Learning Objectives
- Recognize the historic influence and impact of art, science, and technologies from ancient civilizations on the practice of Agriculture.
- Discuss the importance of historical agricultural milestones and the impact on human history in order to make comparisons with our current, global agricultural systems.
Background
Youth should understand that agriculture or the ‘neolithic revolution’ developed approximately 10,000 years ago and changed the way humans lived. Agriculture has continued to shape modern society through the transition from hunter/gatherer culture to one of more permanent settlements with reliable food supplies; New technologies were developed and trade emerged.
Materials and Resources
In-Person:
1. Glue
2. Colored index cards or card stock in 2 different colors (for mounting source search pictures)
3.Source Search Pictures
4. Four boxes labeled “Stores,” “Factories,” “Farms,” and “Natural Resources”*
5. Materials for creating the posters for the demonstrations: posterboard, crayons, markers, glue, scissors, and old magazines. This is not required if a virtual version is being utilized like a PowerPoint.
Video and lesson resources:
World Tour of Agriculture
National Ag in the classroom
Timeline of Agricultural Developments
Virtual adaptation:
If not in person you can either have images of assorted household items (shoe, box of cereal, ball, glue) or display the actual household item so every learner can see it. The leaders will then have the learners write in the chatbox which of the four categories the item falls into (“Stores,” “Factories,” “Farms,” and “Natural Resources”).
Opening Activity: ~45 minutes
15 mins
Introductions: Leaders should share with youth a little about themselves and their college major. Have youth introduce themselves by describing themselves in one word. Leaders should give a brief overview of all the topics being covered for the Agriculture curriculum (lessons 1-24).
10 mins
The leader should introduce the topic by prompting a discussion using the questions: 1. “How do you define ‘Agriculture’?
2. Why is agriculture important?”
20 min
View the video on origins of Agriculture
Origins of Agriculture
Leaders should follow the video by discussing the importance of the 5 major civilizations: North America (sunflowers, strawberries companion painting of 3 sisters, grapes), South America (tobacco, tomato, cocoa), Ancient Greece (beans, olives, dairy products), and Asia (China (spices and water wheel and heavy plows) and Egypt (papyrus))
1. What major agricultural and technological contributions did these civilizations make to the world?
Timeline of Agricultural Developments
Content Lesson and Activities: ~40 minutes
In-person
1. Pass out materials for Source Search Relay (pictures and boxes)
2. Randomly divide the pictures into two groups. Glue one set onto one color cardstock and the other set to a different color. Then separate the learners into two teams by each color. They should have 20 pictures in each color group.
3. Obtain 4 containers (plastic tubs, buckets, boxes, box lids, grocery bags, totes, etc.) and label each one with the following: “Stores,” “Factories,” “Farms,” and “Natural Resources”.
4. Place the 4 containers at the end of a hallway, across the room, outside, or in a gymnasium.
5. For the relay: (adapted from agclassroom.org)
The goal to place each item in the container representing the original source (*keep in mind you are looking at the product, not the packaging).
The next person in line goes when their team member hand tags them and the returning player should go to the end of the line.
The first team to finish wins temporarily but the ultimate winner is determined by the accuracy of sorting the products.
After the relay is over and the pictures are sorted, return to the classroom or have the learners gather around you in a suitable location to go through the cards and discuss the correct answers. As you hold up each picture, the learners can show whether they agree or disagree with the sort using the “thumbs up” or “thumbs down” signal, or another response as chosen. Use the attached Source Search Items Reference List for the correct answers and explanations for each card. If you choose to keep score to identify a winner, have a learner keep a tally for each team of the cards placed in the correct box.
6. Farms: Explain that if the item contains ingredients or raw products from a farm, the item is in the correct box. Examples would be any food items such as cereal, cookies, and milk, or any clothing item made from a natural fiber such as cotton (jeans) or wool (coat). Some items from a farm that are not eaten or worn include paint (this contains linseed or soybean oil) or fuel such as ethanol.
Natural Resources: Explain that items in this tub should be products we get from the ocean, from plants or animals that occur naturally without management from humans, or from mining. Examples of items that should be in this box are fish or shrimp (wild; however, note that fish and shrimp can also be farmed), cars, salt, water, plastic (plastic starts as oil, which is mined), synthetic fabrics (polyester, petroleum or oil products), computers, cell phones, and any metallic items. Wood products may be in this box, but many wood products come from timber grown on farms. Let the class decide how to divide these. You might decide to “split the difference;” put one (the fish) into the “Farms” box and the wood into the “Natural Resources” box. Remind your students that this is the “source” search. What is the “real” source of the things we use every day? Nearly all are grown or mined – farmed or extracted from the natural world.
Factories: Explain that a factory is a place where raw ingredients are changed into the useful items we need or want; wood into furniture, ore into steel for cars, wheat into bread, and potatoes into chips. A factory assembles items to later be sold in a distribution center or store. With this information ask students, “Are there any items that can originally be sourced to a factory?” (No.) Proceed by sorting every card in the “Factories” box into either the “Farms” or “Natural Resources” container. After doing this, your students should understand that all originally sourced products have either been grown or mined.
Stores: Move to the box labeled “Stores.” After receiving the explanation about factories, check for understanding by asking, “What type of things can be sourced to a store?” Students should realize that, like the “Factories” container, nothing should be in the “Stores” container; this is just where we purchase the items, it is not their original source. Clarify that factories and stores rely on raw ingredients from the farm and natural world. Every picture or product should now be in either the “Farms” or “Natural Resources” container.
Closing Activity: ~5 minutes
Journal Reflection: Were you surprised by how many of the products we use every day come from the earth? Why or why not?
Source:
Activity Adapted from National Agriculture in the Classroom Agricultural Literacy Curriculum Matrix