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This unit is guided by the following standards published by Debra Spielmaker (2013; National Agricultural Literacy Outcomes), Leising, Igo, Heald, Hubert, & Yamamoto (1998, Food and Fiber Systems Literacy Framework), National Governors Association Center for Best Practices (2010; Common Core Standards for Mathematics), and Achieve, Inc. (2013; Next Generation Science Standards), and Pennsylvania state standards in Technology and Engineering Education and Environment and Ecology.
National Agricultural Literacy Outcomes – By the end of grade five:
Agriculture and the Environment.2. Explain how the interaction of the sun, soil, water, and weather in plant and animal growth impacts agricultural production.
Agriculture and the Environment.3. Recognize the natural resources used in agricultural practices to produce food, feed, clothing, landscaping plants, and fuel (e.g., soil, water, air, plants, animals, and minerals).
Agriculture and the Environment.4. Identify land and water conservation methods used in farming systems (wind barriers, conservation tillage, laser leveling, GPS planting, etc.).
Agriculture and the Environment.5. Describe similarities and differences between managed and natural systems (e.g., wild forest and tree plantation; natural lake/ocean and fish farm).
Plants and Animals for Food, Fiber & Energy.2. Understand the concept of stewardship and identify ways farmers/ranchers care for soil, water, plants, and animals.
Plants and Animals for Food, Fiber & Energy.3. Provide examples of specific ways farmers/ranchers meet the needs of animals.
Plants and Animals for Food, Fiber & Energy.4. Distinguish between renewable and non-renewable resources used in the production of food, feed, fuel, fiber (fabric or clothing) and shelter.
Plants and Animals for Food, Fiber & Energy.5. Explain how the availability of soil nutrients affects plant growth and development.
Food, Health, and Lifestyle.1. Explain the costs associated with producing and purchasing food.
Food, Health, and Lifestyle.2. Diagram the path of production for a processed product, from farm to table.
Food, Health, and Lifestyle.3. Describe the necessary food components of a healthy diet using the current dietary guidelines.
Food, Health, and Lifestyle.4. Distinguish between processed and unprocessed food.
Food, Health, and Lifestyle.7. Explain the practices of safe food handling, preparation, and storage.
Science, Technology, Engineering & Mathematics.1. Describe how technology helps farmers/ranchers increase their outputs (crop and livestock yields) with fewer inputs (less water, fertilizer, and land) while using the same amount of space.
Science, Technology, Engineering & Mathematics.2. Identify examples of how the knowledge of inherited traits is applied to farmed plants and animals in order to meet specific objectives (i.e., increased yields, better nutrition, etc.).
Science, Technology, Engineering & Mathematics.4. Provide examples of science being applied in farming for food, clothing, and shelter products.
Culture, Society, Economy & Geography.1. Provide examples of agricultural products available, but not produced in their local area and state.
Culture, Society, Economy & Geography.2. Explain the value of agriculture and how it is important in daily life.
Food and Fiber Systems Literacy Framework – By the end of grade five:
4-5.I.A.1. Students will identify the natural resources Food and Fiber Systems use to provide people’s basic needs. They will describe how resources (rivers, forests, oceans, range land, etc.) contribute to world agricultural production.
4-5.I.B.1. Students will determine the role of natural resource management in Food and Fiber Systems. They will explain the importance of managing soil, air, water and energy to agricultural production.
4-5.I.C.1. Students will identify major agricultural commodities produced in their state. They will compare commodity output at state and national levels.
4-5.I.E.1. Students will examine the changes in Food and Fiber Systems due to technological advances, and subsequent changes in occupational opportunities. They will identify agricultural careers and how they have changed.
4-5.II.D.1. Students will identify geographic origins of plants and animals. They will locate current world-production areas of Food and Fiber Systems products.
4-5.III.A.1. Students will discover ecosystems regenerate. They will analyze the interaction of Food and Fiber Systems with natural cycles.
4-5.III.B.1. Students will examine how living organisms transform natural resources into consumer products. They will analyze food, clothing, and shelter to determine the natural resources used.
4-5.III.C.1. Students will identify pest- management practices in Food and Fiber Systems. They will compare traditional and alternative pest-management practices.
4-5.III.D.1. Students will explain how technological advancements enhance Food and Fiber Systems’ efficiency. They will list technologies that reduce manual labor needs in agriculture.
4-5.IV.B.1. Students will identify how value is added to raw agricultural products after production. They will compare the value of raw and processed products.
4-5.IV.C.1. Students will explain the need for government regulation in agriculture. They will give examples of regulations and laws impacting Food and Fiber Systems.
4.5.IV.D.1. Students will explain why nations trade products and services. They will make a list of agricultural services the U.S. trades with other nations.
4-5.V.A.1. Students will identify ways of processing foodstuffs for people and animals. They will explain reasons for processing foodstuffs.
4-5.V.B.1. Students will identify the six basic food nutrients: carbohydrates, protein, water, vitamins, minerals, and fats. They will categorize foods based on nutritional content.
4-5.V.D.1. Students will recognize the government makes food safety policies. They will explain how these policies promote a safe food supply.
Common Core Standards for Mathematics– By the end of grade four:
CCSS.MATH.CONTENT.4.OA.A.1. Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 × 7 as a statement that 35 is 5 times as many as 7 and 7 times as many as 5. Represent verbal statements of multiplicative comparisons as multiplication equations.
CCSS.MATH.CONTENT.4.OA.A.2. Multiply or divide to solve word problems involving multiplicative comparison, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem, distinguishing multiplicative comparison from additive comparison.
CCSS.MATH.CONTENT.4.OA.A.3. Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding.
CCSS.MATH.CONTENT.4.NBT.A.3. Use place value understanding to round multi-digit whole numbers to any place.
CCSS.MATH.CONTENT.4.NBT.B.4. Fluently add and subtract multi-digit whole numbers using the standard algorithm.
CCSS.MATH.CONTENT.4.NBT.B.5. Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.
CCSS.MATH.CONTENT.4.NF.A.2. Compare two fractions with different numerators and different denominators, e.g., by creating common denominators or numerators, or by comparing to a benchmark fraction such as 1/2. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model.
CCSS.MATH.CONTENT.4.NF.B.3.B. Decompose a fraction into a sum of fractions with the same denominator in more than one way, recording each decomposition by an equation. Justify decompositions, e.g., by using a visual fraction model. Examples: 3/8 = 1/8 + 1/8 + 1/8 ; 3/8 = 1/8 + 2/8 ; 2 1/8 = 1 + 1 + 1/8 = 8/8 + 8/8 + 1/8.
CCSS.MATH.CONTENT.4.NF.B.3.D. Solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators, e.g., by using visual fraction models and equations to represent the problem.
CCSS.MATH.CONTENT.4.MD.A.1. Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two-column table.
CCSS.MATH.CONTENT.4.MD.A.2. Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale.
CCSS.MATH.CONTENT.4.MD.A.3. Apply the area and perimeter formulas for rectangles in real world and mathematical problems.
Next Generation Science Standards – By the end of grades four and five:
4-LS1-1. Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction.
4-ESS2-1. Make observations and/or measurements to provide evidence of the effects of weathering or the rate of erosion by water, ice, wind, or vegetation.
4-ESS2-2. Analyze and interpret data from maps to describe patterns of Earth’s features.
4-ESS3-1. Obtain and combine information to describe that energy and fuels are derived from natural resources and their uses affect the environment.
4-ESS3-2. Generate and compare multiple solutions to reduce the impacts of natural Earth processes on humans.
5-PS1-3. Make observations and measurements to identify materials based on their properties.
5-PS1-4. Conduct an investigation to determine whether the mixing of two or more substances results in new substances.
5-LS1-1. Support an argument that plants get the materials they need for growth chiefly from air and water.
5-LS2-1. Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment.
5-ESS3-1. Obtain and combine information about ways individual communities use science ideas to protect the Earth’s resources and environment.
3-5-ETS1-1. Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.
3-5-ETS1-2. Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.
3-5-ETS1-3. Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved.
PA’s Academic Standards for Science and Technology and Engineering Education – By the end of grade four:
3.1.4.A1. Classify plants and animals according to the physical characteristics that they share. o 3.1.4.A2. Describe the different resources that plants and animals need to live.
3.1.4.A3. Identify differences in the life cycles of plants and animals.
3.1.4.A5. Describe common functions living things share to help them function in a specific environment.
3.1.4.B2. Recognize that reproduction is necessary for the continuation of life.
3.1.4 B5. PATTERNS. Identify observable patterns in the physical characteristics of plants or groups of animals.
3.1.4.C1. Identify different characteristics of plants and animals that help some populations survive and reproduce in greater numbers. Describe how environmental changes can cause extinction in plants and animals.
3.1.4.C2. Describe plant and animal adaptations that are important to survival.
3.2.4.A1. Identify and classify objects based on their observable and measurable physical properties. Compare and contrast solids, liquids, and gases based on their properties.
3.2.4.A2. Demonstrate that materials are composed of parts that are too small to be seen without magnification.
3.2.4.A4. Recognize that combining two or more substances may make new materials with different properties.
3.3.4.A2. Identify basic properties and uses of Earth’s materials including rocks, soils, water, and gases of the atmosphere.
3.3.4.A4. Recognize Earth’s different water resources, including both fresh and saltwater. o 3.4.4.A1. Understand that tools, materials, and skills are used to make things and carry out tasks.
3.4.4.A2. Understand that systems have parts and components that work together.
3.4.4.A3. Describe how various relationships exist between technology and other fields.
3.4.4.B1. Describe how technology affects humans in various ways.
3.4.4.B2. Explain how the use of technology affects the environment in good and bad ways.
3.4.4.B3. Explain why new technologies are developed and old ones are improved in terms of needs and wants.
3.4.4.C1. Understand that there is no perfect design.
3.4.4.C2. Describe the engineering design process: Define a problem. Generate ideas. Select a solution and test it. Make the item. Evaluate the item. Communicate the solution with others. Present the results.
3.4.4.C3. Explain how asking questions and making observations help a person understand how things work and can be repaired.
3.4.4.D1. Investigate how things are made and how they can be improved.
3.4.4.D3. Investigate and assess the influence of a specific technology or system on the individual, family, community, and environment.
3.4.4.E1. Identify tools and devices that have been designed to provide information about a healthy lifestyle.
3.4.4.E2. Identify the technologies in agriculture that make it possible for food to be available year round.
3.4.4.E3. Identify types of energy and the importance of energy conservation.
3.4.4.E5. Recognize that a transportation system has many parts that work together to help people travel and to move goods from place to place.
3.4.4.E6. Identify key aspects of manufacturing processes (designing products, gathering resources and using tools to separate, form and combine materials in order to produce products).
PA’s Academic Standards for Environment and Ecology – By the end of grade four:
4.2.4.A. Identify needs of people. Identify plants, animals, water, air, minerals and fossil fuels as natural resources. Explain air, water and nutrient cycles. Identify how the environment provides for the needs of people.
4.2.4.B. Identify products derived from natural resources. Identify products made from trees. Identify by-products of plants and animals. Identify the sources of manmade products (e.g., plastics, metal, aluminum, fabrics, paper, cardboard).
4.2.4.C. Know that some natural resources have limited life spans. Identify renewable and nonrenewable resources used in the local community. Identify various means of conserving natural resources. Know that natural resources have varying life spans.
4.2.4.D. Identify by-products and their use of natural resources. Identify those items that can be recycled and those that cannot. Identify use of reusable products. Identify the use of compost, landfills and incinerators.
4.3.4.A. Know that plants, animals and humans are dependent on air and water. Know that all living things need air and water to survive. Identify things that cause sickness when put into the air, water and soil. Identify different areas where health can be affected by air, water and land pollution. Identify actions that can prevent and reduce waste pollution.
4.3.4.B. Identify how human actions affect environmental health. Identify pollutants. Identify sources of pollution. Describe how people can reduce pollution.
4.3.4.C. Understand that the elements of natural systems are interdependent. Understand that the components of a system all play a part in a healthy natural system. Identify the effects of a healthy environment on the ecosystem.
4.4.4.A. Know the importance of agriculture to humans. Identify people’s basic needs; Explain the influence of agriculture on food, clothing, shelter and culture from one area to another; Know how people depend on agriculture.
4.4.4.B. Identify the role of the sciences in Pennsylvania agriculture. Identify common animals found on Pennsylvania farms; Identify common plants found on Pennsylvania farms; Identify the parts of important agricultural related plants (i.e., corn, soybeans, barley); Identify a fiber product from Pennsylvania farms.
4.4.4.C. Know that food and fiber originate from plants and animals. Define and identify food and fiber; Identify what plants and animals need to grow; Identify agricultural products that are local and regional; Identify an agricultural product based on its origin; Describe several products and tell their origins; Describe the journey of a local agricultural product from production to the consumer.
4.4.4.D. Identify technology and energy use associated with agriculture. Identify the various tools and machinery necessary for farming; Identify the types of energy used in producing food and fiber; Identify tools and machinery used in the production of agricultural products.
4.5.4.A. Know types of pests. Know how pests fit into a food chain.
4.5.4.B. Explain pest control. Know reasons why people control pests. Identify different methods for controlling specific pests in the home, school and community.
4.5.4.C. Understand society’s need for integrated pest management. Identify integrated pest management practices outside the home.
4.6.4.A. Understand that living things are dependent on nonliving things in the environment for survival. Describe the basic needs of an organism. Identify basic needs of a plant and an animal and explain how their needs are met. Identify plants and animals with their habitat and food sources. Describe how animals interact with plants to meet their needs for shelter. Describe how certain insects interact with soil for their needs. Identify common soil textures.
4.6.4.B. Understand the concept of cycles. Explain the water cycle. Explain the carbon dioxide/oxygen cycle (photosynthesis).
4.6.4.C. Identify how ecosystems change over time.
4.7.4.A. Identify differences in living things. Explain why plants and animals are different colors, shapes and sizes and how these differences relate to their survival. Explain why each of the four elements in a habitat is essential for survival. Identify local plants or animals and describe their habitat.
4.8.4.A. Identify the biological requirements of humans. Explain how a dynamically changing environment provides for sustainability of living things. Identify several ways that people use natural resources.
4.8.4.B. Know that environmental conditions influence where and how people live. Identify how regional natural resources influence what people use. Explain the influence of climate on how and where people live.
4.8.4.C. Explain how human activities may change the environment. Identify everyday human activities and how they affect the environment. Identify examples of how human activities within a community affect the natural environment.
4.8.4.D. Know the importance of natural resources in daily life. Identify items used in daily life that come from natural resources. Identify ways to conserve our natural resources. Identify major land uses in the community.
4.9.4.A. Know that there are laws and regulations for the environment.
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