Corn Conundrum Lesson Plan for Ag and

Career Academy Integrated Unit Plan

Academy Name: CULINARY ARTS/AGRICULTURE

Date Created: 6/6/2013

School: NEW SMYRNA BEACH HIGH

Created by: ROBERSON/HARPER

Integrated Unit Plan Title: Corn Conundrum

Courses to integrate: Culinary Arts, Language Arts, Algebra 1, Marine Science, Social Studies, Spanish, Ag foundations,

Horticulture

Grade Level: 9, 10, 11, 12

Timeline & Duration: 1 week 2 nd Quarter

Unit Summary : The Corn Conundrum is a lesson involving components from across the curriculums. Each area has a component related to corn. Corn being a universal and popular crop that the majority of the population s aware of we tie in each subject area, culminating with a combined academy Corn Festival. This festival will be project based and all academy classes will share a lunch together celebrating corn.

Lesson Instructions for ________Culinary _______________Created by : L. Roberson

Course

Activity/Lesson

Culinary

Research corn recipes, grow corn in the classroom to be transplanted into garden outside, create meal using the corn recipes to be served to teachers and students in the academy. How important was corn economically across the globe? How many countries rely on corn for their main food source? Grow corn kernels in mason jars in the classroom to be transplanted outside in the garden when sprouted.

Research corn recipes.

Create a meal using some of the recipes we researched.

Students will view King Corn DVD

Standards (Performance Tasks or Course Frameworks or Sunshine State Standards ):

Rigor & Relevance (quadrant): D adaptation

Instructions to Teacher: Print out a Corn C alendar for each student, print excerpts from Charles Estep’s Farm Diary for each student, purchase mason jars, dried corn, paper towels,

Instructions to Students: Students will formulate questions and hypotheses about how corn grows, such as how long it takes to grow its roots and shoots, whether it needs a sunny window or shady growing area, etc.

Students will discuss the history of corn, which Native Americans grew.

Students will demonstrate how they plant corn from a seed and describe the root and shoot patterns.

Students will order the steps in growing plants.

Students will maintain a diary of their corn planting questions, activities and results, then answer their questions.

Assessment for Activity:

Finished stalks of corn, ISN, Finished Meal rubric

Approximate Length of Time for Activity:

Three months to grow corn, 1 week to research and create meal

Materials Needed: : mason jars, dried field corn, paper towels, five gallon pails for corn production, King Corn DVD

Resources Needed

Internet, groceries, cooking utensils, pots, pans, stoves


Finished stalks of corn, ISN, Finished Meal rubric

Attachments: http://www.michigan.gov/dnr/0,4570,7-153-54463_18670_18793-53171--,00.html

Growing Corn.docx

Corn and Poblano Lasagna.mht

Corn Casserole.mht

Corn Chowder.mht

Corn Fritters.mht

Homemade Corn Tortillas Recipes Cooking Channel.mht

Mexican Grilled Corn.mht

Moist and Easy Cornbread.mht

DNR - Excerpt from Charles Estep's Farm Diary, August 1884 - Primary Source.mht

Lesson Instructions for ________ Algebra 1 ______________ : Created by __Trista Catineau_____

Overview of Activities/Lessons per Course

Course

Activity/Lesson

Algebra 1 Algebra 1 Algebra 1 Algebra 1

Day 1: Begin

Elimination Method – students take notes

Day 2: Review elimination method and substitution method

(basics)

Recommended problems p.394 #11-17 p.398 #5-11

Day 3: Discuss/review recommended problems from day 2

Day 4 and 5:

Elimination and

Substitution word problem practice

Unit Summary:

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

Rigor & Relevance (quadrant): B


Rigor & Relevance (quadrant): MA.912.A.3.13 , MA.912.A.3.14, MACC.912A-REI.3.5

Instructions to Teacher: Teach students to solve a system of 2 linear equations algebraically using elimination method

Instructions to Students: Students practice recommended problems and work together to solve word problems

Instructions for Student Accommodations: For recommended problems, have students do only odd numbers one day and even numbers another day. For word problems, provide 3 for students to solve on their own.

Assessment for Activity: A Quiz will be given covering elimination method

Approximate Length of Time for Activity: 5 days

Materials Needed: notebook to write in, pen/pencil, calculator

Resources Needed: Pearsonsuccessnet.com, Pearson Algebra 1 book, Power-Algebra

Lesson Instructions for _______Marine Science____ Created By: Rose Rizzo


Course

Activity/Lesson

Marine Science Marine Science

Article analysis for article concerning the comparison of lawns and corn fields.

IR thermometer / albedo lab comparing man-made and natural items in several areas around campus.

Standards (Performance Tasks or Course Frameworks or Sunshine State Standards ): SC.912.N.3.5, SC.912.E.7.1,

SC.912.L.17.10, SC.912.N.1.1

Rigor & Relevance (quadrant): D Application

Instructions to Teacher:

Preview attached materials, teach albedo and how to use an IR thermometer prior to doing lab.

Instructions to Students:

Attached materials as well

Instructions for Student Accommodations:

Extended time, or LLCCC the article instead of completing the analysis sheet


IR lab report


2 days

Materials Needed:

IR thermometers and Light meters, attached worksheets

Resources Needed:

Albedo video clip: daisy world http://www.youtube.com/watch?v=dkf0vPrN90U&safety_mode=true&persist_safety_mode=1&safe=active

Attachments: Worksheets

Lesson Instructions for ________Spanish 1_______________ Created by: Daisy Guruvadoo

Integrated Unit Plan Title: Corn

Courses to integrate:Spanish 1

Grade Level:9-12

Timeline & Duration: 2days

Unit Summary: Students will read and learn about how corn is related to the Spanish culture and how it is used in different

Spanish speaking countries.

Course

Activity/Lesson

Spanish 1

Read about the history of corn and what role it plays in the Hispanic world.

Activity/Lesson Find vocabulary words that are associated with corn in Spanish and

English.

Translate recipes, using corn as the main ingredient, from English to Spanish.


Rigor & Relevance (quadrant):

Instructions to Teacher: Research articles from the internet about corn and the Spanish culture. Prepare materials for discussion and make individual copies for students.

Instructions to Students: Compare the Spanish culture with the American culture and how certain foods can play an important role in cultures. Draw pictures that relate to the topic and label them in Spanish.

Instructions for Student Accommodations: Provide appropriate grade level readings with clear learning objectives.

Use oral reading and frequent questions. Provide review questions and cooperative learning opportunities.

Assessment for Activity: Students write a reflection essay after reading and discussing the articles and include Spanish words that relate to the use of corn. Students collaborate with the culinary class to label the recipes, including the ingredients used to prepare them, in Spanish and English.

Approximate Length of Time for Activity: 3 lessons

Materials Needed: construction papers and coloring pencils.

Resources Needed: Internet access for research.

Attachments:

Duplicate as needed.

Lesson Instructions for ____________Agriculture Foundations___ Created by: D. Marsicano

Unit Summary: The Corn – The Botanical Conundrum provides students with agricultural and environmental resources issues and encourages them to work individually and as a team to develop procedures to determine best management practices using corn as the backdrop. Students will determine factors affecting the sustainability, the needed resources, and the implications of using genetically modified plants that may make planting crops sustainable in restricted climates. Students will become aware of current topics in science and agriculture and will debate their findings within combined classes and group settings.


Investigate the nature and properties of food, fiber, and by-products from plants. (05.08)

Examine the processes of plant growth including photosynthesis and respiration. (05.03)

Identify the reactants, products, and basic functions of photosynthesis. (SC.912.L.18.7)

Explain the interrelated nature of photosynthesis and cellular respiration. (SC.912.L18.9)


Instructions to Teacher:

Instructions are incorporated in student activities


Instructions are incorporated in student activities


Unit can be modified for differentiated instruction


Summative Reading Assignment, Project, Extension Activity, Enrichment Activity, Debriefing Activity


Length can be modified to fit student needs


Technology of Research


Basic Agriscience Understanding.

Attachments: http://www.scientificamerican.com/article.cfm?id=could-dwarf-corn-improve-yields

Agriscience Foundations Questions: Directions to students: After reading the article, answer the following questions in complete sentences and use data where applicable to back up your answers. This is a 30 point SUMMATIVE grade.

1.

Is corn a sustainable plant? Explain your position. (5)

2.

How is genetics affecting the carbon footprint of corn? (5)

3.

How does genetic modification impact the kernel yield and the overall biomass?

Do you think this is important? Why or why not? (5)

4.

What are the overall, world implications of crop modification? (5)

5.

How do you think agriculture can survive the current rate of human population growth, the increased demand for food as a result, and the impacts of climate change? Explain your position in detail using a minimum of five sentences. (10)

Debriefing Questions:

After reading the articles from Scientific American and answering the quesitons, how well do you understand the ideas and scientific implications of growing corn? Circle the choice that represents you and explain why you feel this way.

 I do not understand the material presented.

 I understand very little of the material presented.

 I understand some of the material presented.

 I understand all of the material presented.

 I understand and could explain to another student all of the material presented.

Your reason: http://www.scientificamerican.com/article.cfm?id=drought-tolerant-corn-trials-show-positive-early-results

Agriscience Foundations Questions - Directions to students: After reading the article, answer the following questions in complete sentences and use data where applicable to back up your answers. This is a 100 point SUMMATIVE grade.

1.

Identify the issue the article is addressing. Be specific and cite examples. (10)

2.

What does it mean to be drought tolerant? Pest resistant? Why is this important for corn crops? (10)

3.

Do you see this as a controversial issue? Why or why not? (10)

4.

Explain plant respiration. Draw a diagram to illustrate how respiration occurs.

What is its relationship to photosynthesis.(10)

5.

Does altering a plant affect its physiology? Explain. (5)

6.

How could this information on drought tolerant corn impact the landscaping needs of neighborhood yards in FL.? (5)

7.

Reread the last paragraph. What is the purpose of The Union of Concerned

Scientists? What do you their position is on Monsanto? (5)

Extension Activity: What organization(s) monitor water usage in FL? Cite specific statues and ordinances that are regulated by these agencies. (20)

Project: Research Monsanto. Take a position in support of Monsanto and against

Monsanto. Be prepared to form a board/commission to represent either side – you will not know which side you represent until you have been chosen. (Need specific rubric for debate grading.) (25)

Enrichment Activity: What kind of issues might emerge when you juxtapose the use of native plants verses genetically modified plants? (EC 10)

Articles attached with questions.

Ideas for -- Word of the Month:

Conundrum

Botanical/Botany

Juxtaposition

Biodiversity

Sustainable/Sustainability

Natural Resources

Economy

.

Lesson Instructions for __________Social Studies_____________ Created by: H. Eisenbach



Instructions to Teacher: CORN Summary o Mexico and Central America: origin of corn. Cultivated as early as

5000BC by Mesoamericans. o Caribbean Islands, North and South America- Corn was valuable as a trade commodity among the ancient peoples. In North America, it was important to many Native American tribes. It was the woman’s job to grow and harvest corn. o Spain- Columbus and the other Spaniards brought corn back to Europe in the late 1400’s.

o Africa- Corn spread to Africa from Europe. It was an important food for slaves. o The world- Today corn is a staple crop in 85% if the world’s countries.

Instructions to Students: Discuss the importance of corn in Meso America and trace its origin from this reading on the world map. Attach corn symbols to the map as you discuss corn’s journey through history.




Materials Needed: copies of the article and copies of the map

CORN

Discuss the importance of corn in Meso America and trace its origin from this reading on the world map.

Attach corn symbols to the map as you discuss corn’s journey through history.

Our understanding of the initial period of agriculture in the southwestern United States has been transformed by recent discoveries that establish the presence of corn there by 2100 B.C. With farmers migrating from a homeland in Mesoamerica, corn agriculture was introduced to the region. The dispersal of corn agriculture from Mesoamerica to the US Southwest was via group-to-group diffusion.

Maize (Zea mays) is a plant of enormous modern-day economic importance as a food and alternative energy source. Scholars agree maize was derived from the plant teosinte (Zea mays spp. parviglumis) in central

America at least as early as 9,000 years ago. In the Americas, maize is called corn, somewhat confusingly for

the rest of the English-speaking world, where 'corn' refers to the seeds of any grain, including barley , wheat or rye.

The process of domesticating maize radically changed it from its origins. The seeds of wild teosinte are encased in hard shells and arranged on a spike with five to seven rows that shatter when ripe to disperse its seed. Modern maize has hundreds of exposed kernels attached to a cob which is completely covered by husks and cannot reproduce on its own. The morphological change is among the most divergent of speciation known on the planet, and it is only recent genetic studies that have proven the connection.

The earliest undisputed domesticated maize cobs are from

GuilÃ¡ Naquitz

cave in Guerrero, Mexico, dated about 4280-4210 cal BC. Starch grains from domesticated maize have been found in the Xihuatoxtla Shelter , in the Rio Balsas valley of Guerrero, dated to ~9,000 cal BP .

Theories of Maize Domestication

Scientists have put forward two main theories about the rise of maize. The teosinte model argues that maize is a genetic mutation direct from teosinte in the lowlands of Guatemala. The hybrid origin model states that maize originated in the Mexican highlands as a hybrid of diploid perennial teosinte and early-stage domesticated maize. Recently starch grain evidence has been discovered in Panama suggesting the use of maize there by 7800-7000 cal BP, and the discovery of wild teosinte growing in the Balsas river region of

Mexico has lent support to that model.

The Xihuatoxtla rock shelter in the Balsas river region has been discovered to contain domesticated maize starch granules in occupation levels dated to the Paleoindian period, more than 8990 cal BP. That suggests that maize may have been domesticated by hunter-gatherers thousands of years before it became a staple of people's diets.

The Spread of Maize

Eventually, maize spread out from Mexico, probably by the diffusion of seeds along trade networks rather

than migration of people. It was used in the southwestern United States by about 3200 years ago, and in eastern United States beginning about 2100 years ago. By 700 AD, maize was well established up into the

Canadian shield. DNA studies suggest that purposeful selection for various traits continued throughout this period, leading to the wide variety of species today. For example, 35 different races of maize have been identified in precolumbian Peru, including popcorns, flint varieties, and varieties for specific uses, such as chicha beer, textile dyes, and flour.

Archaeological sites of importance to the discussion of maize domestication include Xihuatoxtla Shelter ,

GuilÃ¡ Naquitz

and Coxcatlan Cave in Mexico, and Newt Kash Hollow, Bat Cave , and Gatecliff Shelter in the United States.

Summary o Mexico and Central America: origin of corn. Cultivated as early as

5000BC by Mesoamericans. o Caribbean Islands, North and South America- Corn was valuable as a trade commodity among the ancient peoples. In North America, it was important to many Native American tribes. It was the woman’s job to grow and harvest corn. o Spain- Columbus and the other Spaniards brought corn back to Europe in the late 1400’s. o Africa- Corn spread to Africa from Europe. It was an important food for slaves. o The world- Today corn is a staple crop in 85% if the world’s countries.

Attachments:

Lesson Instructions for _____Language Arts__________________ Created by: Matthew Wall

Integrated Unit Plan Title: Corn: The Botanical Conundrum

Courses to integrate: Culinary Arts, Language Arts, Algebra 1, Marine Science, Social Studies, Spanish, Ag foundations

Grade Level: 9,10, 11, 12

Timeline & Duration: 1 week 2 nd Quarter

Unit Summary:

-Students will read two informational texts published by Scientific American about corn entitled: Drought-Tolerant Corn

Efforts Show Positive Early Results and Could Dwarf Corn Improve Yields.

These articles will be examined in class using the close-reading LLCCC method with students answering questions analyzing author intent through word choice, phraseology, and structure. After turning in work individually, students will spend the following day in collaborative workshop sessions discussing the questions again in small groups and working on a shared group piece that will also be assessed and graded for accuracy.

-Word of the month

Students will be exposed to a different vocabulary word having to do with corn each month in different classrooms, across different subject areas.

Attachments :

Drought-Tolerant Corn Efforts Show Positive Early Results: Scientific American

Could Dwarf Corn Improve Yields?: Scientific American

Reading Questions from Draught-Tolerant Corn Article.doc

Reading Questions from Could Dwarf Corn Improve Yields.docx

Workshop for both Articles.doc

Lesson Instructions for ____Horticulture___________________ Created by: E. Harper


Rigor & Relevance (quadrant): D

Instructions to Teacher: Students will discuss the definition of fertilizer and relate it plant nutrition and the need to restore nutrient balance in agricultural soils. The discussion is directed toward how people and plants suffer from nutrient deficiencies.




Recognize that plants like people require nutrients in the right amounts in order to be healthy



Use reference materials to diagnose plant nutrient deficiencies



Define fertilizer as a type of food for plants



Understand that fertilizers are used to replenish nutrients in soils






Attachments

Corn Conundrum Integrated Ag Academy Lesson Plan

Plant Nutrient Deficiencies

Students will discuss the definition of fertilizer and relate it plant nutrition and the need to restore nutrient balance in agricultural soils. The discussion is directed toward how people and plants suffer from nutrient deficiencies.

Major concepts:



Plants like people require essential elements to be present in certain quantities in order to be healthy.



Plants extract nutrients from the soil, with crops a large portion of these nutrients are removed from thee ecosystem when crops are harvested.



Plants with deficiencies show specific symptoms



Fertilizers provide essential nutrients for plants



The soil is a nutrient bank that can hold limited amount of nutrients. Fertilizers put more

“money” in the back by restoring nutrient balance to the soil.

Students will be able to…”SWL ”



Recognize that plants like people require nutrients in the right amounts in order to be healthy



Use reference materials to diagnose plant nutrient deficiencies



Define fertilizer as a type of food for plants



Understand that fertilizers are used to replenish nutrients in soils

Photocopies: Activity 1-alfalfa with calcium deficiency

Activity2- Humanity against Hunger

Corn Case Studies

Plant Doctor Evaluation

Plant Doctor Reference Manual

Activity 1: Take a Plant to dinner

1.

Begin the activity by reminding students that in the previous lessons they explored how plants obtained nutrients from the soil and transported them through the xylem tissue. Explain that in this lesson they will investigate how to identify plants that are lacking an essential nutrient. Ask students “what is fertilizer?”

2.

Mention that plants make their own “food” through photosynthesis. Ask. “Why do we need to give them additional food through fertilizer?”

Activity 2: Humanity against Hunger

1.

For this activity, divide the class into groups of 3 students. Each group will receive 3 case studies to evaluate.

2.

Display a transparency of humanity against hunger and ask for volunteer to read it aloud.

3.

Explain to the students that they will review information sent by local farmers who suspect that their crops suffer from a nutrient deficiency. Students will be provided with photographs and brief descriptions of four different nutrient deficiencies. Using this information, they will be challenged to diagnose the specific nutrient deficiency affecting each of their crop plants.


1 week

Lesson Plan for Social Studies Created by: T Tyson

Course

Activity/Lesson

Activity/Lesson

Civil War

– 1 st


Sem. Holocaust

– 1 st Sem.

Civil War/Holocaust

2 nd Semester

Food: A Strategic

Necessity

Is there a worldwide,

21 st Century food shortage?

How did the sea impact early

Floridians, and how did they in turn impact

Students will expand understanding of food in wartime and create a product demonstrating their newfound knowledge.

Students will develop knowledge of food production and distribution and evaluate the issue in terms of “solvability”. our history?

Students will read articles related to local

Native American history and how their dependence on local seafood created some cultural landmarks.

Lesson Instructions for __Contemporary History/Civil War_ (course):


Rigor & Relevance (quadrant): A and B

Instructions to Teacher: 1) Preview attached articles. Print sufficient copies for class. 2) Break students into small groups, no more than 4. 3) Distribute consumable articles to read and highlight a different one for each student in group. 4)

Provide further instructions in verbal and written format (on board, paper, projected on screen, etc.). 5) Provide examples of t-chart as well as examples of how to fill in chart. 6) Instruct students, for culminating activity, to write a reflection based

upon information gathered in the t-chart. 7) POSSIBLE LEARNING EXTENSION: Provide a blank map of the US during the Civil War, and instruct students to map out areas most impacted by food surplus and/or shortage. For example POW camps, Shenandoah Valley, path of Sherman’s March to the Sea. 8) Grade with rubric (examples attached).

Instructions to Students: 1) Students will brainstorm problems related to food during wartime, in groups of 3 or 4. An official recorder for the group is necessary, although ALL students will take notes. 2) Upon receiving articles, a different one for each student in group, read and make notations. 3) Share/teach learned information of your article with the group.

4) Each student in group will create their own t-chart based on the information related to food conditions for Union and for

Confederate soldiers and POWs. 5) The group will then create a “team poster” compiled from group knowledge. This

“poster” can be on legal paper or larger, and suitable for display. 6) Each student will write a reflection including information based upon final t-chart product. 7) POSSIBLE LEARNING EXTENSION: Map out areas most impacted by foo d surplus and/or shortage. For example POW camps, Shenandoah Valley, path of Sherman’s March to the Sea. 8)

Grade with rubric (examples attached). Include a key and use color to demonstrate new knowedge.

Instructions for Student Accommodations: 1) Provide pre-made t-chart. 2) Give articles or links to articles in order to pre-read. 3) Have extended time. 4) Provide visual examples of expectations. 5) Work directly with a partner.

Assessment for Activity: See attached rubric.

Approximate Length of Time for Activity: 3-4 class periods.

Materials Needed: Interactive Student Notebook, pen/pencil, colored pencils, high lighters, poster paper, *straight

– edge possibly.

Resources Needed: Articles/links to articles, colored pencils, poster paper, examples of t-charts, maps, etc.

Attachments: Articles: A Taste of Civil War Food, Civil War Cooking, Corn Pone and Johnny Cake, A Day in the Life of a

Union Prisoner of War; Map: Civil War Era Map; Generic Rubric (edit as you see fit): Product Rubric (generic).

Lesson Instructions for _Holocaust :



Instructions to Teacher: 1) Preview images and articles for lesson. Prepare appropriate method for written instruction. 2)

Begin lesson by showing contrasting images of agricultural bounty v abject hunger and starvation. 3) Divide students into groups of 3 or 4. 4) Distribute articles, a different one for each student in group. 5) Instruct students to read and then teach their article to the others. 6) Circulate as students complete this task. 7) Be prepared to guide students in problem solving.

8) Students need to choose a side and argue their position, using their new found knowledge. They need to write a persuasive essay to support their view. 9) Grade final product with rubric.

Instructions to Students: 1) In groups of 3 or 4, brainstorm problems facing the poor in the world today. 2) Read assigned articles, making notations. 3) Instruct group about your article. 4) As your group members “teach”, each of the others should take notes on the information. 5) The group then will brainstorm possible solutions to the issue of hunger in the world today. These could be regarding foodstuffs themselves re: cost benefit analysis of corn production as animal fodder, or as part of diet, the diverting of corn to produce ethanol, as well as methods of distribution. 6) Each individual will write and essay defending their position. If the student is neutral, then they must choose one to defend.

Instructions for Student Accommodations: 1) Give articles or links to articles in order to pre-read. 2) Have extended time. 3) Provide visual examples of expectations. 4) Work directly with a partner.

Assessment for Activity: Grade using attached rubric.

Approximate Length of Time for Activity: 3-4 class periods.

Materials Needed: Interactive Student Notebooks, pen/pencils, high lighter.

Resources Needed: Articles/links to articles, colored pencils, *atlases (as reference), etc.

Attachments: Articles: 9 Myths About Industrial Agriculture and Hunger, Are Genetically Altered Foods the Answer?,

How US Ethanol Policy Makes World Hunger Worse, Maize Diversity Discoveries May Ease World Hunger, The Right to

Food. Generic Rubric (edit as you see fit): Product Rubric (generic).

Lesson Instructions for Impact of the Marine Resources on Local History (Civil War/Holocaust):



Instructions to Teacher: As part of curriculum, local and state history is incorporated. 1) Preview the two articles at these links: http://volusiahistory.com/richpast.htm

and http://volusiahistory.com/Natural.htm . These can be printed as hard copies for the students or they can access them as an internet assignment. 2 ) Print copies of the attached map of Volusia

County Shell Mound locations, one per student, or view it at this link: http://volusiahistory.com/sitemap.jpg .

3) Create questions for each article (part of the LLCCC piece of the assignment). 4) Have students LLCCC the articles

(instructions attached). 5) Upon completion, students will pick up a map and create a key to code each shell mound location in Volusia County. 6) EXTENSION ACTIVITY: Students will write about their local experience with these sites, and/or why these are important to preserve as historic treasures.

Instructions to Students: 1) Read assigned articles. 2) Follow LLCCC instructions on handout as you read the articles.

Make sure you answer questions. 3) Get a blank map and colored pencils. 4) Create a legend (key) using a different color for each shell mound / midden. *Make a special notation to indicate any of the mounds you have seen or visited! 5)

EXTENSION ACTIVITY: Have you ever visited (by accident or on purpose) one of these sites? If so, describe your experience. If you have or haven’t, write a statement as if you were addressing the State Government on the importance of preserving these sites for as historic treasures for future generations!

Instructions for Student Accommodations: Extended time, work with a partner .

Assessment for Activity: Evaluation of following instructions for LLCCCing the articles, as well as properly answering the questions. Also, correct labeling of map along with neatness.

Approximate Length of Time for Activity: Two to three class periods, unless assigned in part as homework.

Materials Needed: Colored pencils, maps, articles or links to articles.

Resources Needed: Computers or ipads if doing articles via internet and not hard copies.

Attachments: Map: Volusia Middens Map. Directions: LLCCC Directions. Article and Map Links: http://volusiahistory.com/Natural.htm

; http://volusiahistory.com/richpast.htm

; http://volusiahistory.com/sitemap.jpg

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