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Online Website Resources:
In the following website you will learn about the current trends in farming and crop production.
http://www.agriculture.com/?ordersrc=google1agriculture_home&s_kwcid=TC|7446|market%20agriculture||S|b|15118736338
Learn about current trends in fertilizers and crop production infromation.
http://www.fao.org/agriculture/crops/news-events-bulletins/detail/en/item/36962/icode/1/?no_cache=1
In the following website you will learn about world population and other useful information.
http://www.prb.org/
In the website below you will learn about population growth in the United States in the near future.
http://www.prb.org/Articles/2008/pewprojections.aspx
Learn about deforestation and other problems in the United States.
http://www.globalchange.umich.edu/globalchange2/current/lectures/deforest/deforest.html
In the website below you will learn about urbanization and the spread of agriculture.
http://earthobservatory.nasa.gov/IOTD/view.php?id=4292
Look at the website below to learn about agriculture and farming innovations.
http://inventors.about.com/library/inventors/blfarm.htm
Learn about invention and innovation in crop production in the website below.
http://inventors.about.com/od/indrevolution/a/AgriculturalRev.htm
Look at the website below to learn about population growth and farming solutions.
http://geography.about.com/od/urbaneconomicgeography/a/Urban-Farming.htm
The website below will provide information and ideas regarding inventions and innovations.
http://www.inventored.org/k-12/
http://www.sciencebuddies.org/science-fair-projects/landing-inventions.shtml?
gclid=CPucyKu6ibECFfADtgodNBp0JQ
http://www.cnbc.com/id/42497934/Inventions_By_Kids
http://www.inventnow.org/
http://inventors.about.com/od/lessonplanskidinventors/tp/Science_For_Kids.htm
http://www.inventivekids.com/
http://www.kidsinvent.com/
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Book References:
The following book reference investigates modern farming methods and other important implications.
Johnson, A. (1991). Factory farming. Oxford, UK: Blackwell.
The book reference below will look at predictions for climate change and technological resources for effective crop productions.
Reynolds, M. (2010). Climate change and crop production. Oxfordshire, UK
The following book will provide an insight into the population growth and other important information.
Frejka, T., & Population Council. (1973). The future of population growth: Alternative paths to equilibrium. New York: John Wiley.
The following books provide information regarding innovations and inventions.
Lienhard, J. H. (2006). How invention begins: Echoes of old voices in the rise of new machines. Oxford: Oxford University Press.
MacLeod, C. (1988). Inventing the Industrial Revolution: The English patent system, 1660-1800. Cambridge: Cambridge University Press.
Simon, J., Neudel, E., Horn, P., & Films for the Humanities (Firm). (2001). Inventing the future: The K-16 connection in science. Princeton, N.J: Films for the Humanities
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Academic Journal Articles:
The following article will provide information regarding research on organic farming.
Sabto, M., & Levinson, M. (2010). Organically grown research. Ecos, (158), 30-31.
The following periodical gives information regarding the advantages of a local food system.
DeWeerdt, S. (2009). Local Food: The Economics. World Watch, 22(4), 20-24.
This research article in Texas will give information regarding how innovations in agriculture have improved crops and production.
Smith, R. (2010). Technology adds to expense, but improves the bottom line. (Cover story). Southwest Farm Press, 37(14), 1-3.
The following article will discuss food production and the estimated future population.
Gerten, D. D., Heinke, J. J., Hoff, H. H., Biemans, H. H., Fader, M. M., & Waha, K. K. (2011). Global Water Availability and Requirements for Future Food Production. Journal Of Hydrometeorology, 12(5), 885-899. doi:10.1175/2011JHM1328.1
The article journals below provide good references for inventions and innovations in the U.S. economy.
Brynjolfsson, E., & McAfee, A. (2012). Thriving in the Automated Economy. Futurist, 46(2), 27-31.
Scranton, P. (2009). The shows and the flows: materials, markets, and innovation in the US machine tool industry, 1945-1965. History & Technology, 25(3), 257-304. doi:10.1080/07341510903083245
Are machine-tool shortages slowing the economic recovery?. (2010). Machine Design, 82(15), 30-32
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1.Read and Analyze the scenario and situation.
Check your understanding of the scenario. Don't be tempted to start thinking about potential solutions or to start looking for information.
2.List your personal understanding, ideas or hunches.
Now that you are familiar with farming, crop production, and population growth, you will write everything you know about farming, innovations in crop production, and population growth. Describe your thoughts or ideas about how to solve the problem. There are not incorrect answers in this step, just feel free to brainstorm your ideas.
3.List what is known.
With your team use all the information available in the scenario to list everything that you know about agriculture. You do not have to conduct any research yet. Just use the information given and write the facts that you already know about farming, needed inventions and innovations in crop production, and population growth.
4. List what is unknown.
With your team, make a list about what you do not know and would like to learn. List all the questions you will need to answer to solve the problem.
5. List what needs to be done.
"What should we do?" List actions to be taken, e.g., question an expert, conduct research, go to a board meeting about topic. List possible actions.
6. Develop a problem statement.
You will be responsible for thinking and choosing one of the questions to solve the problem. A problem statement should come from your analysis of what you know. In one or two sentences, you should be able to describe what it is that your group is trying to solve, produce, respond to, or find out. The problem statement may have to be revised as new information is discovered and brought to bear on the situation.
7. Gather information
Use all the resources available (Internet, library, etc) to research about the problem/topic and find a solution.
8. Present Findings
You will present your findings regarding currents ways of farming, needed inventions and innovations in crop production, and population growth in a PBworks webpage.
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Rubric:
- Individual Knowledge Expectation Rubric:
Below is a rubric that will make the expectations clearer and will provide a developmental road map for you. Since each level of the rubric is qualitative, you will recognize if your work is a level 1 or can look to a level 2 to see the next best thing to improve it.
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Personal understanding and your interpretations of ideas or hunches.” I think…….”
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Explain your rating with specific references to your work as evidence
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Score 4:
You list things you know, don’t know, or wonder about current ways of farming, needed inventions and innovations in crop production, and population growth.
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Score 3:
You list questions you have about farming and needed inventions and innovations in crop production.
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Score 2:
A list of things you think you know about crop production.
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Score 1:
A list of some ideas related to farming.
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Score 0:
Not present.
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Supported by reasons from your prior knowledge, “Because ……”
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Explain your rating with specific references to your work as evidence
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Score 4:
You think through the situation even more and examine your understanding to be accurate, and the possible implications regarding farming, needed inventions and innovations in crop production, and population growth.
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Score 3:
You analyze your prior knowledge to see if it makes sense regarding farming and needed inventions and innovations in crop production.
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Score 2:
You describe your understanding to be accurate or not based on your prior knowledge about crop production.
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Score 1:
You give some reason, such as where you learned or heard about farming.
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Score 0:
Not present
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Based on…..
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Explain your rating with specific references to your work as evidence
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Score 4:
You support your ideas with the best explanations and reasons you currently have about farming, needed inventions and innovations in crop production, and population growth.
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Score 3:
You give some reasons for why you think what you think about farming and needed inventions and innovations in crop production.
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Score 2:
You support your explanations with one or more examples about crop production.
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Score 1:
You explain that you don’t know why you think what you think about farming.
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Score 0:
Not present
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2. Team Knowledge Expectation Rubric:
Below is a rubric that will make the expectations clearer and will provide a developmental road map for you and your team. Since each level of the rubric is qualitative, you and your team will recognize if your work is a level 1 or can look to a level 2 to see the next best thing to improve it.
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Share your personal prior knowledge with team , what do you know and don’t know
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Explain your rating with specific references to your work as evidence.
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Score 4:
A rich list of questions with contributions from each participating team member regarding what can be done to about farming, needed inventions and innovations in crop production, and population growth.
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Score 3:
Each participating member contributes a variety of questions about farming and needed inventions and innovations in crop production.
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Score 2:
Question list contains a variety of questions about crop production.
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Score 1:
Question lit is 5-6 questions in one or two categories about farming.
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Score 0:
Not present.
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Team providesmultiple Perspectives on each question
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Explain your rating with specific references to your work as evidence.
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Score 4:
Multiple perspectives are weighed as members begin to answer questions regarding what can be done to prepare for about farming, needed inventions and innovations in crop production, and population growth.
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Score 3:
Different perspectives emerge as most members begin to answer most team questions about farming and needed inventions and innovations in crop production.
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Score 2:
More than one perspective is apparent as some members begin to answer some team about crop production.
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Score 1:
Individual perspectives remain separate since individual members answer only their own questions about farming.
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Score 0:
Not present.
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Team providessupport for answers
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Explain your rating with specific references to your work as evidence
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Score 4:
Answers are partially supported and the kind of evidence needed to support them is described about farming, needed inventions and innovations in crop production, and population growth.
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Score 3:
Answers are partially supported with evidence from experience, prior research or reading about farming and needed inventions and innovations in crop production.
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Score 2:
Answers are supportable to find ways about crop production.
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Score 1:
Only answers are given without reasons about farming.
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Score 0:
Not present
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Team creates a list of what needs to be done
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Explain your rating with specific references to your work as evidence
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Score 4:
A thorough investigation is planned and described with individual roles, types of resources and expected about farming, needed inventions and innovations in crop production, and population growth.
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Score 3:
An investigation that builds on itself with ways for team members to share as they do research, not just at the end about farming and needed inventions and innovations in crop production.
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Score 2:
A list of tasks with roles and expectations about crop production.
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Score 1:
The questions are divided up to be answered by different group members about farming.
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Score 0:
Not present
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Team creates a problem statement
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Explain your rating with specific references to your work as evidence
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Score 4:
A problem statement is described with an explanation about why it is important to create new ways about farming, needed inventions and innovations in crop production, and population growth.
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Score 3:
A problem statement is discussed in terms of how it addresses about farming and needed inventions and innovations in crop production.
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Score 2:
A problem statement is accepted and an explanation is given about crop production.
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Score 1:
A problem statement is suggested and accepted without considering other options about farming.
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Score 0:
Not present
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111.32. Algebra I
(5) Linear functions. The student understands that linear functions can be represented in different ways and translates among their various representations. The student is expected to:
(A) determine whether or not given situations can be represented by linear functions;
(B) determine the domain and range for linear functions in given situations; and
(C) use, translate, and make connections among algebraic, tabular, graphical, or verbal descriptions of linear functions.
(11) Quadratic and other nonlinear functions. The student understands there are situations modeled by functions that are neither linear nor quadratic and models the situations. The student is expected to:
(A) use patterns to generate the laws of exponents and apply them in problem-solving situations;
(B) analyze data and represent situations involving inverse variation using concrete models, tables, graphs, or algebraic methods; and
(C) analyze data and represent situations involving exponential growth and decay using concrete models, tables, graphs, or algebraic methods.
111.33. Algebra II
(11) Exponential and logarithmic functions. The student formulates equations and inequalities based on exponential and logarithmic functions, uses a variety of methods to solve them, and analyzes the solutions in terms of the situation. The student is expected to:
(A) develop the definition of logarithms by exploring and describing the relationship between exponential functions and their inverses;
(B) use the parent functions to investigate, describe, and predict the effects of parameter changes on the graphs of exponential and logarithmic functions, describe limitations on the domains and ranges, and examine asymptotic behavior;
(C) determine the reasonable domain and range values of exponential and logarithmic functions, as well as interpret and determine the reasonableness of solutions to exponential and logarithmic equations and inequalities;
(D) determine solutions of exponential and logarithmic equations using graphs, tables, and algebraic methods;
(E) determine solutions of exponential and logarithmic inequalities using graphs and tables; and
(F) analyze a situation modeled by an exponential function, formulate an equation or inequality, and solve the problem.
111.34. Geometry
(4) The student uses sequences and series as well as tools and technology to represent, analyze, and solve real-life problems. The student is expected to:
(A) represent patterns using arithmetic and geometric sequences and series;
(B) use arithmetic, geometric, and other sequences and series to solve real-life problems;
(C) describe limits of sequences and apply their properties to investigate convergent and divergent series; and
(D) apply sequences and series to solve problems including sums and binomial expansion.
111.36. Mathematical Models with Applications
(c) Knowledge and skills.
(1) The student uses a variety of strategies and approaches to solve both routine and non-routine problems. The student is expected to:
(A) compare and analyze various methods for solving a real-life problem;
(B) use multiple approaches (algebraic, graphical, and geometric methods) to solve problems from a variety of disciplines; and
(C) select a method to solve a problem, defend the method, and justify the reasonableness of the results.
(2) The student uses graphical and numerical techniques to study patterns and analyze data. The student is expected to:
(A) interpret information from various graphs, including line graphs, bar graphs, circle graphs, histograms, scatterplots, line plots, stem and leaf plots, and box and whisker plots to draw conclusions from the data;
(B) analyze numerical data using measures of central tendency, variability, and correlation in order to make inferences;
(C) analyze graphs from journals, newspapers, and other sources to determine the validity of stated arguments; and
(D) use regression methods available through technology to describe various models for data such as linear, quadratic, exponential, etc., select the most appropriate model, and use the model to interpret information.
112.34. Biology
(8) Science concepts. The student knows that taxonomy is a branching classification based on the shared characteristics of organisms and can change as new discoveries are made. The student is expected to:
(A) define taxonomy and recognize the importance of a standardized taxonomic system to the scientific community;
(B) categorize organisms using a hierarchical classification system based on similarities and differences shared among groups; and
(C) compare characteristics of taxonomic groups, including archaea, bacteria, protists, fungi, plants, and animals.
(9) Science concepts. The student knows the significance of various molecules involved in metabolic processes and energy conversions that occur in living organisms. The student is expected to:
(A) compare the structures and functions of different types of biomolecules, including carbohydrates, lipids, proteins, and nucleic acids;
(B) compare the reactants and products of photosynthesis and cellular respiration in terms of energy and matter;
(C) identify and investigate the role of enzymes; and
(D) analyze and evaluate the evidence regarding formation of simple organic molecules and their organization into long complex molecules having information such as the DNA molecule for self-replicating life.
112.35. Chemistry
(3) Scientific processes. The student uses critical thinking, scientific reasoning, and problem solving to make informed decisions within and outside the classroom. The student is expected to:
(A) in all fields of science, analyze, evaluate, and critique scientific explanations by using empirical evidence, logical reasoning, and experimental and observational testing, including examining all sides of scientific evidence of those scientific explanations, so as to encourage critical thinking by the student;
(B) communicate and apply scientific information extracted from various sources such as current events, news reports, published journal articles, and marketing materials;
(C) draw inferences based on data related to promotional materials for products and services;
(D) evaluate the impact of research on scientific thought, society, and the environment;
(E) describe the connection between chemistry and future careers; and
(F) research and describe the history of chemistry and contributions of scientists.
(4) Science concepts. The student knows the characteristics of matter and can analyze the relationships between chemical and physical changes and properties. The student is expected to:
(A) differentiate between physical and chemical changes and properties;
(B) identify extensive and intensive properties;
(C) compare solids, liquids, and gases in terms of compressibility, structure, shape, and volume; and
(D) classify matter as pure substances or mixtures through investigation of their properties.
112.37. Environmental Systems
(5) Science concepts. The student knows the interrelationships among the resources within the local environmental system. The student is expected to:
(A) summarize methods of land use and management and describe its effects on land fertility;
(B) identify source, use, quality, management, and conservation of water;
(C) document the use and conservation of both renewable and non-renewable resources as they pertain to sustainability;
(D) identify renewable and non-renewable resources that must come from outside an ecosystem such as food, water, lumber, and energy;
(E) analyze and evaluate the economic significance and interdependence of resources within the environmental system; and
(F) evaluate the impact of waste management methods such as reduction, reuse, recycling, and composting on resource availability.
(6) Science concepts. The student knows the sources and flow of energy through an environmental system. The student is expected to:
(A) define and identify the components of the geosphere, hydrosphere, cryosphere, atmosphere, and biosphere and the interactions among them;
(B) describe and compare renewable and non-renewable energy derived from natural and alternative sources such as oil, natural gas, coal, nuclear, solar, geothermal, hydroelectric, and wind;
(C) explain the flow of energy in an ecosystem, including conduction, convection, and radiation;
(D) investigate and explain the effects of energy transformations in terms of the laws of thermodynamics within an ecosystem; and
(E) investigate and identify energy interactions in an ecosystem.
(7) Science concepts. The student knows the relationship between carrying capacity and changes in populations and ecosystems. The student is expected to:
(A) relate carrying capacity to population dynamics;
(B) calculate birth rates and exponential growth of populations;
(C) analyze and predict the effects of non-renewable resource depletion; and
(D) analyze and make predictions about the impact on populations of geographic locales due to diseases, birth and death rates, urbanization, and natural events such as migration and seasonal changes.
126.41. Digital Design and Media Production
(4) Critical thinking, problem solving, and decision making. The student implements problem-solving methods using critical-thinking skills to plan, implement, manage, and evaluate projects; solve problems; and make informed decisions using appropriate digital tools and resources. The student is expected to:
(A) employ critical-thinking and interpersonal skills to solve problems and make decisions through planning and gathering, interpreting, and evaluating data;
(B) identify and organize the tasks for completion of a project using the most appropriate digital tools;
(C) distinguish design requirements as they relate to the purposes and audiences of a project and apply appropriate design elements;
(D) seek and respond to input from others, including peers, teachers, and outside collaborators;
(E) evaluate a process and project both independently and collaboratively and make suggested revisions; and
(F) transfer critical-thinking, problem-solving, and decision-making processes when using new technologies.
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The graph below shows the world population growth.
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