Discovering Agriculture in Virginia Abigail Williams ... · Running Head: AGRICULTURE IN VIRGINIA 1...

Running Head: AGRICULTURE IN VIRGINIA 1

Discovering Agriculture in Virginia

Abigail Williams

Virginia Commonwealth University


Table of Contents:

1. Introduction……………………………………………………………………. 3-6

2. Unit Goals………………………………………………………....................... 7

3. Rationale…………………………………………………………...………….. 8

4. 4 UDL Lesson Plans……………………………………………………………9-21

5. Unit UDL Assessment………………………………………………………….22

6. Integration Plan………………………………………………………………....23

7. Self-Reflection………………………………………………………………….24

8. Reference Page…………………………………………………………………25

9. Appendix of Resources to utilize in Virginia…………………………………..26


Introduction

Introduction to my Class:

As a second grade general education teacher, it is my job to teach the core subjects. These

subjects include language arts, math, science, and social studies. However, for the sake of this

unit I will be strictly focusing on social studies. I will be teaching about agriculture in Virginia as

it relates to the 2nd grade economics SOLs. In my classroom, my main priority is to impart

knowledge to my students and help them to grow as individuals. I believe that all students can

succeed as long as their needs are met. By getting to know my students and the different learning

styles that they have, I can determine the best way to present the information to them.

Differentiated instruction and presenting information in various formats is a prime component of

my teaching philosophy. I feel that it is important to never give up on a student. I will work with

a student and do whatever is necessary to find the best learning style for them.

In my classroom, there are several other personal that I work with. I have an assistant

who is in the room helping me full time with Melody due to her limited physical mobility. My

students Melody and Zachary both meet with a speech and language consultant every week.

Melody also meets with an occupational therapist, and a physical therapist on a weekly basis.

Mike, another student in my class meets with a visual impairment consultant every week. In

addition to communicating with special service providers, I have relationships with the special

education teacher and the school counselor who are both readily available should I need their

assistance.


In my classroom, I have three students who have special needs; Melody Testable, Mike

Testable, and Zachary Robert Testable. Melody was diagnosed with cerebral palsy at the age of

five. She uses a wheelchair and struggles to independently navigate around tight corners and

down ADA compliant inclines. However, she is working on increasing her physical mobility.

Melody is unable to communicate verbally but she has access to and uses a communication

board. The communication device that she uses has opened up a world of opportunity for her. It

has also immensely increased her working vocabulary. Mike is a brilliant student who suffers

from having limited vision. He can master complex math and engage in many surprising

activities. He is working hard to add reading braille to his skill repertoire. The third student

Zachary is a sweet kid working on his expressive communication skills. He needs some

assistance organizing his oral and writing ideas on a central topic. He tends to get off topic

because he has a great deal of information to share. Although he needs to be redirected at times

he is a great problem solver.

I think these students will benefit from being in my general education classroom. It will

open up a vast array of opportunities for them. I believe it will allow them to grow both socially

and academically. The other students in the class will be able to learn patients and compassion as

they learn to work and collaborate with these students. As an educator it will help me grow

because it will require me to put extra thought into planning lessons. I will have to develop

multiple ways of presenting information and making accommodations. It will help me to develop

a skill for developing universally designed lessons. All of the students in the class can benefit

from having multiple methods of learning.


Classroom Level Positive Behavior Support Plan:

The classroom will be set up in a way that promotes a sense of community. The desks

will be arranged in groups of four so that the students can easily work in teams and collaborate

together. I feel that the students will benefit from an environment that is welcoming and

supportive. The students with special needs will have the support and help from the other

students in the class in hopes of helping them to grow socially. The students will have respect for

each other, as well as for me. I will also respect the students. All students in the class will be

expected to put forth their best effort. They will be provided with equal opportunities and be

expected to participate to the best of their ability. Students will be expected to follow all rules.

The rules will be posted in visible locations around the classroom. The classroom rules will

include: listen and follow directions, raise your hand before speaking, respect your classmates,

respect your teacher, and keep your hands to yourself. The students may have different strengths

and different needs, but to remain consistent they will all be required to continually work

towards some goal.

Introduction to my Students:

Melody’s IEP goals include: increase her ability to navigate her wheelchair, increase her

ability to participate independently in class through the use of her communication device,

increasing her ability to spell words, increase range of motion in her arms, increase reading

comprehension, and increase ability to solve basic math skills. She will have an assistant in class

full time to help her with mobility, as well as help her with personal care issues. Melody will be

allowed to use a communication computer and a communication touch board. Her assistant has


training on the communication computer and can assist her with using the device. All test and

quizzes will be multiple choice assessments programed into Melody’s communication computer.

For 30 minutes once a week Melody will receive services from a speech and language

consultant, an occupational therapist, and a physical therapist.

Mike’s IEP goals include: independently set up his brailler, independently order books

from Aim’s Virginia, and increase his braille reading to complete assignments. Mike will receive

visual accommodations in class. He will also receive digital copies of all notes and assignments.

At times Mike might need items read to him. When he needs this done the assistant that is in the

classroom full time for Melody will do this. For 30 minutes once a week Mike will receive

service from a visual impairment consultant.

Zachary’s IEP goals include: organize his thoughts both orally and written in order to

participate in classroom activities and discussions. He needs assistance organizing his ideas and

maintaining his topic in both oral and written communication. No instructional accommodations

are required for this student. Zachary will receive 60 minutes of service with a speech and

language consultant weekly.


Unit Goals

With the overall theme being agriculture in Virginia, this unit will teach the students

basic economic principles.

The students will learn:

The difference between natural resources, human resources, and capital resources (VA

Social Studies SOL 2.7, VDOE, 2008)

The use of barter and the use of money in the exchange for goods and services (VA

Social Studies SOL 2.8 VDOE, 2008)

The topic of scarcity and that it requires people to make choices about producing and

consuming goods and services (VA Social Studies SOL 2.9 VDOE, 2008)

Agriculture as it relates to Virginia


Rationale

As residence of Virginia, it is important to learn about agriculture as it relates to our state

and how it impacts our economy. I feel that at a young age it is important for children to

understand where their food comes from and how the production of foods directly impacts the

economy of a region. Students also need to know basic economics principles in order to

understand our economy and be productive citizens.


Lesson 1: Match that Resource

Purpose:

The purpose of this lesson is to introduce students to natural resources found in Virginia and

correlate them with their by-product.

Rationale:

As citizens of Virginia it is important for the students to learn about the natural resources around

them.

VA Social Studies SOL:

Economics

2.7 The student will describe natural resources (water, soil, wood, and coal), human

resources (people at work), and capital resources (machines, tools, and buildings).

(VDOE, 2008)

Objectives:

The students will be able to identify plants and animals and match them to pictures of

their by-product.

The students will be able to participate in a discussion about the plants and animals, their

raw commodity, and their by-products.

IEP Goal:

Increasing communication and participating in class discussions.

Procedure:

Introduction:

Begin the lesson by defining the term ‘Natural Resource’ and listing natural

resources found in Virginia.

UDL consideration: Multiple Means of Representation (cast.org)

Display these notes on the board. Pass out a hard copy of the notes to ALL students.

Read the notes out loud to the students.

Development:

Provide the students with a bag of products that we use that come from plants and

animals.


Have the students match each crop with the appropriate plant picture.

Have the students match the animal pictures with the base product. For example

milk would match up with the dairy cow.

Then have the students link the raw commodity and their by-product.

UDL consideration: Multiple Means for Engagement (cast.org)

Allow the students to choose whether they work in groups, with a partner, or alone.

UDL Consideration: Multiple Means of Representation (cast.org)

In addition to providing the students with physical objects, display pictures of the

objects on the board for the students to look at. Allow student to verbally match up

the objects rather than physically pair the objects with the pictures.

Summary:

Walk around the room and check for accuracy.

Have the students review/ discuss what new facts they learned.

UDL Consideration: Multiple Means for Expression (cast.org)

The students can express the new facts they learned by participating in a discussion,

writing them down, filling in a chart, or any way they feel comfortable expressing

the information.

Evidence Based Practice: Task Analysis (Franzone E. , 2009)

When explaining directions to students be sure to break them down into small clear steps so that

all student are sure of what to do. This will benefit all students but especially Zachary who

struggles with keeping ideas clear and organized.

Materials:

Pictures of crops and animals found in Virginia (peanut plant, tomato plant, soybean

plant, cotton, wood, dairy, chicken, sheep, corn, beef cattle, grape vines, apple trees,

wheat field, vegetables)

Items to match up with pictures ( peanut, tomato, soybean, cotton ball, tree bark, milk

container, egg, wheat, grapes, cucumber, relish, jelly, grape, potato, wool, corn kernel,

peanut butter, ketchup, crayon, fabric, rayon yarn, yogurt, mayonnaise, box mashed

potatoes, corn cereal)

Communication device (for Melody to communicate answers)


Assessment:

I will know that the goals have been met if the students can correctly match the pictures with the

objects and participate in a discussion or express the new facts that they learned. The students

should be able to correctly match at least half of the items (50% accuracy).


Lesson 2: A New Coat for Anna

Purpose:

The purpose of this lesson is to introduce the concept of bartering/trading to the students. They

will also be introduced to the key terms capital resource, human resource, and natural resource.

Rationale:

It is important for students to learn the concept of bartering because we live in consumer driven

society.

VA Social Studies SOLs:

Economics



(VDOE, 2008)

2.8 The student will distinguish between the use of barter and the use of money in the

exchange for goods and services. (VDOE, 2008)

Objectives:

The students will be able to participate in a discussion about the book A New Coat for

Anna.

The students will be able to provide at least one example of a natural resource, a capital

resource, and a human resource from the story A New Coat for Anna.

The students will be able to answer questions about bartering, natural resources, capital

resources, and human resources.

IEP Goals:

Increase communication and providing answers in an organized coherent manner. Melody will

practice navigating her wheelchair around the classroom.

Procedure:

Introduction:

Introduce the lesson by telling the students “Today we will be learning about

bartering and what it means to barter. Before we begin can anyone guess what it

means to barter? There is no wrong answer at this time, it is just your guess”.


Discuss key concepts with the students. (KEY TERMS: Resources, Costs, Capital

Resources, Decision Making, Human Resources, Scarcity, Natural Resources,

Barter) Write the definitions for the key terms on the board and have the students

copy them into their notes.

UDL Consideration: Multiple Means for Engagement (cast.org)

Allow students to choose how they get the notes: write the notes, type the notes, or

receive a hard copy of the notes from the teacher.

After writing the notes on the board, orally read and discuss the notes with the

students.

Development:

Read to the students the story A New Coat for Anna by Harriet Ziefert.


Provide all students with a copy of the story so that they can follow along if

they want.

After the story, ask the student the following comprehension questions :

1. Explain how Anna could get a new coat of the winter without any money.

2. Explain why Anna and her mother had no money.

3. List all of the trades Anna’s mother mad in order to get the new coat.

4. What natural resources were needed to produce the coat?

5. What human resources were needed to produce the coat?

6. What capital resources were needed to produce the coat? List all of the steps

for producing Anna’s new coat.

7. List all of the steps for producing Anna’s new coat.

8. Explain why it took much longer for Anna to get her coat, then if she had

money to buy one.


As students are volunteering to share their answers, write the answers on the board

for them to see.

The students will find an example of a natural, capital, and human resource from the

story. This activity is designed to be sure that the students understand the differences

among the different types of resources.


The students will be able to determine how they want to express the example of the

natural, capital, and human resource. They can write it down, draw a picture, etc.

The students will participate in a bartering activity. Give each student an item. Tell

them that this item is something that they are willing to barter/trade. The students will

navigate around the room making trades with each other to see if they can end up

with the item that they want. While making trades, encourage students to ask

questions to each other, such as why do you want this item?

Post Activity Questions:

-“Did everyone end up with the item they wanted?”

-“Did anybody have to make more than one trade to get the item you wanted?”

Summary

Tell the students the follow: “Most of the time, when we want something, there is a

cost involved in getting it. Sometimes we use money, and sometimes we trade or

barter. The things we use to barter/trade or buy are called natural, capital, or human

resources. Remember, bartering occurs when two people find themselves with

something that someone else values even more and they exchange the item/service of

lesser value for the item of greater or equal value. Bartering/trading takes place

when both parties are better off than they were before the exchange.”

“So what does it mean to barter? Has your definition from the beginning of the lesson

changed?”

Have the student take out their notes sheet from the beginning of the lesson and fill in

the definition for bartering. UDL Consideration: Multiple Means for Engagement (cast.org)

Allow students to choose how they get the notes: write the notes, type the notes, or

receive a hard copy of the notes from the teacher.


Display these notes on the board. Orally discuss this definition.






Materials:

The book A New Coat for Anna by Harriet Ziefert

Items for the Bartering Activity

-Pencils

-Stickers

- Various items from the Dollar Store

- Etc.

Bartering/Resources Worksheet

Communication Device (for Melody to communicate answers)

Assessment:

The goals will have been met if they students can successfully complete the bartering activity

and they understand the key concepts.

Have the students complete a bartering/resources worksheet with questions about the story as

they relate to natural, capital, and human resources. The students will have met my objective if

they can correctly answer at least 80% of the questions.

UDL consideration: Multiple Means for Engagement (cast.org)

Allow the students to choose whether they work in groups, with a partner, or alone to complete

the worksheet.


Lesson 3: Virginia Agriculture

Purpose:

The purpose of this lesson is to make students aware of important Virginia resources and where

they are found within the state. This lesson will allow students to practice map skills by using

coordinate points and symbols, as well as identify important geographic features on a map of

Virginia.

Rationale:

As citizens of Virginia it is important for students to know what kind of resources are found in

the state and where they are located.

VA Social Studies SOLs:

Geography

2.6 The student will demonstrate map skills by constructing simple maps, using title, map

legend, and compass rose. (VDOE, 2008)

Economics



(VDOE, 2008)

Objectives:

The students will map out the places where various Virginia resources are found using a map

grid of Virginia.

Procedure:

Introduction:

Using an overhead projector, enlarge the outline map of Virginia’s five regions

and trace it onto either a shower curtain or a large piece of chart paper. Mark the

borders of the five regions and draw in the rivers.

Place a star at Richmond and Washington, D.C.

Using a ruler, create a coordinate graph on top of the map. Label the X axis with

letters and the Y axis with numbers.


Create symbols for the following Virginia Resources: corn, turkeys, peanuts,

cotton, apples, dairy, pumpkins, wheat, watermelons, tomatoes, tobacco, maple

syrup, lumber, grapes, aquaculture, barley, broilers, cattle and calves, Christmas

trees, eggs, green beans, hay, hogs, horses, nursery products, peaches, potatoes,

sheep and lambs, soybeans, sweet potatoes.

Development:

Place the symbols on the map of Virginia in the region in which they are found.

As you place each symbol make the students aware of what symbol you are

placing and where.

Discuss with the students about the resource and why it is found in the region of

Virginia that it is.


Give every student a smaller version of the Virginia map with the resources already

placed on them so that can follow along as you place the symbols are the larger map

at the front of the classroom.

Summary:

The students will complete an activity using the Virginia resource map that was

created.


The students will determine how they want to express their knowledge of the

resources found in Virginia by choosing which activity they want to participate in.

Activities:

1. The students can answer questions in which they use the map to answer.

Questions will include asking students where certain resources are found and

having them list the maps coordinate points. (For example “what coordinates

is corn found at”)

2. The students can get into pairs and place a triangle on a coordinate of their

choice. The students can then play a version of battleship using their map grid. 3. Given the coordinate points the students can place the symbols on the map

(for example “place the symbol for corn at G, 11”).

4. The students can look at the map and write a short report about the resources

in Virginia and the regions they are found in.






Materials:

Giant Map of Virginia with outline of the 5 region regions created on a shower curtain or

chart paper

Map of Virginia Agriculture (found on agintheclass.org)

Smaller versions of the map grid of Virginia (for students)

Symbols for the Resources

Assessment:

The teacher will walk around the room and monitor the students completing the activities. The

goals of the lesson will have been met if the students can correctly map out or identify what

region of Virginia various natural resources are found.


Lesson 4: The Mitten

Purpose:

The purpose of this lesson is to introduce the students to the concept of scarcity and teach them

that people must make choices due to limited resources.

Rationale:

It is important for students to learn about scarcity because it is something that affects our lives.

VA Social Studies SOL:

Economics

2.9 The student will explain that scarcity (limited resources) requires people to make choices about

producing and consuming goods and services.

Objectives:

The students will explain how the story The Mitten illustrates scarcity.

The students will explain how the animals in the story could have avoided the outcome.

IEP Goals:

Increase communication and providing answers in an organized coherent manner.

Procedure:

Introduction:

Introduce the story to the students by explaining to them that the story is about a

little boy who loses his mitten in the snow. Small animals find the mitten and

decide to use it for shelter. Explain to the students that the story shows how things

can go wrong when there is not enough of something to go around.

Read the book The Mitten to the students and have the students try to remember

all of the animals that move into the mitten.

Go over the order of the animals that move into the mitten.



As you are going over the animals that move into the mitten and the order they do

so, provide pictures for the students to look at. Also, write the names of the animals

up on the board.

Ask the students why the animals wanted to get in the mitten. Ask them what

happens when a lot of people want to live in a place where there is not enough

space for everyone. Explain to the students how when there is not enough of

something that is wanted it is called “scarcity”. There was not enough space in the

mitten for all of the animals to fit.

Development:

Relate the concept of scarcity to the students’ lives by asking the following

questions: “What if there are four people and only 1 cupcake?”, “What if there are

not enough desks for everyone to sit in?”

Have the students participate in a discussion about scarcity and develop their own

examples of where they might see scarcity in their everyday lives.

Summary:

The students will participate in a mini quiz by answering the following questions:

1. The mitten was only big enough for what?

2. When the bear sneezed, why did all of the animals burst out of the mitten?

3. When big cities have a scarcity of space, what is one thing they do to get more

space?

4. What is the best way to solve scarcity of food?

5. If you have scarcity of money how do you make more to buy the things you

want?

The students can participate in a think, pair, share to answer the questions.


Show the questions to the mini quiz on the board as well as hand out hard copies to

all students. Read each question out loud to the students






Materials:

The book The Mitten By: Jen Brett

Hard copies of the mini quiz questions

Pictures of the animals from the story

Assessment:

The teacher will check the students understanding of the concepts through their responses to the

questions during the lesson and the mini quiz. The students will also be assessed on their

participation in the discussions during and after the story. The goals of the lesson will have been

met if the students can show knowledge of the concept of scarcity, as well as discuss how it

relates to the story The Mitten.


UDL Assessment

At the end of the unit the students will complete a project to show what they learned

about agriculture in Virginia and how it relates to economic principles. The students will be

given a choice in what they want to do for their project.

Project Ideas include:

1. Scrapbook: The students can create a scrapbook showing what they learned.

2. Original Song: The students can create their own song about what they learned.

3. Original Test: The students can develop their own test. They can write questions about

the topics learned in the unit. Students should also include answers to their questions.

4. Poster: The students can create a poster showing what they learned.

*The above options are only suggestions, the students are free to choose any project they want.

Project Guidelines:

Must include at least 2 economic ideas that were learned in the unit.

Must include at least 1 examples of a natural resource found in Virginia.

Must include at least 1 example of a capital resource found in Virginia.

Must include at least 1 example of a human resource found in Virginia.

The project should be neat and show creativity.

Attempt at proper spelling and grammar should be evident.

This assessment benefits my students with disabilities because it allows them to choose

what project they want to do. This will let them choose the idea that best fits their ability. It is

allows benefits all other students because it will promote autonomy in the classroom. It is

good for student to feel like they have ownership over their work. Allowing the student to

choose what they want to do will help them with this.

NOTE: If any student feels that they cannot develop some form of project they may choose

to take a test on the information.


Integration Plan

This unit teaches the second grade economics SOLs as well as integrates other subject

areas around a common theme of “Agriculture in the Classroom”. The students will learn about

natural, capital, and human resources, the use of barter for the exchange of goods and services,

and the topic of scarcity. In addition to these topics, the students will learn map skills, writing

skills, and communication skills. This unit integrates the three subject areas, economics,

geography, and language arts while introducing the students to agriculture in Virginia. The

students will be able to make connections across academic disciplines as well as connect their

work to the larger community. This unit also integrates universal design guidelines. The lessons

are constructed in a way that they are suitable for all students.


Self-Reflection

As a general education teacher, it would be ideal to have some additional supports in the

classroom. Specialists would be beneficial because they can come in and help with the three

students who have IEP’s. The specialists can give me resources and information about how to

work with these students. It would also be ideal to have training for myself to further my

knowledge of how to work with my disabled students. Pull-out services would benefit Melody,

Mike and Zachary because it would allow them to receive one-on-one attention and time to focus

on their specific needs. When working with children with disabilities it is key to collaborate with

the special education teachers. They can give good advice, and provide different methods to use

when teaching students with IEPs. As a general education teacher, one of my roles is to provide

my students with disabilities the same opportunities that other students receive.

A large part of this unit plan is giving students options throughout the lessons. This is

something that is beneficial to all students, not just ones with disabilities. I believe in promoting

autonomy in the classroom, and giving students choices in their learning is a major way to do

that. When students are given choices in their learning they will be more motived and they will

feel like they have influence on the outcomes of their education. Having choices gives them

ownership and motivates them to be engaged in the classroom.


References

About Universal Design for Learning. Retrieved November 2, 2015 from: http://www.cast.org/our-

work/about-udl.html#.Vjg6A7erQgt.

Agriculture in the Classroom. Mapping Virginia Agriculture. Retrieved November, 2 2015 from:

www.agintheclass.org

Agriculture in the Classroom. Resource Round-Up. Retrieved November, 2 2015 from:

www.agintheclass.org

Franzone, E. (2009). Overview of task analysis. Madison, WI: National Professional Development Center

on Autism Spectrum Disorders, Waisman Center, University of Wisconsin. Retrieved November 6,

2015 from: http://csesa.fpg. unc.edu/sites/ csesa.fpg.unc.edu/ files/ebpbriefs/ TaskAnalysis_ Overview

_0.pdf

Sierra Miller’s Education Portfolio. Social Studies Integrated Lesson Plan (2nd Grade). Retrieved

November,4 2015 from: https://etown.digication.com/sierra_millers_education_portfolio/Social_Studies_Integrated_Lesson_Pl

an_2nd_Grade

Virginia Department of Education (2008). History and Social Science Standards of Learning for Virginia

Public Schools. Retrieved November, 2 2015 from: http://www.vdoe.virginia.gov/testing/sol/standars

_docs/history_socialscience/index.shtml

http://www.cast.org/our-work/about-udl.html#.Vjg6A7erQgt

http://www.cast.org/our-work/about-udl.html#.Vjg6A7erQgt

http://www.agintheclass.org/

http://www.agintheclass.org/

https://etown.digication.com/sierra_millers_education_portfolio/Social_Studies_Integrated_Lesson_Plan_2nd_Grade

https://etown.digication.com/sierra_millers_education_portfolio/Social_Studies_Integrated_Lesson_Plan_2nd_Grade

http://www.vdoe.virginia.gov/testing/sol/standars%20_docs/history_socialscience/index.shtml

http://www.vdoe.virginia.gov/testing/sol/standars%20_docs/history_socialscience/index.shtml


Appendix

Resources to utilize in Virginia

Regulations Governing Special Education Programs for Children with Disabilities in Virginia:

http://www.doe.virginia.gov/special_ed/regulations/state/regs_speced_disability_va.pdf

Special Education Support Service:

http://www.sess.ie/

Virginia Department of Education- Special Education:

http://www.doe.virginia.gov/special_ed/index.shtml

Parent Pals- Special Education Resources:

http://www.parentpals.com/gossamer/pages/

Including Students with Special Needs – A Practical Guide for Classroom Teachers:

http://eric.ed.gov/?id=ED468984

http://www.doe.virginia.gov/special_ed/regulations/state/regs_speced_disability_va.pdf

http://www.sess.ie/

http://www.doe.virginia.gov/special_ed/index.shtml

http://www.parentpals.com/gossamer/pages/

http://eric.ed.gov/?id=ED468984

Discovering Agriculture in Virginia Abigail Williams ... · Running Head: AGRICULTURE IN VIRGINIA 1...

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