IN IDAHO: ITS IMPORTANCE AND DEVELOPMENT FROM HISTORICAL TIMES TO THE
TIME ALLOTMENT: Four 45 minute sessions
SUBJECT MATTER: Social Studies and History
They will be able
From the National Standards for History, grades K-4 www.sscnet.ucla.edu/nchs/standards
Garrison, M. F. (1980). Sagebrush Girl. San Jose: Merlin Press.
Pals, D., Wilson, J., Blattner, J., Stewart, M., Gibson, D., Schermerhorn, R., and Borris, B. (1988). Idaho ag in the classroom curriculum guide (rev. 1992). Meridian, ID: Idaho Ag In the Classroom Association; Moscow, ID: University of Idaho Agricultural Publications.
The Weekend Farmer Co. The Farming Game. Goldendale, WA: author.
Young, V. M. (1990). The Story of Idaho (centennial ed.). Moscow, ID: University of Idaho Press. Young, V. M. and Young, K. A. (1980).
The story of Idaho: Author’s teaching aid booklet. Moscow: University Press of Idaho.
Agriculture In the Classroom: Kid’s Corner - The Ag Quiz, Intermediate http://www.agclassroom.org/kids/que_inter.html
Idaho Map Gallery www.visitid.org/map/mapgallery.htm
Idaho Potato Commission – “Famous Idaho Potatoes.” www.idahopotatoes.com
Idaho Potato Commission
– “Home Page”
United States Bureau
of Reclamation, DataWeb: Idaho Dams http://dataweb.usbr.gov/html/iddams.html
United States Bureau
of Reclamation, WaterShare: Managing Water On the Farm
PREP FOR TEACHER
Obtain a copy (or copies) of the text: The Story of Idaho and Idaho AG in the classroom curriculum guide. Get copies of any other books you want to use. Bookmark the websites listed. Purchase and preview “The Farming Game”. Load plug-ins that are necessary. Other preparations such as making copies are listed at the beginning of each day’s lesson. Arrange for guests. Have a copy of an Idaho Highway map for all students.
Prepare two large wall charts on poster board or butcher paper, one to
match the overhead (Semantic organizer for .
. .) and one to match chart (Agriculture In
. . .); prepare overheads if necessary (Semantic
organizer) & (What steps . . .); one
copy for each student of: activity sheets (A
& B); charts, (Agriculture
in . . .) & (Major steps . . .); handouts,
(Is a day . . .?) & (student background);
bookmark the web site: www.agclassroom.org/kids/questions.html.
Setting the Stage
Step 1: Activate students’ prior knowledge of agriculture. Refer the students to the statement written on the board. Ask what they know about agriculture. Write their responses on a large chart mounted on the wall in the form of a semantic organizer (also known as a concept map or web). Duplicate the original organizer on overhead (Semantic Organizer for...). Then tell them they are going to take a little quiz to find out more about what they know. Have students log on to the Agriculture in the Classroom site to take the online Ag Quiz: www.agclassroom.org/kids/questions.html.
Provide a FOCUS
FOR MEDIA INTERACTION by asking them to take the quiz and check their
answers. Ask them how they did. Have them use the information from the
quiz to add more to the organizer on the chart. Tell them that in the
coming days, they’re going to be able to learn lots of neat things about
agriculture in general and specifically about agriculture in Idaho.
Step 2: Establish
why the study of agriculture is important. Divide the class into groups.
Ask why it’s important to learn about agriculture. Pass out Chart, “Agriculture
In Your Life.” Have them work in their groups to brainstorm items
to put on the list. Have them be specific (for example: instead of writing
“food,” ask them to write specific items such as hamburger, carrots, etc.).
Write their ideas on the second large chart (Agriculture In.). Pass out
Handout, (Is a Day...?). Let them use the information to add to their
own lists and the one on the chart. Have them help add more information
to the organizer. Then ask them what life might be like without agriculture.
Step 3: Establish some general knowledge of agriculture, including how products get from the producer to the consumer. Ask the students where their food comes from. Many, if not most, will probably say it comes from the store. Ask how it gets to the store. Pass out Handout (Student Background) and Chart (Major Steps...). Put up overhead (What Steps...?) and make sure they understand the question. Ask them to work in their groups to read through the handout and fill out their own chart using the information from the handout. Have the class provide the answers to fill in the overhead. Pass out activity sheets (Activity Sheet A) and (Activity Sheet B). Again working in groups, have them fill in the answers using the information from Handout (What steps) and Chart (Major steps). Have the groups share their answers. Have them add more information to the organizer.
Step 4: Summarize the day’s learning. Show them how much they have already learned by comparing the original organizer on the overhead and the one on the wall chart, which should reflect their learning during the activities. Remind them to put their handouts in the right place in their Idaho History notebooks and have them hand in Activity Sheets A and B. Evaluation procedures: Look over and check off Activity Sheets A and B using answer key (Activity Sheets A and B). Monitor and evaluate students during group work.
Advance planning: Prepare overheads if necessary, (KWL) & (People in our . . .); one copy for each student of: chart (KWL); handouts (Idaho’s Rank) & (Cash receipts); vocabulary (Agriculture); worksheet (Introduction . . .); obtain a Farming Game set if possible. http://www.farmgame.com (The Weekend Farmer.Co) Make their knowledge more relevant by learning how important agriculture is in Idaho. Anticipatory set: Ask if anyone knows how important agriculture is in Idaho.
Step 1: Reviewing and setting the stage. Pass back Activity Sheets A and B from day one and review what they learned. Tell the students that now they know a little about why agriculture is important to them and about how raw products get to them, they are ready to learn about agriculture in their own state of Idaho.
Step 2: Establishing why agriculture is important to Idaho. Ask them why they think they should learn about agriculture in Idaho. Put up prepared K-W-L chart on overhead. Pass out an individual chart (KWL) to each student. Have them submit ideas for the first two columns. Have them copy the class ideas. Then give them a few minutes to add any of their own. Write the question, “Why is agriculture so important in Idaho?” on the board. Have them get out their notebooks and look again at handout (Student Background). Ask them if they see something on the page that helps answer the question on the board (agriculture is Idaho’s largest industry). Write the answer under the question. Pass out Handout (Idaho’s Rank...). Help students see that Idaho produces a significant percentage of the nation’s total for several commodities. Have them add another answer to the question on the board (something like Idaho is a major contributor to the nation’s agricultural production). Pass out Handout (Cash Receipts). Have them find the total at the bottom of the page. Try to help them understand this number is actually multiplied by 1,000, which puts the number in the billions of dollars. Add this answer to the board (agriculture is a major contributor to the state’s economy). Have them refer back to Activity Sheets A and B. Tell them that when our country started, 3 out of four (or 75 out of 100) people were involved in production. Now only about 2 out of 100 people are in production. However, nationally about 20-25 are involved in all the areas shown on the activity sheet, but in Idaho as many as 40 out of every 100 people are involved in agriculture and related areas. Help them understand what this means in terms of jobs and add this answer to the others on the board (agriculture is a major employer).
Step 3: Establishing a personal connection to agriculture. Ask them if anyone they know works in any of the four areas discussed on the activity sheet. Take a survey of the class and put the results on Overhead (People In Our...).
Step 4: Introduction of other activities connected with the unit. Preview what they will be doing in the rest of the unit. Introduce the farming game. They can play “The Farming Game” during free time. They will be divided into groups using one marker per group. Any one person in the group will be able to take a turn for the group during play. Tell them they will start the game as a class at a later time so they all know how to play the game.
Step 5: Making assignments and summarizing. Pass out Vocabulary Sheet (Trivia and ...). Go over the trivia and assign the vocabulary. Also pass out and assign Worksheet (Introduction to...). Summarize the day’s learning by going back to the K-W-L chart and begin filling in the third column. Give time for completing the vocabulary and worksheet; they hand them in when completed. Have them put all materials away in their notebooks. Evaluation procedures: Grade Vocabulary and Worksheet using answer keys (Vocabulary and Introduction...). Monitor and evaluate each student while doing group work.
Tracing the development
of agriculture in Idaho
Step 1: Introduction to the development of agriculture in Idaho. Briefly review what was learned the first few days of the unit. Have students to take out their notebooks and find handout (Student Background). Have them look at page two and ask who it says were the first farmers. Ask if the Native Americans were the first farmers in Idaho. If there are any students who say “no,” ask who they think were the first farmers. Tell them you have a video to show them that will answer these questions. Pass out the video study guide (Visions of . . .) and give them a few minutes to look it over. Give them a FOCUS FOR MEDIA INTERACTION by asking them to fill out the study guide as they watch the video. Ask them to raise their hand each time they think they have found an answer and you will stop when necessary. Also tell them the narrator will be asking several questions, and that you will stop each time she does so they can discuss the question. When they are clear on the directions and start the video . PAUSE as needed for the students to fill out their study guides. The narrator’s questions come at the following places: at approximately 2:49, showing a man on a horse with cattle; 3:39, showing a ditch with a head gate; 4:59, showing railroad builders just after the early grain machinery; 9:56, narrator on boardwalk at silver city; 13:38, narrator in front of large windows in cement ruins.
Step 2: More study on early agriculture in Idaho. After the video is over and the study guides are finished, have students take out their texts, and divide into groups. Pass out worksheet (Idaho Agriculture...). Tell them the text reading and worksheet will help them learn more about how agriculture started in Idaho. Have them read pp. 171-172, then answer the first three questions. Next have them read pg. 135, filling in any information desired from information sheet (Early Agriculture...), then answer the next two questions. Next they should read pp. 136 and 137 and discuss the last five questions with their group. Each student should write down the group’s answers.
Step 3: Concluding the day’s lesson Summarize the day’s lesson, have them put their materials away and hand in their study guides and worksheets when finished. Evaluation procedures: Grade study guides and worksheets. Monitor and evaluate during group work.
Step 1: Review and introduction of early settlement. Review the information on the beginnings of agriculture from the previous lesson. Tell them that today they will learn how many of the towns and cities in Idaho started and that some of them were related to the development of agriculture and others were not.
Step 2: Learning how many of Idaho’s towns and cities began. Have the students get out their texts and divide into groups. Pass out worksheet (Early Settlements ...). Have them read pp. 139-141. Have them discuss the first three questions in their groups and write down their answers. Review some of the settlements mentioned in the text on the wall map. Have them read pp. 141-143 and answer the last five questions on their own. Review the settlements. Fill in the information for North Idaho from information sheet (Early agriculture ...) and from pg. 135 in the text. Review settlements. (See materials list for all worksheets & handouts)
Step 3: Locating some of Idaho’s early towns and cities. Pass out map (Outline Map ...) and date list (Early Settlements ...). Assign each group a certain number of places to locate. Have them log on to the Idaho map site: www.visitid.org/map/mapgallery.htm. Give them a FOCUS FOR MEDIA INTERACTION by telling them they can use the maps on the site along with their personal copy of the highway map and the wall map. Model how to use the website. Have each group share their information using the wall map or a highway map. (See materials list for all worksheets & handouts)
Step 4: Summary and review; beginning a timeline For the summary and review, they will begin a timeline for Idaho’s agricultural development. Pass out the timelines and date list (Suggested Dates ...Settlement). Show them how to enter the dates. Pass out vocabulary (Trivia ...Early Agriculture). Go over the trivia. If possible, allow time to finish timelines and vocabulary. Pass in the worksheet, timeline and vocabulary when finished. Have them put materials away. Evaluation procedures: Grade worksheet and vocabulary; look over and check off timeline. Monitor and evaluate during group work. (See materials list for all worksheets & handouts)
POST VIEWING ACTIVITIES
Arrange for guest
speakers from your area. Arrange for fields trips to: farms, processing
plants, museums, etc. Advance preparation: Gather anything the students
may need to prepare the displays for sharing (hall display and anything
desired for a parent day). The following activities are designed to give
the students a chance to review what they have learned and share that
knowledge with others in the school and their parents. Anticipatory set:
Tell the students about a parent day and a hall display.
American Sugarbeet Growers Association http://members.aol.com/_ht_a/asga/sugar.htm
Barnyard Palace www.agr.state.nc.us/cyber/kidswrld/general/barnyard/Barnyard.htm Each crop commission (both state and national) usually has lots of educational materials for teachers
For additional lesson plans and ideas relating to this topic and many others try TeacherSource at PBS Online! You will find activities, lesson plans, teacher guides and links to other great educational web sites! Search the database by keyword, grade level or subject area! Mathline and Scienceline are also great resources for teachers seeking teaching tips, lesson plans, assessment methods, professional development, and much more!
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