DUST BOWL There is a storm a brewin!

There is a storm a brewin! This cooperative project on the understanding and predictions of the influences of a North American Dust Bowl will be explored from
multiple perspectiveschemistry, agriculture, history, and literature. By the combination of these fields of knowledge, people of the farming community will be
able to prepare appropriately for any incoming Dust Bowls of the future.

AGRICULTURE ENGLISH
Academic Standards:
PS.01. Develop and implement a crop management plan for a given production goal that Academic Standard:
accounts for environmental factors
ESS.02.03.01.a. Research and summarize how the perception and regulation of environmental 2.1. Literary and historical influences determine the meaning of tradition-

Summative Assessment
service systems has changed over time. al and contemporary literary texts
Essential Understandings and Inquiry Questions:

Understand wheat selection and management practices

Essential Understandings and Inquiry Questions:
My students will take away the effects that the Dust Bowl played a part
Understand basic wheat farming practices that accounts for the given environmental
of in American Literature; as it relates to personal journeys.
My students will be able to see the effects of meaning when analyzing
conditions literary. Students will analyze what hunger meant to people of the 1930s
Understand the impacts of the Dust Bowl on the Farm Bill effecting Farmers today
Students will be broken up in to groups of four, to which one and 40s. Will analyze how the devastating effects that rose up because
of the Dust Bowl. Will also make meaning of what hope looked like
and how their land is managed
How is wheat selected? Where and why wheat varieties are planted? What implications does
student will be from each core content area. Students are to de- when searching for new prosperity.
How do first personal accounts help us as readers to relate to the condi-
the programs the Farm Bill implemented from the Dust Bill impact farmers today
velop a brochure that uses a short, creative introduction to illus- tions of the land and what it was like for the agriculture community?
Misconceptions: Misconceptions:
Wheat requires a lot of water
trate the life of a farmer during the North American 1930s, and Students sometimes think that they dont know people who lived through
the dust bowl and that this time was further away in time, then it actually-
Wheat is planted in the spring the developing ideas of how to prepare for another Dust Bowl was.
Students seem to think that the Dust Bowl only affected the people on the
The Farm Bill only involves current issues and relevance within modern times based on the application of current agricul- plans and not the costs of the United States

Formative Assessments:
Formative Assessments:
Variety Wheat Analysis
tural technology, stoichiometric calculations in regards to deter- Hoping for Rain: The Dust Bowl Adventures of Patty and Earl Buckler
by Kate Connell
Create an infographic to help farmers choose a wheat variety for their particular operation.
Your infographic should include all classes of wheat including: Durum, Hard Red Spring, mining the amount of fertilizer and water necessary to sustain 1, Analyze how the children Patty and Early draw on their parents
Hard Red Winter, Soft Red Winter, Hard White, Soft White. Include what the wheat class is
strength and weakness to get through their first travel. What textual
best used for, disease risks and management, pesticides and fertilizer required, the growing
conditions it requires, and the average cost of the seed and harvesting. Be sure to include what
plant growth throughout the incoming Dust Bowl based on pre- evidence can you find that supports your claim?
2 Students will use evidence from The Dust Bowl Adventures of Patty
time of year it is planted, and harvested.
Historical Analysis: Farm Bill vious accumulated drought data gathered in the 1930s. and Earl Buckler to analyze how personal strength kept people searching
for hope. (character narrative)
Create a ven-diagram containing information and key roles in developing initiatives, pro-
grams, policies and rules derived from the Dust Bowl and today. Think about the history of
these programs, how these programs were created, and the role the public played in implemen-
tation, as well as how these programs affect current farming practices. For example (Soil
Erosion Service, Grassland Reserve Program, and Conservation Stewardship Program)

CHEMISTRY HISTORY
Academic Standard: Academic Standard:
Chemistry 5 3 0
Colorado Standard Science 1.2: Matter has definite structure that determines charac- Colorado Standard: -1.2 History, Analyze key historical periods and patterns
Determination of plant life in specified farming area
teristic physical and chemical properties
Student provide appropriate calculations and inferences behind them Student provide appropriate calculations, but with no inferences No evidence of calculations or inferences

Determination of Water Needed for Individual Plant Life Processes Student provide appropriate calculations and inferences behind them Student provide appropriate calculations, but with no inferences No evidence of calculations or inferences
of change over time within and across nations and cultures.
NGSS HS-PS1-6: Refine the design of a chemical system by specifying a change in Drought Influence Approximation Student provide appropriate calculations and inferences behind them Student provide appropriate calculations, but with no inferences No evidence of calculations or inferences
Essential Understandings and Inquiry Questions:
conditions that would produce increased amounts of products at equilibrium Fertilizer Approximation Student provide appropriate calculations and inferences behind them Student provide appropriate calculations, but with no inferences No evidence of calculations or inferences
The Key Concepts of continuity and change, cause and effect, complexity,
unity and diversity over time. investigate causes and effects of significant
Essential Understanding and Inquiry Questions: Agriculture 0pts 1pt 2pts 3pts 4pts

even with U.S. History, and analyze the complexity of events in the United
The amount of chemicals that activate an entire physical process can be determined by Wheat Classification Contains no classes of wheat Contains one or two classes of wheat, no
explanations of details
Few wheat classes and varieties with no or
minimal explanation, no details
All classes of wheat with through
explanation, regional details
Contains all classes of wheat with through
explanation, regional details, and history

the use of appropriate stoichiometry; thus, with correct calculations and obtained data, Growing Requirements Contains no growing requirements One or two wheat varieties discuss growth Few classes contain growth requirements, no Shows all growth requirements for all classes All growth requirements for all classes of
States.
requirements specific details of wheat, few mistakes wheat, minimal errors

scientific models/predictions can be created to fit a real-world scenario stiochiometri- Farm Bill Programming No information on the Farm Bill or the Refers to some programs within the Farm Contains programs within the Farm Bill, no Contains relevant Farm Bill programming, Very relevant Farm Bill programs,
What impact have individuals had on history?
cally. programs within Bill, however contains irrelevant or non-
historical information
historical context, minimal application to
today.
some historical relevance demonstration of historical context to
todays programs and policys
How does society decide what is important in history?
Management requirements Contains no land management practices or Minimal land management practices Few practices and management protocols Contains management practices, few errors Detailed land management practices relating
requirements listed or irrelevant information to the programs put in place
Misconceptions:
How do different compounds affect the reactivity of others? Total (20)

How can we use basic stoichiometry in real-world applications? Students usually only think there is one determining factor for the Dust
Bowl and that there was a simple fix. In history this is never the case and
Misconceptions: Proficient Emerging Beginning
they may also wonder why they are even learning about something that
Chemical reactions are confined to particular reactivity constraints, equations cant be English happened nearly 100 years ago, but in fact everything is connected.
mixed Formative Assessments:
There are only chemical catalysts, not biological
9 Points 8 Points 8 Points

Articles Analysis
Students will be able to explore the experiences faced by those who lived
Formative Assessments: Writing Ideas
details were unique and in teresting and related to top ic. writin g inclu ded textual evidence that connected to all subjects Some miss ing conten t/ su bject information bu t writing had three or more details that suppor ted the main idea writing had few details, did not see connectio n to o ther subjects

Photosynthesis Stoichiometry:
Students will be able to identify the effect of the Dust Bowl on American agriculture
in the context of photosynthesis and cellular respiration; this means, given set environ-
mental data accumulated in the era of the Dust Bowl, students will be able to deter-
in the area affected by the Dust Bowl during the 1930s. They will be able to
strong inferences drawn from and text and literary and the meaning of his torical and literary was present.
explain the causes and effects of the event and understand why it is im-
content -
some content was present in work. meaning of the content is vague. One or two con tent was miss ing little to no con tent was present that supp orted main idea. portant to understanding todays society. Students will read a collection of
Content fro m all s ubject areas were present

articles debating the cause of the Dust Bowl. They will answer the ques-
mine the relative chemical concentrations associated with plant and animal life that tions provided and form their own opinion using historical evidence.
was present in areas of the Dust bowl and be able to verify the reasons for physiologi-
cal effects on these subject groups during this time period. Creativity
material from all conten t area is existing in w ork and it was present and delivered in the paper. Did not show creativity for all sub jects. information was present in project b ut the interpretation was confus ing writing s hown no creativity for all s ubject areas. Historical Presentation
The Dust Bowl caused economic and agricultural crisis in the Midwest and
Haber Process Stoichiometry and Chemical Equilibria in Plants:
Excellent (5) Proficient (3) Incomplete (0)
History the students will be able to understand how the government and policies
Students will be able to identify the effect of the Haber Process on agriculture during/ were able to pick the United States outside of the crisis. There are multiple
after the Dust Bowl in regards to photosynthesis and cellular respiration; this means,
Accurate Information Information clearly answers the assessment which includes quotes and Information in used to support ideas but quotes and details are lacking Information is clearly wrong and/or sources are not credible
supporting details from reliable sources that helps enhance ideas

by given the descriptive industrial process associated with the Haber Process, students
will be able to create chemical associations between the influence of ammonia/
ammonium nitrate on the physical processes of photosynthesis and cellular respiration
of both plants and animals
reasons why the United States was able to step outside and it will be the
Critical Thinking Presents new ideas and shows the students understanding of the material Somewhat of understanding of the idea but no new ideas Students do not clearly understand the topic of Unit
students job to understand how these policies still affect the United States
today. Students will able to take the information learned and create a 5-8 minute
Descriptive and Professional Language Used upper level vocabulary and writing style that is clear and understanding Upper level vocab and style is used occasionally Upper Level vocab and style is not used

presentation on the remedies for the Dust Bowl from articles and lecture choosing
Multimedia Pictures enhance the ideas and support claims Pictures do not enhance the brochure No pictures were used/do not relate
from: The New Deal Program, Civilian Conversation Corps, the creation of the Depart-
ment of Agriculture, etc. and develop a thesis on answering the question So What?