Class/Course Title: Agriscience Foundations/Biology 1
Duration/Time Frame: Three class periods
CTE/Core Standards and Benchmark(s):
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Core: Standard 17 - Interdependence
CTE: 04.0 Apply environmental principles to the agricultural industry. (04.01, 04.02, 04.03)
Teacher: Waknine
Essential Question: How do the physical and chemical characteristics of an area relate to agricultural
production?
Lesson Objective:
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Identify the climactic and geological characteristics of the different biomes.
Explain how climactic and geological characteristics determines the agriculture of a region.
Measure the physical and chemical characteristics of soil as it relates to agricultural production.
Materials:
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Biome map
Hardiness zones map
10 crop samples and seed packets
Prepared soil samples (varying pH and texture)
Vernier Lab Quests
pH probe
soil moisture probe
Laptop computers
Key terms/vocabulary:
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CTE: soil texture, sand, silt, clay, loam, biome, hardiness zone, climate, precipitation, pH, acidity,
alkalinity
Core: Same as above.
Anticipatory Set/Introduction: Bring in three crops/plants that are grown in Florida. Ask students to
identify the crops/plants and ask if the plants can be grown in any other part of the country. Brainstorm
ideas together as a class, then decide what determines the type of agriculture that can exist within a
certain area.
Exploration/Investigation:
Day 1-2: Using laptop computers, students will be placed into groups of three or four and will assign a
component of each terrestrial biome for each student to research. The biomes to research include
tropical rainforest, temperate deciduous forest, taiga, grasslands, desert, and tundra. Within these
biomes, students must identify the following:
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Climatic conditions
Soil composition
Climax plants
Examples of animals
Once students gather the information, they will come back as a group and share their findings with their
team, so that each group understands the components of their biome. Then, students will translate that
information onto a flip chart which will be shared with the class.
Day 2: Finish presentations from previous day. Move into soil lab.
Pre-Lab: Review information on soils from biome activity, and use that to transition into types of soil.
Explain the main soil types (sand, silt, and clay), show a picture of the soil texture triangle, review
particle size and color. Review pH with the class and discuss how pH impacts plant growth. Discuss how
soil varies among the biomes.
Practice/Problem Solving Applications: Working in small groups, students will analyze the soil pH and
moisture content of 5 different samples using the Lab Quests. They will record the data sheet/lab
notebook. Students will use the information to try to identify which biome the soil would come from.
Check for Understanding/Justification: Have a list of plants and see if students can match them to their
respective biome.
Closure/Summary:
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How do we interpret data on a biome/hardiness zone map? What does that information tell us?
Why do certain plants grow in different hardiness zones, even though the different hardiness
zones fall within the same biome?
Describe the chemical and physical characteristics of each soil type.
Describe the procedure for soil pH testing.
Reflections: How does the soil type and climate of a region influence crop production? What kind of
information can be obtained from a biome map versus a hardiness zone map? How can you use the
information found on each map to aid in the planning of crop production? How can you apply what you
learned about soil type and pH testing to home gardening?
Modifications and/or Accommodations: Use pH test strips instead of lab quest probe ware if the
probes are not available.
Location in Sequence:
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Previous Content: History of agriculture, Florida agriculture facts
Subsequent Content: Regulatory agencies, Best Management Practices, conservation