WOODLAND HILLS HIGH SCHOOL LESSON PLAN
SAS and Understanding By Design Template
Name: Mr. Dan Schuller
Date: 2/4 – 2/8/13 Length of Lesson: 8 days Content Area: Agriculture and Society – Unit 6
STAGE I – DESIRED RESULTS
LESSON TOPIC:
 Food Production
 The Food and Fiber System in the United States
 Farming Methods
 Agriculture and Technology
UNDERSTANDING GOALS (CONCEPTS):
Students will understand:

Food Production (in Industrialized Countries & in
Developing Countries)
 Steps food takes from farm to market
 Major Agricultural Regions of the United States
 Preparing the land and planting the land
 Food safety
 Nutrition
 Biotechnology
VOCABULARY:
Food and fiber system; shifting cultivation; green revolution;
slash-and-burn agriculture; subsistence farming; food processing;
soil; contour farming; weathering; strip cropping; conservation
tillage; terracing; no-till cultivation; crop rotation; humus;
biotechnology; gene; genetic engineering
BIG IDEAS:
(Content standards, assessment anchors, eligible content) objectives, and skill
focus)
MODULE B—Continuity and Unity of Life
ASSESSMENT ANCHOR BIO.B.4 Ecology
PA Standard 4.4: Agriculture and Society
SAI 1: Abilities necessary to do scientific inquiry.
National Science Standards: SPSP 3a, 3b, 3c, 4b, & 6d.
ESSENTIAL QUESTIONS:
 How do we produce our food?
 How is food production different in developed
countries and developing countries?
 How does food move from the farm to the market?
 How our food is prepared and kept safe for us?
 Where does our food come from?
 What is the history of agriculture?
 How does technology influence our food supply?
STUDENT OBJECTIVES (COMPETENCIES/OUTCOMES):
Students will be able to:
 Identify what percentage of the U.S. population is
involved in the food and fiber industry.
 Identify the major cash crops of Pennsylvania.
 Compare and contrast the influence of agriculture on a
nation’s culture, standard of living, and foreign trade.
 Compare a contemporary economic issue in agriculutre
with its historical origin.
 Compare the management practicies needed for a
commodity.
 Compare and analyze growing conditions in the U.S. to
determine which plants and animals are most suitable to
each region.
 Compare and analyze the cost of a commodity and its
production cost.
 Identify a commodity, its origin, and the steps in its
production.
 Identify laws that affect conservation and management
of food and fiber production.
 Compare the practices of no-till farming and traditional
preparation.
 Analyze and explain the various practices of nutrient
management on farms.
 Analyze and explain how the farm efficiencies have
changed human nutrition.
 Identify and describe how food safety issues have
affected production in agriculture.
 Compare various technological advancement and
analyze each for its contribution toward labor and cost
effeciency.
STAGE II – ASSESSMENT EVIDENCE
PERFORMANCE TASKS:
 Case Studies
 Key vocabulary
 You Solve Its!
 Lesson Review Questions
 Lab Investigations
 Field Study
 Activities Kits
 Active Readings (Reading Anchor)
FORMATIVE ASSESSMENTS:
 Think-pair-share
 Summarizing main ideas
 Open-ended questions
 Response cards
OTHER EVIDENCE:
 Class participation
 Unit Exam
STAGE III: LEARNING PLAN
INSTRUCTIONAL
PROCEDURES:
ACTIVE ENGAGEMENT:
 Note-taking
 Partnering
 Cooperative Learning
 Summarizing
 Whole Class Response
SCAFFOLDING:
 Guided notes
 Build Vocabulary
 Chunking
 Teacher Prompting
 Build on Prior Knowledge
OTHER:
 Picture of the Day
 Power Point with guided
note packets
 Class discussion
 Lab investigations
 Assignments (Class &
Home)
DAY
MINI LESSONS
NUMBER/DATE
MATERIALS AND
RESOURCES:
 Computer
 Computer projector
 Textbooks
 Folders
 Handouts
 Lab Materials
 Laptops
CONTENT AREA
READING:
 Text Reading
 Active Readings
 Case Studies
Monday
DAY
Tuesday
INTERVENTIONS:
 Redirection during class.
 One on one assistance.
 Moving seat to a more
productive location.
 After class/school tutoring.
 Corrections on
assignment/exam.
 Extension/Extended time
to complete
assignment/exam.
 Alternative assignment.
 Conference with other
staff. (roster teachers,
counselors or
administrators)
 Conference with parent.
DAY
Wednesday
DAY
ASSIGNMENTS:
 Unit vocabulary
 Guided note packets
 Active Readings
 Lab write ups/reports
 Lab investigations
 POTD sheets
 Case Studies
Thursday
DAY
Friday
106
2/11
Agriculture
and Society
107
2/12
Agriculture
and Society
108
2/13
Agriculture and
Society
109
2/14
Agriculture and
Society
110
2/15
Agriculture
and Society
OBJECTIVE(S) By the end
of the lesson each student
will be able to:
Compare and
contrast the
influence of
farming in history.
Explain the pros
and cons of the
green revolution.
Explain the steps
in food
production.
Explain the steps in food
production. Cont.
Compare modern and
traditional agriculture.
Compare modern and
traditional agriculture.
Identify the ten
agricultural regions of
the United States.
PROCEDURES /
TECHNIQUES
Explain You Solve
It! Agricultue
timelines.
PairShares.
Turn in
PairShares.
Power Point notes
on the Green
Revolution.
Explain Field Study.
Food Inc. Video Clip.
Power Point notes on
the progression of
farming.
Power Point notes on
the progression of
farming.
Map work in guided
note packets.
TOPIC
To reach objectives
Homework:
PairShare Due
tomorrow.
Field Study Lab
Assignment.
Map Work. Finish
guided note packet for
homework.
Field Study Lab
Assignment.