combine, 1930’s:
Rubber Tires become popular, 1945-1970: 2nd
Agricultural Revolution,
Today: GPS. After the students have read the information on the card, have
the student write the year on their information page, and place the card and
year in the correct place on the timeline. As students are reading and placing
the cards on the timeline, answer any questions and remind students to fill out
their own timeline. 4. Once all of the cards are placed on the timeline in the correct order and all of
the students have completed their information sheet, ask the students the
following questions (Gardner: Logical/Mathematical):
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In what ways has farming advanced? (Bloom: Knowledge)
If you could create a new farming tool, what would it look like? How
would it function? How would it help improve farming efficiency?
(Bloom: Synthesis)
In your opinion, which advancement was the most critical/important to
farming? Why? (Bloom: Evaluation) 5. Erase the timeline on the board, have the students put away their information
sheet in their desk, give each student a piece of legal size paper, tape, and a set
of cards. 6. Tell the students that they must put each card in chronological order. When
they have the correct order, they must tape the card to the paper, write their
name on their paper, and turn it in for a grade. (Gardner: Verbal/Linguistic,
Logical/Mathematical) 7. Have the students work independently to complete the card timeline.
(Gardner: Intrapersonal) 8. When the students are finished, have the students turn in their cards for a
grade.
Closure: Remind students of the advantages of farming machinery and equipment. Have
students name some of the machines that made farming easier. Tell students that
machines and equipment have not just made farming easier, it has made life in
general easier. Have the students make a list of all of the machines and
equipment that have made their life easier. Challenge students to learn more
about these machines, who invented them, and how they were invented.
Adaptations/Enrichment:
Student with Learning disability in reading comprehension
Minimum reading is required for this lesson, but the teacher must make
sure that this student comprehends the information. Give any written
directions orally to this student, and repeat information orally as needed.
Student with ADHD
Keep this student away from any distractions, such as doors, windows, or
other problem students. Remind this student of what they are supposed to
be doing if they get off task.
Student with Autism
Since this student struggles with social interaction, encourage this student
to participate in the introduction group activity. If writing is a struggle for
this student, encourage this student to write as much as possible while
completing the information chart. If this student cannot write, have this
student draw pictures to represent the major advancements in farming.
Student with Gifts and Talents in Creativity
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As this student is putting the cards in chronological order, have this
student write how each advancement affected farming. The student
should write this under each card.
Self-Reflection:
How did students react to the building activity? Did the
students understand the connection between the activity and
advancements?
Did the information chart help student learn the concepts
taught?
Did I model the timeline effectively?
What could be changed next time to help students understand
the concepts better?
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Horses
And
Oxen
Horses and oxen were critical
components of farming in the
18th century. Horses and oxen
help plow fields and move heavy
machines that farmers used.
Eli Whitney and the Cotton Gin
1793
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Eli Whitney invented the cotton
gin in 1793. This machine helped
separate the cotton lint from
the seed, making harvesting
cotton much easier!
John Deere and Leonard Andrus
Steel Plows
1837
In 1837, John Deere and
Leonard Andrus invented the
steel plow. This plow helped
make plowing easier and
prevented the plows from
clogging.
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1st Agricultural Revolution
1862-1875
During the 1st agricultural
revolution, many new machine
and farming techniques were
developed. This helped increase
farming production and meet the
needs of a growing population.
Horse Drawn Combine
1884
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The horse drawn combine helped
farmers harvest wheat quickly
and efficiently.
Rubber Tires
1930’s
Rubber tires helped farmers
plant and harvest crops more
quickly and efficiently. Rubber
tires also helped farmers
transport materials quickly
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2nd Agricultural Revolution
1945-1970
During the 2nd agricultural
revolution, farmers began using
machines more than animals.
1862-1875
GPS Navigation
GPS navigation helps make
farming more efficient and
precise.
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Lesson Plan
By Jessica Grandlinard
Unit Lesson #6 (Reading)
Farming in Indiana
Lesson: Becoming Self Sufficient
Length: 30 Minutes
Age or Grade Level Intended: 30 Minutes
Academic Standard(s):
4.1.11 Identify and describe important events and movements that changed life in Indiana
in the early twentieth century
Performance Objective(s): After reading the book The Ox Cart Man, the students will define the word self-sufficiency.
After reading the book The Ox Cart Man, the students will write three ways farmers are self-
sufficient.
Assessment: During the lesson, the teacher will read The Ox Cart Man by Donald Hall to the students. After
the book has been read and discussed, the students will answer questions on a worksheet. The
worksheet will be collected and graded.
Advance Preparation by Teacher:
Chalk/chalkboard, whiteboard, or smartboard
The Ox Cart Man by Donald Hall
Pencil
Paper
Worksheet, one for every student
Copies of the idea web, one for every student
Procedure:
Introduction/Motivation:
Tell the students to close their eyes and think about what life is like during the
pioneer times. Did the farmers go to the store to get their items, or did they make
everything they need? Have the children think about what they have learned
when reading Farmer Boy. Write the word self-sufficient on the board. Ask the
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students what they think that means. Have a few students give some suggestions.
After several responses, tell the students that self-sufficiency means that people
rely only on themselves to make and produce everything they need. That means
that each family had to act as a mini-community, and each family member had to
contribute to survive. (Gardner: Logical/Mathematical)
Step-by-Step Plan: 1. Have the students gather in a common area on the floor.
2. Introduce The Ox Cart Man to the students. Tell the students that this is a
book about a man who travels to town with a cart filled with things that his
family has made. He travels to town in order to sell the things his family has
made from the items grown on their farm. (Gardner: Verbal/Linguistic)
3. Read The Ox Cart Man to the students. During the reading, have students
make mental notes or write down examples of self-sufficiency. (Bloom:
Verbal/Linguistic, Logical/Mathematical)
4. After reading, ask the students the following questions?
What kinds of things did the farmer take to town to sell? (Bloom:
Knowledge)
How is self-sufficiency different from the way we live? (Bloom:
Comprehension)
Could you live like the Ox Cart Man in today’s society? Why or why
not? (Bloom: Application)
In your opinion, is self-sufficiency a good thing or a bad thing? Why?
(Bloom: Evaluation)
5. On the board, create a venn diagram. Label one circle self-sufficiency and the
other circle society today.
6. Ask students what needs to go into the venn diagram. Have students work in
small groups to come up with suggestions. Fill out the venn diagram together
and discuss answers. (Gardner: Verbal/Linguistic, Interpersonal,
Visual/Spatial, Logical/Mathematical)
7. Give each student the worksheet. Have the students answer the questions
independently. Have the students turn in the worksheet for a grade.(Gardner:
Intrapersonal)
Closure: Have the students imagine that their family is self-sufficient. How would your
life be different? How might it be the same? What kinds of responsibilities might you have?
Have the students complete the idea web to organize thoughts.
Adaptations/Enrichment:
Student with Learning disability in reading comprehension
The teacher should reread the story again to this student if necessary. The
teacher should also orally repeat directions for this student when needed.
Student with ADHD
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Ensure that this student is away from distractions. The teacher should also
provide this student with a timer to help student keep track of time and allow
this student to take breaks as needed.
Student with Autism During the venn diagram portion of the lesson, provide this student with a
visual aid, such as a picture. This student will also need directions repeated
several times.
Student with Gifts and Talents in Creativity
This student should create a new product to sell, just like the Ox Cart Man.
This student should make a list of all of the materials needed to make and sell
the product. All of the materials need to be something that can be self-
sufficient.
Self-Reflection: Did I explain the word self-sufficiently effectively?
Did the students like the book?
Did the students comprehend the story?
How well did the students complete the venn diagram activity?
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Name:________________________________________
Self-Sufficiency Worksheet
1. What is self-sufficiency?
2. Explain how farmers in the early 1800s were self-sufficient
3. Compare and contrast self-sufficiency with the way we live today.
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Unit Lesson 7 (Technology)
Farming in Indiana
By Jessica Grandlinard
Theme: Crop Rotation
Length: 30 Minutes
Grade Level: 4th
Grade
Academic Standard: Social Studies 4.1.12- Describe the transformation of Indiana through
immigration and through developments in agriculture, industry and transportation. (Individuals,
Society and Culture)
Performance Objective: After completing a webquest over crop rotation and intercropping, the
students will create a 3-year farming plan in small groups, planning what to plant in at least 8
different fields.
Advanced Preparation by Teacher: Each pair will need a computer to complete the web quest,
so the computer lab should be reserved.
Worksheet( 1 for each pair) found at :
http://www.peacecorps.gov/wws/educators/webquest/soil/worksheets/3Year-PlantingPlan.pdf
Webquest found at : http://www.peacecorps.gov/wws/educators/webquest/soil/
Lesson Plan:
The teacher will review self-sufficiency with students. The teacher and the students will
discuss what makes farmers self-sufficient and the practices farmers used to make them
self-sufficient.
The teacher will then explain that crop rotation and intercropping were practices that
farmers used to stay self-sufficient and keep the soil fertile. The teacher will then put the
students in pairs and go to the computer lab.
At the computer lab, the teacher will have students bring up the webquest, and have the
students complete the webquest in pairs.
After all of the pairs have completed the webquest, the whole class will come together
again and discuss what was learned about crop rotation in the webquest.
After the discussion, the students will get back in their pairs and receive the three year
planning worksheet. The teacher will explain the requirements. Each pair must complete
a three year farming plan. The teacher will assist students as needed.
Assessment:
The teacher will collect the three year planning sheet and grade the plans according to the
criteria presented to the students.
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Unit Lesson 8- Farming Advancements and Increased Productivity (Writing)
Farming in Indiana
4th
Grade
30 Minutes
Data used in this lesson taken from: http://www.ers.usda.gov/publications/eib3/eib3.htm
Academic Standard: Social Studies 4.4.2 Define productivity and provide examples of how
productivity has changed in Indiana during the past 100 years.
Performance Objective: Given five rounding problems, the students will correctly round at
least three numbers to the nearest thousands place.
Advanced Preparation by Teacher: The teacher will need to create a list of farming machines
and methods (ex. Combine, tractor, etc.) and have a copy ready for each student. The teacher
will also need a projector or smartboard to display the graphs. The students will need a pencil
and paper to create their list.
Lesson Plan:
- The teacher will begin the lesson by asking students to think of some machines or
methods that have greatly impacted farming. As the students list machines or methods,
the teacher will write the name of the machine or method on the board.
- The teacher will then ask the students how farming advancements have impacted the
economy. The students will quietly talk with the other students around them to develop
ideas. As the students offer suggestions, the teacher will write the suggestions on the
board. If not discussed already, the teacher will then ask and discuss with the students
how the machines and methods mentioned earlier helped increase productivity.
- On the projector/smart board, the teacher will show the students the data and graphs from
http://www.ers.usda.gov/publications/eib3/eib3.htm. The teacher and the students will
analyze each graph. After all of the graphs have been visited and discussed, the teacher
and the students will revisit their earlier suggestions and create new suggestions based on
the data.
- The teacher will then discuss with the students ways that rounding can help give farmers
a good estimate on their productivity.
- The teacher will then explain to students that rounding is a very simple process that
allows people to work with number. Put a 4-digit number on the board (e.x. 1, 879). Tell
the students that to round, you look at the number to the right of the number in the place
value that you want to round to (e.x., if you wanted to round 1,879 to the nearest
thousands place, it would be rounded to 2,000, because 8 is close to 10). Do a few more
examples together as a class as needed. Ask students to give numbers and place values.
- The teacher will give the students the worksheet. The teacher will also remind the
student to look closely at the place value. The teacher will assist students with the
problems as needed.
Assessment: The teacher will collect the problems the student completed. Each problem will
be worth one point. The teacher will grade the worksheet and record the scores for a grade.
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Name_______________________________________________________
Evaluating Productivity
2007 2008 2009 2010 2011
4,268 6,851 7,197 10,735 14,917
Farmer Joe has recorded the number of bushels of corn his farm has harvested for the past five years. Use the table to answer the following questions.
1. Famer Joe produced the least amount of corn in 2007. About how many bushels of corn did Farmer Joe produce in 2007? Round to the nearest thousand.
________________________________________________
2. Farmer Joe got a new combine for the 2008 harvesting season. This new combine helped Farmer Joe produce more bushels of corn. About how many bushels of corn did Farmer Joe produce? Round to the nearest
thousand.
__________________________________________________
3. In 2009, Farmer Joe bought a new tractor. This tractor helped him plant
more seed. About how many bushels of corn did Farmer Joe produce in 2009? Round to the nearest thousand.
__________________________________________________
4. In 2010, Farmer Joe bought a new type of seed that helps produce more
corn. About how many bushels of corn did Farmer Joe produce in 2010? Round to the nearest thousand.
_________________________________________________
5. In 2011, Farmer Joe bought more land, so he was able to produce more corn. About how many bushels of corn did Farmer Joe produce in 2011? Round to the nearest thousand.
_________________________________________________
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Unit Lesson 9 (Storytelling)
Farming in Indiana
By Jessica Grandlinard
Theme: The Grange Movement
Length: 30 Minutes
Grade Level: 4th
Grade
Information found at: http://www.connerprairie.org/Learn-And-Do/Indiana-History/America-
1860-1900/Grange-Movement.aspx
Academic Standard: Social Studies 4.1.11- Identify and describe important events and
movements that changed life in Indiana in the early twentieth century.
Performance Objective: After reading about the grange movement, the students will create a
skit describing at least three important events in the history of the grange movement.
Advanced preparation by teacher: The teacher will need to make information cards with
pictures and information about the Grange movement. The teacher will also need to make a
checklist to assess the skit. The teacher will also need a computer to show a sample skit to the
students using this link: http://www.youtube.com/watch?v=zPstZ9Ujp2w&feature=related
Lesson Plan:
The teacher will begin the lesson by reviewing information about the tools and methods
used for farming, and how those tools and methods increased productivity.
The teacher will explain that in the 1800s, farmers were upset with the way they were
being treated, so they formed an alliance known as the Grange.
The teacher will continue to talk about the grange movement by showing and explaining
the information cards.
After all of the information cards have been displayed, the teacher will split the students
into 4 different groups, and assign the story assignment. The teacher will give each
group the checklist that will be used to assess each story. The teacher will then show the
video showing a sample story to follow. The students in each group will work together to
create a short story over the history of the grange movement.
The students will then present their story for the entire class, and will be evaluated using
a checklist.
After each group has presented, the teacher and students will have a discussion about the
grange movement and how it impacted farming.
Assessment:
The skit will be assessed using a teacher-made checklist. Each group will be given a
checklist so all of the students are aware of the expectations and requirements of the skit.
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Founders of the Grange
Seven men co-founded the Grange: Oliver Hudson
Kelley, William Saunders, Francis M. McDowell, John
Trimble, Aaron B. Grosh, John R. Thompson, and William M.
Ireland. President Andrew Johnson sent Oliver Hudson Kelley
to the South to collect agricultural data.. Kelley saw the need
for an organization that would bring farmers together and
advance their interests. After consultations with the other
founders, the Grange was born in 1867. The first Grange was
named Potomac Grange #1 in Washington, D.C.
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History of the Grange
In the middle of the 1870s the Granger movement was successful in
controlling railroads and grain houses. The peak of their political power
was marked by their success in Munn v. Illinois, which ruled that
warehouses could be regulated by public law. During the Progressive
Era of the 1890s to the 1920s political parties took up Grange causes,
which supported farmers and farming issues. Some of the issues the
Grange fought include: fair trade and fair pay for farmers, women’s
issues and connecting farmers, and support for cooperative stores and
farming equipment. Local Granges focused more on community service.
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Traditions and Rituals
When the Grange first began in 1867, it borrowed some of its rituals
and symbols from Freemasonry, including secret meetings, oaths and
special passwords. Small, ceremonial farm tools were often present at
Grange meetings. Elected officers were in charge of opening and
closing each meeting. Members often wore special clothing to meetings
as well. Sashes were worn by officers and badges by members. The
first sashes were brown trimmed with red braid. During the last few
decades, the Grange has moved towards public meetings and no longer
meets in secret. Though the secret meetings do not occur, the Grange
still acknowledges its rich history and practices some traditions.
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The Grange Today
Grange membership has declined considerably in the past decades. In
the last 15 years, the number of Grange members has dropped by 40%.
Despite this drop in membership and national awareness, the Grange
continues to press for the causes of farmers, including issues of free
trade and farm policy. "The Grange provides opportunities for
individuals and families to develop to their highest potential in order to
build stronger communities and states, as well as a stronger
nation."The Grange only supports policies. Although the Grange was
originally founded to serve the interests of farmers, because of the
shrinking farm population the Grange has begun to broaden its range to
include a wide variety of issues, and anyone is welcome to join the
Grange. The Junior grange is open to children 5-14. Regular Grange
membership is open to anyone age 14 or older. The Grange Youth is a
group created within the Grange and consists of members 14-35.
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Story Checklist
____ All students are involved in the story equally
____ The story mentions the founders of the Grange
____ At least three important events shown
____ The story shows at least 2 issues that the Grange supported
____ The story shows the ceremonies and rituals of the Grange
____ The story mentions what the Grange is like today
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Unit Lesson 10- Farming –Then and Now (Art)
Farming in Indiana
4th
Grade
30 Minutes
Academic Standard: Social Studies 4.1.12- Describe the transformation of Indiana through
immigration and through developments in agriculture, industry and transportation. (Individuals,
Society and Culture)
Performance Objective: Given information about traditional and advanced farming methods,
the students will create a picture showing the difference between traditional and advanced
farming, depicting at least two characteristics of each method.
Given information about traditional and advanced farming methods, the students will describe
the picture they drew, writing at least 2 ways their picture shows each type of farming.
Advanced Preparation by Teacher: The teacher will need to create sample descriptions to
model the assignment. The teacher will also need several sheets of construction for students.
Lesson Plan:
- The teacher and the students will discuss the components of both traditional and
advanced farming methods. The discussion should revolve around what has been
previously learned in the other lessons in this unit.
- The teacher will split the class into five groups. Each group will receive a large post-
it note. The teacher will explain to the student that each group will need to create a
venn diagram of the characteristics of traditional farming methods and advanced
farming methods. The teacher will put up a sample venn diagram for students as a
reference. As the groups are working, the teacher will meet briefly with each group
to answer questions and offer guidance.
- Once all of the groups have finished, each group will present their venn diagram to
the entire class, explaining all of the components of their diagram.
- After each group presents, the students will return to their seats. The teacher will
give each student a piece of construction paper, and tell the students that they are to
create a picture that shows how farming has changed. Their picture must be neat and
show at least two characteristics of each method of farming. To help describe their
picture, they must also write a brief description of each picture. If they wish, they can
divide their paper half and draw two separate pictures. The teacher will provide a
sample description for the students on the whiteboard. After the description is read,
the students will create a quick and simple picture to go along with the sample
description.
- The students will then work independently to create their own picture and description.
The teacher will be available to answer any questions and offer any assistance to
students.
Assessment: The students will hand in their picture and explanations to the teacher. The teacher
will read the explanation of the picture to assure that both correlate with one another and that the
student has cited at least two characteristics of each farming method.
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Picture Description
In traditional farming methods, farmers used horses and other animals
to complete their work. Working on the farm was long and hard, and often involved the entire family. The entire day was devoted to working on the farm.
In advanced farming methods, farmers can quickly and efficiently complete their work. New tools like combine and tractors help farmers harvest crops quickly. This method requires less physical labor, which allows more
time for family and fun.