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Farming: Raising Winter Wheat (Lesson 3)
Grade Level(s): K, 1-2
By: Sherian Waggoner, 2nd grade teacher

Students name some uses of wheat, and identify the uses of a line graph.

Objectives:

  1. TLW understand that many foods are made from wheat.
  2. TLW understand that the line graph shows measurement.

Materials:

Bathroom scales, a loaf of whole wheat bread, pictures or posters of a line graph.

Plan:

SET:

ATTENTION GETTER:
Bathroom scales and a loaf of bread.

STUDENT ENVOLVEMENT:
Have students weight randomly until you combine the weight 128 pounds. (Tell the students this is the amount of flour we consume a year).

RELATE TO PRIOR KNOWLEDGE:
The four basic food groups.

RELATE TO REAL LIFE:
Have the students taste a piece of whole wheat bread.

INSTRUCTIONAL PROCEDURE:

TEACHER:
Ask students to look at the poster with the four basic food groups. Then talk about the four basic food groups, the natural resources, weather, climate, temperature,
thermometer, and precipitation.

STUDENT RESPONSE:

TEACHER:
Today we are going to study about some uses of wheat and how we use a line graph to measure amounts.
(Vocabulary Words...grain and precipitation).
Have you ever helped bake something good to eat? What ingredients did you use?

STUDENT RESPONSE:

TEACHER:
Wheat is a very important crop that we use everyday. There is also other grains that are grown in the United States such as rye, oats and corn. We make several things out of grain. Can anyone tell me some of the things they know are made out of grain? Also, what did the people use long ago to grind up the wheat to make flour? Have the students taste a piece of whole wheat bread.

STUDENT RESPONSE:

TEACHER:
In the lesson we are learning about the Kansas farmers growing more wheat than any other state in the United States. Can anyone tell me why?

STUDENT RESPONSE:

TEACHER:

Kansas is a good place to grow such a large crop because it is mostly plains. What are plains?

STUDENT RESPONSE:

TEACHER:

Kansas also has cold winters and warm summers. In the winter the wheat rests and the snow takes care of it by keeping it covered. In the summer, what do you think happens?

STUDENT RESPONSE:

TEACHER:
Everyone look at the poster of the line graph. It show the amount of wheat that is grown in Kansas, Tennessee, etc. In another graph the line graph shows the temperature in the same places in the other graph. We can also use line graph to show how many animals we have on a farm.

STUDENT RESPONSE:

TEACHER:
Lets review what we have learned.

CLOSURE:
Tomorrow we will learn about the seasons on a wheat farm.

INDEPENDENT STUDY:
Vocabulary words

Comments:

This is a wonderful lesson. The students loved to participate throughout the whole lesson. It also gives the student a chance to learn about things they have never experienced.

Related Pages:

Introduction to Farming in the United States (Lesson 1) ( K, 1-2 )
Identify where food comes from, and the four basic food groups.

Farming: Natural Resources (Lesson 2) ( K, 1-2 )
Students identify natural resources, and weather & climate, temperature, and precipitation.

Farming: Seasons on a Wheat Farm (Lesson 4) ( K, 1-2 )
Students identify the seasons on a wheat farm, and identify the use of a grain elevator.

Farming and the services of a Community (Lesson 5) ( K, 1-2 )
Students identify different types of farms, and different services of a community.


 


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