Unit Three: Agriculture

ELA:

Math:

Science:

Social Studies:

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EconomicsGeography

Creating EquationsReasoning w Eqn/IneqInterpret Cat/Quan DataCells

Flow of Matter and En-ergyHeredity

Speaking & ListeningWritingReading Informational Texts

Grade Level 7th Grade Unit Length 10 DaysUnit Overview

In the Agricultural Unit, students will draw connections between geographic and social knowledge bases as well as analyze current innovations in agriculture. Continuing to build their collaboration and presentation skills, students will apply their knowledge of agricultural practices, contemporary environmental issues and solving systems of equations. The culminating event in this unit, “What’s the Buzz?”, places students in an entrepreneurial simulation in which they try to secure a business loan and investment capital for an apiary agribusiness.

Unit Essential Question(s)

What is the relationship among geography, human activity, innovation and agriculture?What are the environmental consequences of humans changing their environment?What is the relationship between quantities in equations, functions, graphs, and tables?How do I work collaboratively in a group setting?

Culminating Event

Problem-Based Learning Scenario: “What’s the Buzz?”

This two and one half day culminating event for this unit is focused around the honey agribusiness. Students will be working in pairs with the project objective of securing a business loan necessary to start a mid-sized apiary. Day one of the culminating event will require student pairs to “brand” their business by creating business cards and honey jar labels.

On day two, students will work towards creating a presentation that will be given to an actual loan officer from the local community. Students will be required to create a strategic market plan, calculate the breakeven sales volume, determine the environmental impact of the business, and participate in a lab that will build expertise in flower and bee anatomy. Students will create a visual aid that will encompass each of these elements and accompany their presentation before the loan officer.

Each student team will finish and prepare for their presentation the first half of day three. Following, students will present their business plans to the loan officer. Upon hearing from each student group, the loan officer will then select a winning team that will be “awarded the loan money”, a positive classroom reward.

Common

Innovation AcademyUnit Plan Template

Assessment STEM Project Rubric

Project Title: What’s the Buzz?

Student Name:

Date:

Advanced Proficient Needs Improvement

Math

Component:

Sales Price

Student has carefully researched the current price of one pound of honey and has chosen a price with a reasonable breakeven sales volume.

There is no evidence of research on acceptable current prices for one pound of honey and therefore the student was unable to obtain a reasonable breakeven sales volume.

The student-selected price for one pound of honey is completely out of line with current retail prices.

Math Component:

Graph CATEGORY 4 3 2

Units All units are described (in a key or with labels) and are appropriately sized for the data set.

All units are described (in a key or with labels) but are not appropriately sized for the data set.

Units are neither described NOR appropriately sized for the data set.

Neatness and Attractiveness

Exceptionally well designed, neat, and attractive. Colors that go well together are used to make the graph more readable. A ruler and graph paper (or graphing computer program) are used.

Neat and relatively attractive. A ruler and graph paper (or graphing computer program) are used to make the graph more readable.

Appears messy and \"thrown together\" in a hurry. Lines are visibly crooked.

Title/Axes Title clearly relates to the problem being graphed (includes dependent and independent variable) and is printed at the top of the graph. Both axes are clearly labeled.

A title is present at the top of the graph. Axes are labeled with less than 100% accuracy.

A title and/or the axis labels are not present

Lines Both linear equations are graphed correctly. That is, slope and y-intercept are accurate for both lines.

One linear equation is correctly graphed while the other line has one or more errors.

Both lines have been mistakenly graphed in at least one way.

Intersection The point of intersection of the two lines is labeled

The point of intersection is clearly seen but is not

The point of intersection is not shown or is shown

correctly and identified with units as the breakeven sales volume.

referenced. incorrectly.

Science Component:

Flower Dissection – Explain Plant Parts

The student was able to describe the physical parts of a flower and explain what each

part does. The student followed directions.

The student was able to describe a few

parts of the flower and followed

directions.

The student cannot dissect the physical parts of a flower and

group each part The student did not follow directions.

Science Component:

Flower Dissection – Understand Living Things

The student understands that living things such as plants and

flowers need food, water, shelter and space or they will

not survive. The student listened and paid attention to

the PowerPoint.

The student understands that living things like

plants and flowers need food, water,

shelter and space or they will not survive. The student did not pay attention during

the PowerPoint.

The student does not understand that living things such as plants

and flower need food, water, shelter and space to survive. The

student did not pay attention during the PowerPoint.

Science Components:

Flower Dissection – Plants in Different Environments

The student understands that there are many different types of plants and they can live in

many different types of environments.

The student vaguely understands that

there are many types of plants and they can live in many different types of

environments.

The student does not understand that there are many different

types of plants and they can live in many different areas. The student

did not pay attention.

Science Components:

Fast Plants Pollination –

Science Write-Up

4 3 2 1Question/Purpose

The purpose of the lab or the question to be

answered during the lab is clearly

identified and stated.

The purpose of the lab or the question to be

answered during the lab is

identified, but is stated in a somewhat

unclear manner.

The purpose of the lab or the question to be

answered during the lab is partially identified, and is

stated in a somewhat

unclear manner.

The purpose of the lab or the question to be

answered during the lab is

erroneous or irrelevant.

ExperimentalHypothesis

Hypothesized relationship between the

variables and the predicted results

is clear and reasonable based

Hypothesized relationship between the

variables and the predicted results

is reasonable based on general

Hypothesized relationship between the

variables and the predicted results has been stated,

but appears to be

The hypothesis is not in the if __,

then ___, because ___ statement.

on what has been studied. Must be in the if __, then___, because ___ statement, and the rationale

must be clear and complete.

knowledge and observations.

Must be in the if __, then ___,

because___ statement, and

the rationale must be present.

based on flawed logic. You are

missing one of the three

components of the if __, then ___,

because ___ statement.

Procedures Procedures are listed in clear

steps. Each step is numbered and is

a complete sentence.

Procedures are listed in a logical order, but steps

are not numbered and/or are not in

complete sentences.

Procedures are listed but are not in a logical order or are difficult to

follow.

Procedures do not accurately list

the steps of the experiment.

Data Professional looking and

accurate representation of the data in tables

and/or graphs. Graphs and tables

are labeled and titled.

Accurate representation of the data in tables

and/or graphs. Graphs and tables

are labeled and titled.

Accurate representation of

the data in written form, but

no graphs or tables are presented.

Data are not shown OR are

inaccurate.

Conclusion/Analysis

Conclusion includes whether

the findings supported the

hypothesis, possible sources

of error, and what was learned from the experiment.

Conclusion includes whether

the findings supported the

hypothesis and what was learned

from the experiment.

Conclusion includes what

was learned from the experiment.

No conclusion was included in the report OR

shows little effort and reflection.

Participation Used time well in lab and focused attention on the

experiment.

Used time pretty well. Stayed

focused on the experiment most

of the time.

Did the lab but did not appear

very interested. Focus was lost on several occasions.

Participation was minimal OR student was hostile about participating.

Social Studies

Component:

Environmental Impact

Within their presentation, the student identifies two ways in which their apiary will positively impact the environment and two ways their apiary could negatively impact the environment.

Within their presentation, the student identifies one way in which their apiary will positively impact the environment and one way their apiary could negatively impact the environment.

The student does not include both positive and negative environmental impacts, only one or the other.

Social Studies

Component:

Business Card and Label

The student creates a business card and honey jar label that is both professional and visually appealing. All content is appropriate and relevant.

The student creates a business card and honey jar label that is visually appealing. Some content is distractive or irrelevant.

The student creates a business card and honey jar label. Each element appears to be incomplete or missing information or contains little relevant information.

ELA Component: The student has a visual aid that does not have too many

The student has a visual aid,

The student does not have a visual aid or the visual aid has too many

Visual Aid

words on it. The student does not

read directly from the visual aid, but uses it to actually aid the presentation.

The student adds more detail verbally than is on the visual aid.

The student has 7 or more slides in their visual aid.

but reads directly from the visual aid or does not add any material at all that is not on the visual aid.

The student has 6 slides in their visual aid.

words on it. The student has 5 or less

slides in their visual aid.

ELA Component:

Presentation Skills

The student faces the audience during all of the presentation.

The volume of the student’s voice is loud and clear to the audience and varies in tone throughout the presentation in order to emphasize certain parts of the presentation.

The student’s attitude is positive.

The student faces the audience during most of the presentation.

The volume of the student’s voice is loud and clear to the audience.

The student’s attitude is positive.

The student does not face the audience during most of the presentation.

The volume of the student’s voice is not loud enough for the audience to hear.

The student’s attitude is not positive.

Unit Objectives

I can interpret relationships between quantities from equations, functions, graphs, and tables.I can work efficiently and effectively in a collaborative group setting.I can analyze productive forms of agriculture to understand how society manipulates them.I can explain the impact of deforestation on worldwide agriculture, economy, and climate.

Strands (main ideas taught in unit)ELA Speaking and Listening

WritingReading Informational Texts

Math Creating EquationsReasoning with Equations and InequalitiesInterpreting Categorical and Quantitative Data

Science CellsFlow of Matter and EnergyHeredityEmbedded InquiryEmbedded Engineering and Technology

Social Studies

EconomicsGeography

VocabularyELA 1. Effective – successful in producing a desired or intended result

2. Elaboration – added or extra material that gives extra detail3. Collaboration – working with one or more people to produce a desired result

4. Clarify – to make clear5. Claim- to state something, sometimes without proof or evidence of truth

Math 1. System of linear inequalities – Two or more inequalities with two or more variables. When graphed, these half-planes may/may not intersect to form a half-plane or geometric figure.

2. System of linear equations – Two or more equations with two or more variables. When graphed, these lines may/may not intersect at some point (x, y).

3. Elimination – A method for solving a system of equations in which one variable is eliminated through addition and/or multiplication to reduce the number of variables in each equation.

4. Substitution – A method for solving a system of equations in which the equivalent expression for one variable is substituted for the variable.

5. Solving by Graphing – A method for solving a system of equations or inequalities by graphing all equations, or inequalities, on the same plane to see where they intersect.

Science 1. Asexual Reproduction – Reproduction, as budding, fission, or spore formation, not involving the union of gametes.

2. Sexual Reproduction – Reproduction involving the union of gametes.3. Resources – A source of supply, support, or aid, especially one that can be readily drawn upon when

needed.4. Photosynthesis – The complex process by which carbon dioxide, water, and certain inorganic salts are

converted into carbohydrates by green plants, algae, and certain bacteria, using energy from the sun and chlorophyll.

5. Cellular Respiration – The oxidation of organic compounds that occurs within cells, producing energy for cellular processes.

Social Studies 1. Deforestation – the permanent removal of forest cover from an area, and the conversion of this

previously forested land to other uses.2. Desertification - the process by which fertile land becomes desert, typically as a result of drought,

deforestation, or inappropriate agriculture.3. Slash-and-Burn – a method of agriculture in which existing vegetation is cut down and burned off

before new seeds are sown, typically used as a method for clearing forest land for farming.4. Reforestation – replant with trees; cover again with forest5. Climate Change – the change in global climate patterns apparent from the mid to late 20th

century onwards, attributed largely to the increased levels of atmospheric carbon dioxide produced by the use of fossil fuels.

Key QuestionsELA Math Science Social Studies

How do I work collaboratively in a group?

How do I work effectively in a group?

What makes an effective speech?

How do I incorporate sound reasoning in

How do I create equations in two or more variables to represent relationships between quantities?

How do I graph equations on coordinate axes with labels and scales?

How do I graph inequalities on coordinate axes?

What are the most productive forms of agriculture and how are we manipulating them to increase food production?

How can I compare and contrast asexual and sexual reproduction?

Explain the difference between

What are the consequences of humans changing their environment?

What are the driving forces of deforestation?

What is the relationship between deforestation and agriculture?

What is my

my arguments to make them more valid?

How do I solve a system of equations by graphing?

How do I solve a system of inequalities by graphing?

How do I solve a system of equations by substitution?

How do I solve a system of equations by elimination?

How do I find the equation of a line if I know two points on the line, or the slope and one point?

How do I write the equation of a line in standard form?

How do I write the equation of a line in slope-intercept form?

When does a system have no solution?

When does a system have infinitely many solutions?

renewable and non-renewable resources.

How do human activities and choices affect the environment?

How can I compare and contrast photosynthesis and cellular respiration.

What is the relationship between photosynthesis and cellular respiration?

consumption rate of paper goods?

How can I prevent deforestation around the world without even leaving home?

Hook for Unit

http://bees.tennessee.edu

Students in the seventh grade will be view the “Bees” video clip by ultracomm that is located on this webpage (http://bees.tennessee.edu). This video is the third video listed on the website. The video illustrates the importance and use of honeybees in agriculture. This video is specific to Tennessee therefore it will illustrate how honeybees affect our local and state culture and economy. Students will complete a cause and effect Thinking Map during the viewing of the video clip. The students will then discuss the relationship between honeybees and agriculture in small groups. The small groups will share the highlights and focus from their discussions with the class.

Cause and Effect Thinking Map:

Informational Text

Component

For the agriculture unit, students will begin by reading articles about giving speeches and presentations. These pieces of informational text have been carefully selected to give students the knowledge to have meaningful classroom discussions about how to give effective speeches. The articles that students will read throughout this week are Common Speaker Pitfalls, by Craig Valentine, The WOW Factor and The P’s of Preparing a Presentation, both by Stephen Boyd, and Public Speaking Visual Aids Help. During this time, students will also engage in an article of the week; this is a close read and the content of the articles is related to the culminating project about honeybees. The two articles of the week are Honeybee Mystery by Catherine Clarke Fox and Royal Pains: Why Queen Honeybees Are Living Shorter, Less Productive Lives by Francie Diep. While student engage in a close reading each day at the beginning of their language arts class, they will be introduced to the main idea of the culminating project and will begin to develop an understanding about the decline of honeybees. They will also be gaining knowledge for the speeches that they will create in language arts class. On top of the chosen articles, students will use their research skills to find valid sources about their speech topic in order to develop sound reasoning that they will present in their individual speech in language arts class. This variety of text that makes up the informational text component of the agriculture unit will leave students filled with knowledge on project day and will prepare them to work together to accomplish their project day goals and then present their projects together in an effective manner.

Writing Closure

The writing closure of the agriculture unit will allow students to reflect upon the unit’s essential questions and the culminating event. The students will complete a 3-2-1 reflection where they will answer 3 of the unit’s essential questions with each question being answered in a complete paragraph. They will then apply what they have learned to 2 real-world situations with each application fulfilling one paragraph of its own. Finally, students will create one tip that they would have for another student who is coming in next year to complete the same project. This will be a total of 6 paragraphs for the writing reflection that will be done in class individually on the final day of the unit.

Materials Needed for Culminating

Event

MacBook Air Keynote Brother® Business Card Creator The Jam Labelizer

Standards: Common Core Standards, Tennessee State StandardsELA

Common Core Standards.

CCSS.ELA-Literacy.SL.7.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

o CCSS.ELA-Literacy.SL.7.1a Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.

o CCSS.ELA-Literacy.SL.7.1b Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed.

o CCSS.ELA-Literacy.SL.7.1c Pose questions that elicit elaboration and respond to others’ questions and comments with relevant observations and ideas that bring the discussion back on topic as needed.

o CCSS.ELA-Literacy.SL.7.1d Acknowledge new information expressed by others and, when warranted, modify their own views.

CCSS.ELA-Literacy.SL.7.2 Analyze the main ideas and supporting details presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how the ideas clarify a topic, text, or issue under study.

CCSS.ELA-Literacy.SL.7.3 Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence.

CCSS.ELA-Literacy.SL.7.4 Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation.

CCSS.ELA-Literacy.SL.7.5 Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points.

CCSS.ELA-Literacy.SL.7.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.

CCSS.ELA-Literacy.W.7.6 Use technology, including the Internet, to produce and publish writing and link to and cite sources as well as to interact and collaborate with others, including linking to and citing sources.

CCSS.ELA-Literacy.W.7.7 Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation.

CCSS.ELA-Literacy.RI.7.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

CCSS.ELA-Literacy.RI.7.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone.

SS.ELA-Literacy.RI.7.8 Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims.

MathCommon Core Standards.

A-CED.2. Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales.

A-CED.3. Represent constraints by equations or inequalities, and by systems of equations and/or inequalities, and interpret solutions as viable or nonviable options in a modeling context. For example, represent inequalities describing nutritional and cost constraints on combinations of different foods.

A-CED.4. Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations. For example, rearrange Ohm’s law V = IR to highlight resistance R.

A-REI.5. Prove that, given a system of two equations in two variables, replacing one equation by the sum of that equation and a multiple of the other produces a system with the same solutions.

A-REI.6. Solve systems of linear equations exactly and approximately (e.g., with graphs), focusing on pairs of linear equations in two variables.

A-REI.10. Understand that the graph of an equation in two variables is the set of all its solutions plotted in the coordinate plane, often forming a curve (which could be a line).

A-REI.11. Explain why the x-coordinate of the points where the graphs of the equations y=f(x) and y=g(x) intersect are the solutions of the equation f(x) = g(x); find the solutions approximately, e.g. using technology to graph the functions, make tables of values, or find successive approximations. Include cases where f(x) and/or g(x) are linear, polynomial, rational, absolute value, exponential, and logarithmic functions.

A-REI.12. Graph the solutions to a linear inequality in two variables as a half-plane (excluding the boundary in the case of a strict inequality), and graph the solution set to a system of linear inequalities in two variables as the intersection of the corresponding half-planes.

S-ID.7. Interpret the slope (rate of change) and the intercept (constant term) of a linear model in the

context of the data.

ScienceTennessee State Standards.

Embedded Inquiry

- GLE 0707.Inq.1 Design and conduct open-ended scientific investigations.- SPI 0707.Inq.1 Design a simple experimental procedure with an identified control and appropriate

variables.- GLE 0707.Inq.2 Use appropriate tools and techniques to gather, organize, analyze, and interpret data.- SPI 0707.Inq.2 Select tools and procedures needed to conduct a moderately complex experiment.- SPI 0707.Inq.3 Interpret and translate data in a table, graph, or diagram.

- GLE 0707.Inq.3 Synthesize information to determine cause and effect relationships between evidence and explanations.- SPI 0707.Inq.3 Interpret and translate data in a table, graph, or diagram.- SPI 0707.Inq.4 Draw a conclusion that establishes a cause and effect relationship supported by

evidence.- GLE 0707.Inq.4 Recognize possible sources of bias and error, alternative explanations, and questions

for further exploration.- SPI 0707.Inq.5 Identify a faulty interpretation of data that is due to bias or experimental error.

- GLE 0707.Inq.5 Communicate scientific understanding using descriptions, explanations, and models.- SPI 0707.Inq.1 Design a simple experimental procedure with an identified control and appropriate

variables.- SPI 0707.Inq.3 Interpret and translate data in a table, graph, or diagram.

Embedded Technology & Engineering

- GLE 0707.T/E.1 Explore how technology responds to social, political, and economic needs.- SPI 0707.T/E.1 Identify the tools and procedures needed to test the design features of a prototype.

- GLE 0707.T/E.2 Know that the engineering design process involves an ongoing series of events that incorporate design constraints, model building, testing, evaluating, modifying, and retesting.- SPI 0707.T/E.2 Evaluate a protocol to determine if the engineering design process was successfully

applied.- GLE 0707.T/E.3 Compare the intended benefits with the unintended consequences of a new

technology.- SPI 0707.T/E.3 Distinguish between the intended benefits and the unintended consequences of a

new technology.- GLE 0707.T/E.4 Describe and explain adaptive and assistive bioengineered products.- SPI 0707.T/E.4 Differentiate between adaptive and assistive engineered products (e.g., food,

biofuels, medicines, integrated pest management).Cells

- GLE 0707.1.1 Make observations and describe the structure and function of organelles found in plant and animal cells.

- SPI 0707.1.1 Identify and describe the function of the major plant and animal cell organelles.

- GLE 0707.1.2 Summarize how the different levels of organization are integrated within living systems.

- SPI 0707.1.2 Interpret a chart to explain the integrated relationships that exist among cells, tissues, organs, and organ systems.

- GLE 0707.1.5 Observe and explain how materials move through simple diffusion.

- SPI 0707.1.5 Explain how materials move through simple diffusion.

Flow of Matter and Energy- GLE 0707.3.1 Distinguish between the basic features of photosynthesis and respiration.- GLE 0707.3.2 Investigate the exchange of oxygen and carbon dioxide between living things and the

environment.

- SPI 0707.3.1 Compare the chemical compounds that make up the reactants and products of photosynthesis and respiration.

- SPI 0707.3.2 Interpret a diagram to explain how oxygen and carbon dioxide are exchanged between living things and the environment.

Heredity- GLE 0707.4.1 Compare and contrast the fundamental features of sexual and asexual reproduction.

- SPI 0707.4.1 Classify methods of reproduction as sexual or asexual.

- GLE 0707.4.2 Demonstrate an understanding of sexual reproduction in flowering plants.- SPI 0707.4.2 Match flower parts with their reproductive functions.

Earth- GLE 0707.7.5 Differentiate between renewable and nonrenewable resources in terms of their use by

man.- GLE 0707.7.6 Evaluate how human activities affect the earth’s land, oceans, and atmosphere.

- SPI 0707.7.7 Analyze and evaluate the impact of man’s use of earth’s land, water, and atmospheric resources.

Social Studies

Tennessee State Standards.

Economics- GLE 2.03 Understand the changes that occur in the nature, use, distribution, and importance of resources.

- 7.2.spi.2. define renewable and nonrenewable resources.

Geography- GLE 3.08 Understand how human activities impact and modify the physical environment

- 7.3.spi.13. recognize the definitions of modifications on the physical environment (i.e. global warming, deforestation, desert, urbanization).- 7.3.spi.18. analyze the environmental consequences of humans changing their physical environment (i.e., air and water pollution, mining, deforestation, global warming).

Notes: For more information or additional materials, please contact the Innovation Academy.

Appendix A: Hook for the Agriculture Unit

Directions:

Students will access the http://bees.tennessee.edu website. Once on the website the students will view the Bees” video clip by ultracomm that is located on this webpage. This video is the third video listed on the website. The video illustrates the importance and use of honeybees in agriculture. This video is specific to Tennessee therefore it will illustrate how honeybees affect our local and state culture and economy. Students will complete a cause and effect Thinking Map during the viewing of the video clip. The students will then discuss the relationship between honeybees and agriculture in small groups. The small groups will share the highlights and focus from their discussions with the class.

Cause and Effect Thinking Map

What is the relationship between honeybees and agriculture?

Your answer:

Your group’s answer:

Highlights and Focus from your small group’s discussions: