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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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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

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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

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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

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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:

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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:

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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?

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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?

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Name_______________________________________

Directions: Write all of the things you use each day that are made from agriculture products.

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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.

Grandlinard 38

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.