ALEX Lesson Plan

     

Edible Alabama and Her Agricultural Resources

You may save this lesson plan to your hard drive as an html file by selecting "File", then "Save As" from your browser's pull down menu. The file name extension must be .html.

  This lesson provided by:  
Author:Tammie Evans
System: Covington County
School: Straughn Elementary School
  General Lesson Information  
Lesson Plan ID: 12969

Title:

Edible Alabama and Her Agricultural Resources

Overview/Annotation:

This is a great culminating activity after a unit study on the natural resources of the state of Alabama. Students will investigate some of Alabama's agricultural resources and create a multimedia presentation about one of them or recipe brochure featuring Alabama resources. Students will then decorate cookies that have been cut into the shape of Alabama, with various food items to represent the agricultural resources found in Alabama.

 Associated Standards and Objectives 
Content Standard(s):
Technology Education
TC2 (2009)
Grade: 3-5
1 ) Use input and output devices of technology systems.

Examples: input—recording devices, keyboards, touchscreens

-  output—printers

•  Demonstrating ergonomics relative to technology systems
•  Demonstrating correct keyboarding techniques
•  Demonstrating safe removal of storage media
Technology Education
TC2 (2009)
Grade: 3-5
2 ) Use various technology applications, including word processing and multimedia software.

•  Using navigational features commonly found in technology applications
•  Identifying digital file types
Technology Education
TC2 (2009)
Grade: 3-5
6 ) Describe social and ethical behaviors related to technology use.

Examples: social—developing positive attitudes for using technology collaboratively

-  ethical—citing sources of text and digital content, avoiding plagiarism, avoiding manipulation of others' work without permission

•  Describing the global nature of the Internet
•  Following local acceptable-use policies regarding technology
•  Identifying intrusive applications, including worms, viruses, spyware, and pop-up advertisements
Technology Education
TC2 (2009)
Grade: 3-5
8 ) Collect information from a variety of digital sources.

Examples: online libraries, multimedia dictionaries

•  Using technology tools to organize information
•  Demonstrating efficient Internet search strategies
Example: keyword search

•  Evaluating electronic resources for reliability based on publication date, bias, accuracy, and source credibility
Technology Education
TC2 (2009)
Grade: 3-5
10 ) Use digital environments to collaborate and communicate.

Examples: publishing online journals, sharing presentations, contributing to online discussions, communicating with experts

•  Producing digital works collaboratively
Examples: developing shared writing projects and group multimedia projects

Social Studies
SS2010 (2010)
Grade: 4
Alabama Studies
1 ) Compare historical and current economic, political, and geographic information about Alabama on thematic maps, including weather and climate, physical-relief, waterway, transportation, political, economic development, land-use, and population maps.

•  Describing types of migrations as they affect the environment, agriculture, economic development, and population changes in Alabama
Insight Unpacked Content
Strand: Economics, Geography, History, Civics and Government
Course Title: Alabama Studies (Alabama)
Evidence Of Student Attainment:
Students:
Use thematic maps to identify:
  • historical and current economic information
  • political information
  • geographic information
  • weather and climate
  • physical features
  • waterways
  • migration patterns of people
  • transportation
  • land use
  • population
Teacher Vocabulary:
  • agriculture
  • economic development
  • physical-relief maps
Knowledge:
Students know:
  • Many events can impact the population, economic development, and land use in an area.
Skills:
The students are able to:
  • Analyze characteristics of Alabama using physical and thematic maps.
  • Describe the relationship between human migration and population.
Understanding:
Students understand that:
  • Events can impact the population, economic development, and land use in an area.
  • The climate and weather of our state impacts the population, economic development, and land use.
Alabama Archives Resources:
Click below to access all Alabama Archives resources aligned to this standard.
Social Studies
SS2010 (2010)
Grade: 4
Alabama Studies
6 ) Describe cultural, economic, and political aspects of the lifestyles of early nineteenth-century farmers, plantation owners, slaves, and townspeople.

Examples: cultural—housing, education, religion, recreation

economic—transportation, means of support

political—inequity of legal codes

•  Describing major areas of agricultural production in Alabama, including the Black Belt and fertile river valleys
Insight Unpacked Content
Strand: Economics, Geography, History, Civics and Government
Course Title: Alabama Studies (Alabama)
Evidence Of Student Attainment:
Students:
  • Describe cultural, economic, and political aspects of the lifestyles of early nineteenth-century farmers, plantation owners, slaves, and townspeople.
  • Describe major areas of agricultural production in Alabama, including the Black Belt and fertile river valleys.
Teacher Vocabulary:
  • plantation
  • Yeoman
  • townspeople
  • inequity
  • agriculture
  • fertile
Knowledge:
Students know:
  • During this time, most families in Alabama did not own slaves; most slaves were owned by Plantation Owners.
  • Most of Alabama's families made a living through agriculture.
  • The Black Belt and fertile river valleys were major areas of agricultural production.
Skills:
Students are able to:
  • Compare and contrast cultural, economic, and political aspects of the lifestyles of early nineteenth-century farmers, plantation owners, slaves, and townspeople.
  • Describe major areas of agricultural production in Alabama, including the Black Belt and fertile river valleys.
Understanding:
Students understand that:
  • There were cultural, political, and economic inequities in Alabama in the early 19th Century between slaves, Yeoman farmers, and Plantation owners.
Alabama Archives Resources:
Click below to access all Alabama Archives resources aligned to this standard.

Local/National Standards:

 

Primary Learning Objective(s):

Students will identify Alabama's agricultural resources and create an edible agricultural resource map to demonstrate this knowledge.
Students will create a multimedia presentation featuring one of Alabama's natural resources OR create a recipe brochure featuring products/resources from Alabama.

Additional Learning Objective(s):

 
 Preparation Information 

Total Duration:

Greater than 120 Minutes

Materials and Resources:

Pre-baked cookies in the shape of Alabama, food items that can represent the agricultural resources of Alabama; for example, chocolate chips for coal, popcorn for corn, peanuts for peanuts, goldfish crackers for fish, miniature marshmallows for cotton.

Agricultural Resources Maps of Alabama

Technology Resources Needed:

Computers with Internet access, presentation software, such as PowerPoint, and word processing software

Background/Preparation:

Students should be able to conduct Internet searches. Students should have experience in creating multimedia presentations and/or brochures. The day before the lesson, teacher (or parent volunteer) will need to bake cookies in the shape of Alabama, one cookie per student. (Cookie cutter in the shape of the state of Alabama can be purchased at http://www.kitchengifts.com --click on link for States.)

  Procedures/Activities: 
1.)Begin the lesson by reviewing resource maps. Show students a variety of the major products produced in the state of Alabama.

2.)Once students have identified the natural resources of Alabama, divide students into groups of two and have them use the following Internet link to gather more information about one of Alabama's resources.
(Alabama agricultural resources)

3.)Each group will then be responsible for creating a fun brochure, or a slideshow presentation, about Alabama's resources. One idea is a creative brochure which contains recipes for things made using Alabama's resources. For example, to make peanut butter you need peanuts from Alabama's southeastern Wiregrass region and...(have students be creative and list other "ingredients"); to make a suntan, you need two days of beautiful sunshine on the beaches of Gulf Shores and...; to make peach ice cream you need peaches from the central region of Alabama and...; to make a governor, take a man or woman from anywhere in the great state of Alabama, place him or her in the governor's mansion in Montgomery, Alabama, and...; etc.

4.)Give each student a cookie baked in the shape of the state of Alabama. Students are to use the Agricultural Resources Maps of Alabama, to locate the areas each agricultural resource is found and place the food items that represent that resource into the corresponding area of their Alabama cookies. See the following website for different maps, including agricultural maps, of Alabama.
(Alabama Maps)

5.)After maps have been completed, and each student's map has been checked for accuracy and completeness, students get to eat their maps!


Attachments:
**Some files will display in a new window. Others will prompt you to download.
  Assessment  

Assessment Strategies

Students' multimedia presentations will be assessed using a rubric (see attached). Teacher will check each student's Alabama agriculture cookie for accuracy and completeness. A checklist may be used to assess inclusion of appropriate agricultural resources in the final product before students are allowed to eat their cookies. Evaluation for the recipe brochure could consist of: 5 pts for each resource listed, 5 pts for each region used, 5 pts for creativity, etc.

Acceleration:

Students could add images and other enhancing features to their slideshows and brochures.

Intervention:

 

Each area below is a direct link to general teaching strategies/classroom accommodations for students with identified learning and/or behavior problems such as: reading or math performance below grade level; test or classroom assignments/quizzes at a failing level; failure to complete assignments independently; difficulty with short-term memory, abstract concepts, staying on task, or following directions; poor peer interaction or temper tantrums, and other learning or behavior problems.

Presentation of Material Environment
Time Demands Materials
Attention Using Groups and Peers
Assisting the Reluctant Starter Dealing with Inappropriate Behavior
Be sure to check the student's IEP for specific accommodations.