EDST 3000 LESSON PLANNING TEMPLATE

Name: Jordan Leyba Grade level: 9th Expected Duration of Lesson Date: 4/12/2017
grade, AP Human (hours, minutes, days): 45-60
Geography minutes (varies on how much time
is spent on student's country
presentations)
Lesson Topic/Title/Essential Question: Food and Agriculture: The Three Agricultural Revolutions.

Essential Question: What was the significance or lasting impact of each era of change in agriculture on
people and environment?

Primary Instructional Model(s) used: Concept Materials Required: Computer, PowerPoint,

teaching and Cooperative Learning Projector, AP Human Geography: A Study Guide
3rd Edition by Ethel Wood, Appendix A, Appendix
B, Appendix C, Appendix D, Appendix F

Standards/Benchmarks Addressed (use practicum districts or Common Core curriculum standards

AND Discipline specific standards from relevant professional organization):

Source # Content Area Standard (write it out)

CCSS.ELA- RH.9-10.3 English Language Arts Analyze in detail a series of events described in a
LITERACY Standards in History text; determine whether earlier events caused
later ones or simply preceded them.

Wyoming SS12.4.1 Time, Continuity, and Describe patterns of change (cause and effect) and
Social Change evaluate how past events impacted future events
Studies and the modern world.
Standards
Wyoming SS12.5.3 People, Places, and Analyze, interpret, and evaluate how conflict,
Social Environments demographics, movement, trade, transportation,
Studies communication, and technology affect humans
Standards sense of place.

Lesson Objectives: Students will be able to:

 Students will be able to design and develop of agriculture that led to widespread alteration of
the natural environment. (Homework assignment)

Students will be able to identify major centers of domestication of plants and animals and
patterns of diffusion in the (Neolithic) agricultural revolution. (Homework assignment)

Students will be able to explain the connection between physical geography and agricultural
practices. (Appendix C)

Students will be able to explain the advances and impacts of the second agricultural revolution.
(Appendix D)

Students will be able to analyze the consequences of the Green Revolution on food supply and
the environment. (Appendix F)

Academic Language Objective: Based on the language demands of this lesson, how does this lesson
develop student abilities to understand and/or produce the academic language (e.g. relevant genresi,
key vocabulary or phrases, and/or linguistic features of the relevant genre) that is part of this lesson?
Please see the appendix of your TPAC content level material for a list of genres, linguistic features,
connector words, and/or text organization specific to your field.

Language students will learn: Language students need to already know:

Crop
Agriculture (definition)
Hunters and Gatherers

The Columbian Exchange Crop Hearths

Animal Hearths

First Agricultural Revolution (Neolithic) Desertification

Second Agricultural Revolution (Industrial)

The Green Revolution

 Genetically Modified Foods

Evaluation/Assessment: (Include Samples w criteria in Appendix)

Informal/Formative: Formal/Summative:

Homework assignment of world map with crop
hearths and animal hearths colored in. With two
crops and animals listed that originated in that
region. The map must include a key in order to
get full points. The homework assignment also
has the students define the language they already
know such as crop, desertification, commercial
agriculture and subsistence agriculture (Appendix
A).
Before students are allowed the classroom they
will turn in a paper with a tweet summarizing each
of the agricultural revolutions (first, second, and
third). The hashtag used at the end of the tweet
should be the main idea or most important idea
they got from each revolution. (Appendix B)

Questions to check for understanding during

lesson:

What was the significance or lasting

impact of each era of change in agriculture
on people and environment?

Do you think the world has benefited from

the Columbian Exchange?

How they define revolution?

Step by Step Procedures:
The students are presenting country project presentations, these presentation take up to 30-40
minutes. The rest of the time is reserved for the lesson on agriculture.

Expected What are you teaching? What is the content? What Standard(s)
time is happening? (include guiding questions and their being met
frame purposes)
Lesson Students will grab three revolution chart, and green
Opening revolution analyzing, and the Columbian exchange
handout at the beginning of class
5
minutes Have students discuss their homework and see what
foods come from which areas of the world and then
discuss how they think the food and animals spread
to other areas of the world.
Have representative of each pod collect a wood book
from the bookshelf.
Transitio
n 2 Discuss the essential question of the day and relate
minutes the homework assignment to the essential question.
Essential Question:
What was the significance or lasting impact of each
era of change in agriculture on people and
environment?
Show the essential question to get their minds
thinking about agricultural and revolution
(See Slide 2)

Body of Lesson:
Lesson (See Slides 3-11)
(note **** Picture of Fertile Crescent****
importan Picture of Crop Hearths
t The importance of the Fertile Crescent and its
transition location
s) Picture of Animal Hearths
History of Agriculture
Definition
Crop (review definition): plat cultivated by
people
Hunters and Gatherers
Gender Roles
Quarter-million people still survive by
hunting and gathering
 Patterns of Diffusion
Columbian Exchange-the exchange of goods,
20-50 ideas, plants, and animals, and diseases that
minutes began with Columbus' exploration of the
Americas.
Europe to Americas: Wheat, Cattle, Sheep,
Pigs, Horses
America to Europe: Corn, Potatoes, Beans
https://www.youtube.com/watch?
v=HQPA5oNpfM4&feature=youtu.be
o Students will watch the video and
complete the Columbian Exchange
handout during the video (See
Appendix C)
o Wood book, pg. 134-135
o Do the students agree with the video?
o Do you think the world has benefited
from the Columbian Exchange?
Diversity of people, fewer
starve
Planting crops where they
dont belong
Extinctions of plants and
animals

During the lesson, the students will work with their

pods to find when, what and where worksheet in
their Wood books. (See Appendix D)

Before starting the three agricultural revolutions,

ask the students how they define revolution?

First Agricultural Revolution (Neolithic)

Definition
Environmental factors: domestication of crops
and animals with climate change
Cultural factors: settling in one place
compared to moving around
When- 8,000 B.C.

Second Agricultural Revolution (Industrial)

Definition
 o Tractors and trenches
o Fertilizers, weed killers, and pesticides
When- 1700 to 1900
Esther Boserup-
o Danish agricultural economist
o With more mouths to feed, people
just put more effort into feeding
themselves

Pause in the lesson to let the students fill in the

missing information on their three revolution
handout and discuss the essential question.

The Green Revolution

Definition
o Positives-more food and less hunger
around the world
o Negatives- famine relief for Sub-
Saharan Africa due to lack of
resources, desertification in the
Sahara desert.
When- 1940 to 1960
Norman Borlaug
o Nobel Prize for New foods in
Newlands
o Mostly wheat

Genetically Modified Foods

Agriculture is deliberately manipulated
o People control reproduction of plants
and animals to produce large numbers
of stronger, hardier survivors
Health problems- effectiveness of antibiotics
Export problems- European countries
Increased dependency on the United States-
"terminator" gene
https://www.youtube.com/watch?
v=7TmcXYp8xu4

Crash Course Video

https://www.youtube.com/watch?
v=wnTyLAu5PeA
This video will serve as review option for the
 students before their AP test.

Lesson Exit Ticket (See Slide 10) (Appendix B):

Closure
Explain the summative assessment that students
picked up at the beginning of the class period. The
15 students will summarize each of the three
minutes agricultural revolutions in 140 characterics or less.
They will include a hashtag (#) with the main idea or
point the students got out of the lesson.

Classroom Management and Organizational Differentiation/Special Consideration:

Considerations: Note any concerns about
room arrangement, behavioral expectations,
possible problematic behaviors, materials
handling, significant transitions.
For this assignment, the students attention
will need to be on the board so they can
understand how each agricultural revolution
occurred and what changes it lead to. So
maintaining their attention and limiting side
talk.
For the final class of the day, keeping the
students attention and staying one step ahead
of them is very important. So keeping the flow
of the class is essential and making sure some
of the attention seeking kids get and retain
the information is important.
Describe specific strategies designed to
support students with specific learning needs
(varied learning styles/preferences,
exceptionalities/disabilities, family situations,
giftedness).
Specific strategies that will help students
learning is the PowerPoint for a visual and the
sentence with the significance on the board.
Having the students read and write down the
significance of each revolution will help my
tactile and help students retain the material by
writing it down. After each pod has written
down the material, a member from each pod
will share what they found for the auditory
learners.

Diversity/Cultural Considerations: For Enrichment Activity: What activities will you

example, does your lesson include multiple use if some/all students finish early and/or
perspectives? Does it provide a bridge
between students home cultures and the
content? If you have English language
learners, what SDAIE strategies are you using?
This lesson plan involves the Columbian
Exchange and different ways culture got
exchanged. With the three agricultural
revolution, the lesson bridges the students
home culture with content with Genetically
modified foods and how it affects the students
today.
The Green Revolution handout gives the
students more perspective on the positive and
negatives of the Green Revolution. (See
Appendix F)
master the presented content easily? Why will
you use these as enrichment activities? How
do these activities: a) extend student learning?
b) Reinforce ideas or skills? c) Introduce the
next topic?
The Crash Course video at the end of the
lesson is a precaution in case the students
finish their three revolutions and summative
assessment by the time the class period ends.
The homework assignment is to show the
students where agriculture originated and
then I will tie it to the Columbian Exchange
and the patterns of diffusion worksheet. This
will help them connect how culture spread as
well. (Appendix A and Appendix C)
The three agricultural revolutions chart will be
where the students record their notes on each
revolution and where they can refer back to
when they study for their unit exam.
(Appendix D)
The Green Revolution handout is for the
students to get more perspective on the
positives and negatives of genetically modified
foods. (See Appendix F)
Rationale/Reflection: Why is this teaching model appropriate for this lesson? How does it fit
with the curriculum? Indicate how specific research/theory guided your selection of specific
strategies and materials to help your students develop the factual knowledge, conceptual
understandings, and skills needed to meet learning objectives. Cite sources.

I am using cooperative learning for this lesson because I want the students to think about what
they thought was most significant and then compare their work with the rest of their group to
find a significance to each agricultural revolution. This model is appropriate for this lesson
because as Richard Arends (2014) says that cooperative learning involves three instructional
outcomes, academic achievement, tolerance and acceptance of diversity, and development of
social skills. It allows high academic achievers and low academic achievers to work together to
find the significance of each agricultural revolution. The desk formation of pods, allows
tolerance and acceptance of diversity that each student has and can bring to the groups and
the development of social skills.

Another reason why I chose cooperative learning for this lesson is because it involves
incorporating social skills and tolerance and acceptance of diversity. For this lesson, students
will understand and hear others opinions on the significance of each revolution. This will also
build on their social skills and acceptance of diversity.
This teaching model also works well for this lesson because it includes John Dewey's idea of a
Democratic Classroom. Dewey's ideas consist of the teacher creating a learning environment
characterized by democratic procedures. In short, he believed that students should search for
their own answers in small, problem-solving groups (Arends, 2014). This allows the students to
create their own significance to each of the revolutions depending on what they find most
important. Along with Dewey's ideals of a democratic classroom, I also chose to incorporate
Kagan's structure of think-pair-share to find the significance of the three agricultural revolution.
The students will think about how each revolutions happened and its significance, then share
with their table pods, then I will randomly select students to share what their pod has found as
the significance of one of the revolutions. After each pod has shared their significance, as a
class we will pick and find the most notable significance.

*** are parts of the lesson changed between lessons and during lunch break
Appendix A (introduction homework assignment given before the lesson):
Name:______________________________________Class Block: _______________________
Agricultural Origins, Chapter 10, Key Issue 1
Directions: Locate and label major agricultural hearths using Figure 10-3 and 10-4 on pages 348-349
of your Rubenstein textbook.
LabeleachCropHearthandlisttwocropsthatoriginatedfromthathearth.
LabeleachAnimalHearthandlisttwoanimalsthatoriginatedfromthathearth.
Besuretoincludethegeographicnameofeachmajorhearthonyourmap.
Provideakeyforyourmaptodeciphersymbolsorcolorsusedtomarkeachelement!
Appendix B
Name:________________________

Directions: Summarize each of the three revolutions in a tweet, include a hashtag for the main idea or
theme in each of the revolutions.

First Revolution:

Second Revolution:

Third Revolution:
Appendix C
Appendix D
Details Significance
st
1 Agricultural Revolution When:
(Neolithic Revolution)
Wood Book pg. 132-134
What:

Where:

2nd Agricultural Revolution When:

Wood Book pg. 135-136

What:

Where:

3rd Agricultural Revolution When:

(Green Revolution)
Wood Book pg. 148-150
What:

Where:
Appendix F

PRAISE AND CRITICISM OF THE GREEN REVOLUTION

PRAISE
Agricultural production now outpaces population growth, almost certainly avoiding disastrous
famines that have plagued the past

Nitrogen-based fertilizers, now widely used, have greatly increased farm productivity in many
countries of the world

Scientists continue to invent new food sources, including cultivating the oceans, developing higher-
protein cereals, and improving palatability of rarely consumed foods

Higher productivity is primarily responsible for reducing dependency on imports in Asia, including
China and India. In both areas population are balanced fairly well with food resources.

New irrigation processes have greatly increased crop yields.

Agribusiness has increased the productivity of cash crops, yielding profits for farmers and raising
large amounts of basic crops to feed the world.
CRITICISMS
Poor countries cannot always afford the machinery, seeds, and fertilizers necessary to raise the new
crops, leading to problems in getting the new foods to their citizens.

Farmers in poor countries cannot afford the fertilizers, increasing inequalities between rich and poor
countries. Fertilizers also lead to groundwater pollution and the reduction of organic matter in the soil.

Many fishing areas are already over-fished, and populations of many breeds of fish are dwindling.
Cultural preferences shape food consumption, and production of rarely eaten foods will not change
eating habits.

Many people in Sub-Saharan Africa are not getting enough to eat, with millions of people facing
famine. Green Revolution techniques have made too few inroads, and population is increasing faster
than food production.

Irrigation has led to serious groundwater depletion, negatively impacting water supplies for urban
populations.

Agribusiness often means that land is devoted to raising one type of crop, rather than the variety
needed for a balanced diet, especially in poorer countries.
i