INTEGRATED CURRICULUM UNIT
INTEGRATED CURRICULUM UNIT
TITLE OF UNIT: Plants in Our Lives
| Subject Area | Type of Workplace | Grade Level |
| Biology | Agricultural Research Service- USDA | 11-12 |
Author’s Name: Amy Heinrich
Subject Area: Biology and Earth Science
Organization, Phone, E-mail
| ISU Student Biology Secondary Education |
| 4106 N. Paulina #1F |
| Chicago, IL 60613 |
| e-mail Aimh11@hotmail.com |
Business or Community Partner: Agricultural Research Service - USDA
Title: Research Scientists - Various Dusciplines and Projects
Organization, Phone, E-mail
| 1815 N. University Street |
| Peoria, IL 61604-3999 |
Framing Question
Is it possible to operate a successful farm without the use of chemical fertilizers and pesticides?
Do chemical controls on insect pests work better than biological controls?
Can we genetically alter plant crops to make them more resistant to pests and disease? Can we make them produce more food? Can we alter them so that they produce their own fertilizers? Are these genetically altered plants safe for human consumption?
Workplace Description
As global population increases, the world's food demands are increasing dramatically. At the current rate of growth and consumption, the earth will not be able to sustain the world's food and energy needs. In addition, global concern for pollution levels dictates that we continually search for alternatives to chemical insecticides and fertilizers. Most often these chemicals do not end up at their target, instead they contaminate the soil and leach into ground water reservoirs. Not only are these chemicals potentially hazardous to our environment, but, the cost of producing them is high. (In order for us to produce a sustainable crop yield while preserving the environment and make food affordable to all the people of the earth, urgent and continual research must be done in the field of agriculture.) Locally, farming has been the traditional source of many families' livelihoods. Over the last several decades, farming has been experiencing a well publicized restructuring. Huge agribusinesses are purchasing farmland from the bankrupt local farmer. By consolidating the small, family-run farm, huge agribusinesses are able to undercut the falling market values of many staple crops by becoming highly efficient super-producers that rely heavily on chemical fertilizers, soil additives, and powerful chemical pesticides. These huge productions may produce larger, more abundant, seemingly flawless fruits and vegetables, but are they as healthful and nutritious as fruits or vegetables grown in an organic manner? Can production at this rate be sustained?
What about on a smaller level? What if naturalist is simply interested in raising an organic garden in his or her backyard to keep the family supplied with fresh vegetables all year? What are the essential needs of plants? Can organic gardening be as productive as "chemical" gardening? During my research for this project, I came across this statement made by Mr. Peter Blanchard on planetfriendly.net, "We all eat. But few of us have anything to do with the source of our daily fare. We trust that healthy and ample food will appear, like magic, in the grocery store. We trust the corporations, the "food system", that create this apparent miracle. But there are troubling questions. What are the effects of agri-chemical on consumers, farmers, farms, and the environment? Can industrialized monocultural agriculture provide a healthy and secure food supply? How can we best feed a growing population, with a decreasing amount of farmland? Who are the vested interests, who can be believed? What are the alternatives? What can you do, as a consumer, an eater, an activist, a citizen?"
It is with these questions in mind that this project was developed.
The Project
Overview
Students will begin by researching current issues in farming, including the economics of farming (supply vs. demand, stock market, commodity trading, etc.), the dire economy situation local farmers face, and the loss of fertile farmland to urban sprawl. Emphasis will be placed on the change farming has undergone from the time of the Industrial Revolution to the present.
Students will understand the form and function of plants, including the leaf, stem, root, and vascular tissue structure. They will become competent in recalling the reproductive methods of several different types of crop plants. The nutrient needs of plants will be explored. Also, Plant hormones and plants reaction to various chemicals, including acid rain, will be studied.
Alternative methods of farming will be explored. Organic farming will be defined. Methods of integrated pest management (IPM), biological pest control, and resistance to drought will be explored. Research on current projects and experiments in genetic engineering will be performed. Students will perform research using the Internet and current news and science magazines.
Several experiments will be performed:
What types of fertilizer do plants respond to best?
How does acid rain affect seed germination and plant growth?
What organic materials create the most fertile compost?
How many pounds of consumable produce can individual plants be expected to produce?
All experiments will take into consideration a cost/effectiveness ratio if they are to be applies to a backyard garden to large-scale production.
Alignment with Standards
| Standard | How it is address in your project |
| 11.A.5a Formulate hypotheses
referencing prior research and knowledge.
11.A.5b Design procedures to test the selected hypothesis. 11.A.5c Conduct systematic controlled experiments to test the selected hypotheses 13.A.5c Explain the strengths, weaknesses and uses of including methodologies including observational studies, controlled laboratory experiments, computer modeling and statistical studies. |
After performing adequate research
using the Internet and news and science periodicals, students will
formulate a hypothesis as the whether it is possible to operate a
successful organic farm. Is it possible for an organic farm to be as
productive as a "chemical farm"?
Several experiments will be performed in which variables such as nutrient supply, chemical additives, and ambient conditions will be manipulated. Students will perform systematic measurements to compare the results. |
| 11.B.5a Identify a design
problem that has practical applications and propose possible solutions,
considering such constraints as available tools, materials, time and costs
11.B.5b Select criteria for a successful design solution to the identified problem. 11.b.5c Build and test different models or simulations of the design solution to the design solution using suitable materials, tools, and technology. |
Design problem: Design the layout of a 12' X 24' garden that is provide a family of four with enough fresh vegetables to last until the nest growing season. Only organic fertilizers and pest control methods may be used. Formulas for calculating the per-plant, species specific, produce yield will be utilized. Silviculture and composting must be incorporated. Daily fertilizer regimens and sources must be listed. Total cost of inputs must be calculated and compared to total worth of produce. Students must make use of information gained from in-class experiments. |
| 12.C.5a Analyze reactions (e.g., nuclear reactions, burning of fuel, decomposition of waste) in natural and man-made energy systems. | What happens to the organic matter in a compost pile as is decomposes. |
| 13.B.5b Analyze and describe
the processes and effects of scientific and technological breakthroughs
13.B.5d Analyze the cost, benefits and effects of scientific and technological policies at the global levels (e.g. genetic research, Internet access). 13.B.5e Assess how scientific and technological progress has affected other fields of study, careers, and job markets and aspects of everyday life. |
These goals will be addressed when students research the history of farming from the time of the Industrial Revolution to the present. Also, class discussions will be held in which students will analyze the pros and cons of recent advancements in genetic engineering. |
Assessment
Since I have not yet been able to implement most of this project in the classroom, much consideration into assessment methods has not yet been made. Worksheets and lab write-ups will be graded on a point system. Papers will be graded using a rubric similar to the one that follows. The students will work in groups on certain portions of this project and grades will be given to the group as a whole. A portfolio showcasing the students creations and assignments will be created and stored in the classroom throughout the project.
Supporting Activities
| Classroom Activities | Brief Description |
| Farming in our lives | A background study of the history in the United States. Daily class activities include reading assignments, class discussion and a one-page summary paper. |
| Current issues in farming | Students are to perform independent research and bring materials to class for input into a class forum on current problems, obstacles, and issues in farming. |
| Produce and the Stock Market | A one-day exploration of how agricultural products are bought, sold, traded, and priced by the American Market System. |
| Plant form and function | Reading assignments, class lectures, worksheets, and hands-on activities in which students will master how plants function. |
| Organic Farming -Fertilizers | Class lectures and worksheets exploring the nutrient requirements of plants. Experiments comparing the effectiveness of various fertilizers. (Begin in Wk. 1) |
| Organic Farming- Alternative methods of pest control- Integrated Pest Management | Class lectures and reading assignments covering the various insect and fungus pests that plague the United States major crop plants. Study of projects underway at the USDA's ARS concerning alternative methods of pest control. |
| Making a compost pile- What works best | Experiment using home-made plastic compost columns and various types of organic compost ingredients. Testing of fertility of compost to follow. (Begin in Wk. 1) |
| Local factors affecting Plant growth | Discussions of other chemical, and ambient factors affecting plant yield. Experiment: Observing the Influence of Acid Rain on Plant Growth. (Being in Wk. 2) |
| Designing an Organic Garden | Students will use given parameters to design an environmentally friendly organic garden that will sustain a family of four for one year. |
| Concluding Paper: The Future of Organic Farming | Cummulative paper concerning the future of organic farming. To include practical, economic, and ethical issues governing the future of Organic farming in the U.S. |
Grading Rubric for Research Papers:
| Points | 9 | 6 | 3 |
| Ideas and Content | Original, innovative ideas, in-depth exploration of topic, more that sufficient supporting points | Ideas satisfactory, depth of content moderate with sufficient amount of supports. | Unoriginal ideas, poor content, unsatisfactory supporting information |
| Organization | Very well organized, has full intro/body/conclusion, info flows in logical order and it tied in well to preceding topic | Acceptable Organization, has intro/body/conclusion, information in understandable order | Unclear and hard to follow, lacks clear intro/body/conclusion. |
| Conventions | 0 to 5 grammatical errors/typos | 5 to 8 grammatical errors/typos | 9 or more grammatical errors/typos |
| Research Depth | Performed a diverse amount of research, incorporated at least 4 sources | Performed a moderate to fairly diverse amount if research, incorporated 2 to 3 sources | Little to no research, less that 2 sources included |
| Satisfied Objective | Answered topic of paper very well, reader was will informed after reading paper | Satisfactory paper, reader had grasp of topic after reading | Strayed from topic, reader would have little to no knowledge of proper topic after reading. |
Resources
Texts
Brisk, Marion A. 1001 Ideas for Science Projects 1999. Macmillan: New York, NY. p.41-43
Cummins, Ronnie. "Hazards of Genetically Engineered Foods and Crops: Why we need a Global Moratorium." www.purefood.org. 2000. Organic Consumers Association. Little Marais, MN.
Hershey, David R. Plant Biology Science Projects. 1995. John Wiley & Sons, Inc.:NewYork, NY. p62-125.
Johnson, George B. Biology: Visualizing Life. 1994. National Academy Press: Washington D.C. p384-448.
Reiley H. Edward and Carroll L. Shry, Jr. Horticulture. 1991. Unit 16: "Integrated Pest Control and the Biological Control of Pests and Diseases." Delmar Publishers :Albany, NY. p.151-161.
Web sites
Acid Rain Experiments:
http://www.epa.gov/airmarkets/index.html
Stop Using Toxic Pesticides
Organic Lawn Care for the Cheap and Lazy
SuperMarket Science- Making a compost column and a propagator for small seedlings
http://saps1.plantsci.cam.ac.uk/Info/worksheets.html
Organic Food: What is it?, Why Go Organic?
http://www.thriveonline.oxygen.com/nutrition/organic_food/what_is_it/
People and Places
United State Department of Agriculture, Agricultural Research Service. 1815N University
Street Peoria, IL 61604-3999
Participating Scientists:
Dr Robert Behle: Entomologist
Ms. Debra Palmquist, Statistician, Biomatrician
Dr Sterling St. Lawrence, Research Chemist
Dr James A. Kenar, Research Chemist
Donna Thomas, Physical Science Technician
JoDean Sarins, Physical Science Technician
Mr. Kevin R. Steidley, Engineer Technician
Haifa Khoury, Physical Science Technician