Name: Jamie McLaughlin Date: 10/28/2017

Area: Plant Science

Job: Regional Crop Production
Situation:
At this point in the semester, students have learned plant structures, functions, and nutrient requirements. We
have discussed the little details in plant science and are now starting to focus on the big picture.

Standards:
PLSC.01.03 Understand plant production industry segments
PLSC.06 Identify and explain the principles of field production
PLSC.01 Understand the structure and significance of plant agriculture systems
Targets/Questions/Objectives:
To identify major crops grown in the U.S.
To discuss the value of crop production in each state.
To analyze trends in crop production.
References and Resources for Lesson:
ICEV
Materials Needed:
Guided Notes
Map outline of U.S
Colored Pencils
Pre-test

Plan of Action (Time included):

Pre-test (15-20 min): Students will complete pre-test about Regional Crop Production.

Introductory Lecture (10 min): Lecture introducing U.S regions and types of crops.

Scavenger Hunt (40 min): Students will be given an outlined map of the U.S. They will trace around the Southern
Region in red. They will search around the room for the information regarding each state in that region. They will
either draw a picture or write the primary crops and record the amount of money that state generates in exports.
We will discuss and clarify if need be. Students will complete same activity for the Northern States.

Exit Slip (10 min): On 100 Acres I would Students will write a short narrative discussing what they would do with
100 acres. They must pick either the northeastern or southern region, include what crops they would grow, why
they would grow those crops, and what they would do with their harvested produce.

Knowledge/Skills/Dispositions targeted on this lesson:

Knowledge:
Regions of the U.S
Crop production in the U.S
Money generated from crop production
Skills:
Identifying regions of the U.S
Identifying crops in each region

Assessment Plan What did students learn? How do you know?

Pre/Post Assessment: Students will complete a short pre-test before the lesson. There are 10 questions on this test
hitting key points from the lesson. After the second lesson (Shelbys lesson on mid-western and western regions),
students will do the test again. Shelby and I will use that information to see growth.
On 100 acres I would: This narrative will if students can identify crops based on their region and discuss why
they would plant it. This helps students identify why crop production is successful in each region.