MIDDLE LEVEL PHILOSOPHY EDFD 449

WSU SUMMER 2017

Contributors

Ajal, Silver

Fieck, Amber

Meyer, Jacob
MINNESOTA Spencer, Kacey

Thornburg, Danica

FARMING AND
AGRICULTURE
Interdisciplinary Unit: Team Planning
Grade Level 8
 Table of Contents

Overall Unit Description and Team Rationale for Creating This Unit ………………………..……….... 2

Special Education Letter ………………………………………………………………………………………………........ 3

Stage 1: Desired Results …….……..……………………………….……………………………………..…………….. 4-7

Stage 2: Assessment Evidence ……………………………………………………………………….……………….…… 8

Stage 3: Learning Plan …………………………………………………………………………………………….……... 9-11

Bibliography ……………………………………………………………………………………………………………………. 12

IEP …………………………………………………………………………………………………………………………….… 13-16

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 Overall Unit Description and Team Rationale for Creating This Unit

Farming and agriculture are vital components of life in Minnesota. They provide a large

percentage of jobs and make up a large portion of the backbone of its economy. In this

interdisciplinary unit, students will engage in various activities and lessons that help them gain

a better understanding and appreciation of farming and agriculture. This will help them

discover how it affects their lives. In addition, students will get a sample of what it would be like

to work in the farming or agricultural industry.

Academic areas touched in this unit will be mathematics from two departments,

science, and social studies. In mathematics Department K, students will create equations to

represent cost and yield of crops to calculate profit. They will also be able to graph to financial

components of farming to understand business spending. In mathematics Department D,

students will research and compare livestock options to determine the best business

investment. In science, students will watch a documentary that discusses how farming and

agriculture impact climate. They will comparet farmers and environmentalists to gain a better

understanding of what they watched. Students will then conduct research about scientific and

technological advances, and how they have impacted farming and agriculture. During their

research, they will identify a scientific or technological advancement that interests them.

Students will create a visual that educates others about their topic or item. In social studies,

students will look at how Minnesota’s farming culture adapted and changed over time. They

will go into detail on Minnesota’s progress in the Industrial Revolution, how rivers made

Minnesota a leader in wheat and flour milling, and the impact of the Civil War on farming.

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 Special Education Letter

Dear Parents and Guardians,

We want our school to be an inclusive environment for your student. Here are the ways

we are going to adapt this interdisciplinary unit to fit the needs of all learners:

 Work will be hands on

 Most work will be group work

 Content will be taught in a variety of ways such as graphs, videos, and hands-on

experiences

 There will be minimal reading

 Data and information will be provided to eliminate unstructured research

 Teachers will be available for support and assistance

These are ways you can help support your student during this unit:

 Designate a small period of study time for your student in the evening

 Ask your student to go over what they learned at school

 Help keep your student organized

 Make sure your student comes to school with their supplies each day

 Provide any reading or writing support your student may need

If you have any questions or concerns, feel free to contact the school for support.

Thank you,

Middle School Minors

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 STAGE 1 – DESIRED RESULTS
Academic Language:

linear equation, area, cost, profit, profit margin, Industrial Revolution, milling, livestock,
environmentalist, farmer, climate
Unit Title:

Minnesota Farming and Agriculture

Established Goals (Enduring Understanding):

The students will be able to explain the effects and importance of farming and
agriculture in Minnesota.

Essential Questions:

 How does one make a living through farming and agriculture?

 How does farming and agriculture effect the climate?
 How has farming and agriculture evolved over time?
 What are some ethical issues created as an effect of farming and agriculture?

Standards:

Math Department K:
Numbers and Operation: 8.1.1.2 (J.2), 8.1.1.3 (E.7)(D.3)(J.5)
Algebra: 8.2.1.1 (Z.3)(Z.9)(Z.10)(Z.12), 8.2.1.2 (Y.8), 8.2.1.3 (Z.11), 8.2.2.1 (Y.5)(Y.6),
8.2.2.2 (Y.1)(Y.2)(Y.4), 8.2.3.1 (V.4)(V.5), 8.2.4.5
(X.1)(X.2)(X.4)(X.5)(X.6)(X.7)(X.8)(X.9), 8.2.4.7
(AA.2)(AA.3)(AA.8)(AA.9)(AA.10)(AA.11), 8.2.4.8 (AA.1)(AA.4)(AA.5)

Math Department D:
8.2.1.3, 8.2.2.2, 8.2.4.7
Social Studies:
8.3.2.3.1, 8.3.1.1.1, 8.3.3.6.1
Science:
The Practice of Science: 8.1.1.1.1, 8.1.1.2.1
Interactions Among Science, Technology, Engineering, Mathematics and Society:
8.1.3.3.1, 8.1.3.3.2, 8.1.3.3.3, 8.1.3.4.1
Human Interactions with Earth Systems: 8.3.4.1.2

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Prerequisite Understanding:

Math Department K:
Solving algebraic equations
Writing linear equations
Graphing linear equations
Finding the area of 2D geometric shapes

Math Department D:
Writing linear equations
Graphing linear equations

Social Studies:
An understanding of supply and demand
A brief understanding of what the Civil War and Industrial Revolution were

Science:
A brief understanding of the climate

Students will know:

Math Department K:

The students will be able to:

-Be literate of the Minneapolis Grain Exchange (MGE)

-Create linear equations based on word problems
-Graph linear equations
-Interpret graphs of linear equations
-Calculate the area of 2D geometric shapes

Math Department D:

The students will be able to:

-Gather data on the costs of raising livestock

-Determine which livestock is more profitable based off of feeding and housing costs
and the value of their livestock
-Graph linear and nonlinear equations based on the data they collect
-Write an equation in y=mx+b form based off of the linear relationship discovered
between feeding costs and number of livestock

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Social Studies:

The students will be able to:

-Discuss the importance of rivers and lakes to Minnesota agriculture

-To show how immigration affected farming and how people farmed

Science:

The students will be able to:

-Describe how scientific and technological advancements have impacted farming and
agriculture.
-Explain the effects of farming and agriculture on the climate, and the ethical issues
these effects create.

6 Levels of Understanding:

Math Department K:
 Create: design a display to show learning and conclusions

 Evaluate: support a larger idea of agriculture using these concepts

 Analyze: examine and draw conclusions about farm though these concepts

 Apply: demonstrate these concepts using a mock farm

 Understand: recognize how to use these concepts

 Remember: calculating area, linear equations, linear graphs

Math Department D:
 Create: develop a formula that represents the cost and profit of developing that
livestock

 Evaluate: judge which of the two livestock choices is the better investment

 Analyze: compare the prices of the two chosen types of livestock

 Apply: use gathered information to decide which livestock to raise

 Understand: identify the needs to support farming livestock

 Remember: list various farming livestock

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Social Studies:
 Create: design a farming timeline relating to the chosen method

 Evaluate: select a farming method or skill

 Analyze: compare farming technology from the past and present

 Apply: interpret the impact this has on today’s economy

 Understand: identify factors of historical events that impacted farming

 Remember: state what they know about the Industrial Revolution and the Civil
War

Science:
 Create: construct a visual representation to educate others about a scientific or
technological advancement

 Evaluate: select a scientific or technological advancement in farming or

agriculture

 Analyze: examine the differences between environmentalists and farmers

 Apply: interpret a documentary about farming and agriculture’s effect on the

climate

 Understand: discuss opinions regarding the effect of farming and agriculture on

the climate

 Remember: list the differences between environmentalists and farmers

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 STAGE 2 – ASSESSMENT EVIDENCE
Group Performance Tasks: Other Evidence:

 Parent Showcase Math Department K:

Students will share with Daily checking of graphs and equations for
parents a visual display of their accuracy
learning from the unit.
Math Department D:
Observation of participation and engagement and
the conclusion the students drew about the
financial benefits of certain livestock, conclusions
drawn about their graphs

Social Studies:
Group presentations and short research paper

Science:
Group presentations of daily work and class
discussions

Content Performance Task and Summative Assessment:

Math Department K:
Visual display of their farm’s progress throughout the week.

Math Department D:
Individual presentation of livestock research

Social Studies:
Group presentation and final test

Science:
Visual displays created throughout the unit.

Key Criteria:

Collaboration
Verbal Communication
Display Presentation

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 STAGE 3 – LEARNING PLAN

Interdisciplinary Unit on Minnesota Farming and Agriculture

Subject Day 1 Day 2 Day 3 Day 4 Day 5

P– S– S– S– P–
Let’s Get Figuring the Figuring the Figuring the Showcase Crop
Planting: get Market 1: Market 2: check Market 3: check Success: compile
farm, name it, check MGE, MGE, document MGE, document graphs, data and
understand document crop crop value, write crop value, write graphics on a visual
MGE, choose value, write linear equation linear equation display to showcase
Math Dept. crop, calculate linear equation for profit based for profit based to families in the
K farming area, for profit based on today’s value, on today’s value, afternoon
Activities document value on today’s graph equation graph equation
of crop value, graph for cost and for cost and
equation for profit, determine profit, determine
cost and profit, profit margin profit margin
determine
profit margin

P– P– S– S– P–
Industrial Effects of the Economics of Impact of Farming Timeline
Revolution: Civil War: Farming: the Rivers: the Presentations: the
lesson on how looking at the economics of impact of the farming timeline is a
the Industrial effects of the farming will look river allows presentation on how
Social
Revolution Civil War, more at the students to look the machines and
Studies
affected farming students will be effects of the at geography and practices evolved
Activities
styles able to see the economy on how that impacts over time and shows
effects of war farming choices choices local how over time
on local and practices farmers have farmers have grown
economies and made in history from a few acres to
local farms much larger farms
S– P– S– P– P–
Research Day: Pick your Gather Your Cost vs. Linear vs.
students will Livestock: Supplies: on this Product Nonlinear
spend the day students will day, students will Analysis: Relationships:
researching the choose two be gathering data students will use students will use the
types of food different types on housing, the data they’ve data they’ve
different farm of livestock feeding and land gathered to collected to make
animals eat, they will look costs, they will determine which two graphs: one
what kinds of at for the rest determine if it is two types of showing the
Math Dept. housing they of the week wiser to breed the livestock they’ve relationship between
D need, how much based on their livestock or buy researched will the livestock and
Activities land they will day 1 research, from a supplier, be most cost of food, and the
need for their they will also they will look at financially other showing the
animals, how determine how how much money beneficial relationship between
much that land many animals they will make the amount of
costs, and how they would like per year from the livestock and cost of
much each to have product of each housing, they will
animal costs animal write a linear
equation to
represent the graph

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 S– S– P– S– P–
Meat the Compare and Scientific and Visual Creation Showcase
Truth: students Contrast Technological of Scientific and Learning: students
will watch the Posters: Advancements Technological will compile visuals
documentary, students will Research: Advancements: from throughout the
“Meat the split into small students will students will use week to showcase to
Truth” from groups to utilize the their gathered families in the
Top discuss the computer lab to research to create afternoon
Science Documentary effect of explore scientific an educational
Activities Films, which farming and and technological visual of their
discusses the agriculture on advancements selected topic or
effects of the climate, and their effects item
farming and students will on farming and
agriculture on then create a agriculture,
the climate poster to students will then
compare select a unique
environmentali topic or item that
sts and farmers interests them

Math Department K:
Differentiation:
Content: by using video and direct instruction to explain processes
Process: data collection from websites, graphing and coloring
Product: create any visual display of learning from parents
Environment: work in groups
IEP: work is hands on
there is minimal reading
members switch roles
group members help each other
STEM:
Shows real world application of algebra and geometry in a career that is common in the
students’ home state.
Math Department D:
Differentiation:
Encourage students to do as much independent work as they can
For students that need extra structure, develop a worksheet with blanks for the data they
collect
Hand out a worksheet with more of a step by step process on how to graph the linear and non
linear equations
Guide students in the right direction while allowing them to do their own problem solving
IEP:
Have data be more straight forward
Have premade data sets for her to work from
Take away unstructured research and have information for her to work with so she doesn’t
have to make sense of everything online
Teacher makes self available for help identifying words or concepts
STEM/21st Century Learners:
The skills needed to work on this lesson are applicable to everyday life
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Students learn how to maximize their resources, research specific information, and how to
perform cost comparison analysis
Applies to STEM because it asks students to graph linear and nonlinear relationships and
express them as an equation
Social Studies:
Differentiation/IEP:
Lessons will have visuals and videos to help students of multiple learning styles
Will use graphs and charts to help students visualize the content
Will have an activity showcasing the supply and demand allowing for hands on learning Will
use the environment around the students, allowing them to connect to the content
Presentations allow students to go about learning and expressing the content in a variety of
ways
STEM:
The use of videos and connecting the past to present methods will benefit 21st Century
learners
Activities will go over past and present, showing students change over time and modern
implications

Science:
Differentiation:
Content: by using a video to educate students about the effects of farming and agriculture on
the climate rather than a lecture
Process: information gathered from research via websites, assessment through visuals
Product: students are given freedom to choose their preferred visual representation or
presentation methods
Environment: students are given the opportunity to work individually, in groups, and as a class
IEP: students will be provided with assistance as needed, they will also be given more specific
instructions to eliminate frustration from sorting through information and trying to declare what
they want to do
STEM: 21st Century Learning will take place through the use of alternative learning methods
such as electronic resources, visuals and a video

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 Bibliography

Ag Classroom. "National Agriculture in the Classroom." National Agriculture in the Classroom.

NIFA, USDA, 2017. Web. 14 June 2017. http://www.agclassroom.org/

Farming First, CGIAR. Celebrating Science and Innovation in Agriculture. (n.d.). Retrieved June
14, 2017, from https://farmingfirst.org/science-and-innovation#home

MGEX. (n.d.). Retrieved June 15, 2017, from http://www.mgex.com/

Minnesota Dept. of Agriculture home page. (2017). Retrieved June 08, 2017, from
https://www.mda.state.mn.us/en.aspx

Patsche, W. (2017, June 05). Minnesota Farm Living. Retrieved June 08, 2017, from
http://www.mnfarmliving.com/

Southern Minnesota Center of Agriculture | Education & Training. (2017). Retrieved June 08,
2017, from http://www.centerofagriculture.org/

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 INDIVIDUALIZED
Rochester IEP Meeting Date:10/22/1911 EDUCATION PROGRAM
Public Annual Review Date: 01/01/1000
Schools Evaluation Date: 01/01/1010

10/03 (IEP)

STUDENT INFORMATION

Student: Mary Doe Gender: F Grade: 08 D.O.B.: 01/01/1908

Address: 1111 Any Street, Apt. 99

Rochester, MN 55555

PARENT/GUARDIAN INFORMATION

Parent/Guardian Name(s): John Doe (father) and Sue Doe (mother)

IEP INFORMATION

Federal Setting: 01: IEP Manager Name: Jon Doe

Regular class (Special Ed Plan Effective Date: 01/01/1908 Plan End Date: 01/01/1909
services < 21% (ages 6- Plan Meeting Date
21)

PROGRESS REPORTING
Frequency and method(s) to be used for reporting progress to parents:
How will progress toward the annual goals be reported to parents?
Four written reports will be provided during the school year with general education reports.

EXTENDED SCHOOL YEAR

Yes No More Data Needed
Are extended school year services required for this student? x
If yes, services must be described within this IEP or in attached documentation.
A multidisciplinary team shall consider the following three areas to determine the child’s need for Extended
School Year services. (A) Regression and Recoupment, (B) Self Sufficiency, and the (C) Pupil’s Unique
Need. To qualify, the child must meet criteria in A, B, and C.
SPECIAL EDUCATION AND RELATED SERVICES
Minutes Service
Location Anticipated Per Session Start Anticipated
Instruction or Service General Special Frequency Indirect Direct Date Duration
Provided Education Education
Special Ed (SE) reading Special Ed 1 per 2 10 50 01/01/16
support day cycle
Special Ed 1 per 20 0 01/01/16
Special Learning Disabilities quarter
(SLD) consultation
Special Ed 1 per 5 20 01/01/16
Speech/ language (SL) month
Speech Language
Consultation
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 LEAST RESTRICTIVE ENVIRONMENT (LRE) EXPLANATION
If the student is not able to participate full time with students without disabilities in the regular classroom and in
extra-curricular and non-academic activities, provide a statement explaining the extent of nonparticipation:

MD requires specialized instruction due to:

her below grade level performance on her reading skills in fluency and comprehension
While receiving special education services, MD will participate in the following general education
classes/activities:
MD will participate in all her general education classes with her non-disables peers with the exception of
her semester electives and target. During this time she will attend special education resource room for direct
instruction in her IEP goals every other day. On the opposite day she will attend her EL reading and writing class.
MD will also receive speech services for one twenty minute period each month to check on any academic
vocabulary that she has written down. MD will participate with non-disabled peers in her regular education
classroom and all other classroom activities and programs.

PROGRAM
Present Level(s) of Educational Performance, including for K-12 students, describe how the disability affects
their involvement and progress in the general curriculum (i.e. the same curriculum as for non-disabled students).
For preschool children, describe how the disability affects the child’s participation in appropriate activities.

Mary Doe (MD) is currently in eighth grade at XYZ Middle school. She is very polite to peers and to staff.
MD completed a three year re-evaluation in 7th grade (1907) and continues to qualify to receive services for
specific learning disability in basic reading skills, fluency, and comprehension. MD’s native language is YYY and
an interpreter is used to make contact and during the meeting or conferences with parents. MD received
speech/language services as she demonstrated a need. The team determined that she will remain on a monitor
status and will check-in with the speech/language teacher once a month.

A review of MD’s most recent card shows the following grades:

A in resource reading, EL reading, English, Social Studies and Chorus.
B in Algebra, PE, and Earth Science.
C in Autorobotics.
MD currently has no missing assignments.

In her reading resource MD has been working on summarizing her reading and analyzing informational text.
When summarizing text, MD has been able to be accurate 70% of the time, giving appropriate details from the
story. In addition, when analyzing informational text, MD struggles more to be able to understand vocabulary ad
to find the information in the text to answer the literal and inferential questions about the stories. MD has
completed 4 quizzes on informational text independently with an average of 58% accuracy. When given guidance
on locating information in the text, MD was able to correct her mistakes with 100% accuracy. MD currently is
reading at an Orange level (5th grade) according to the American Reading Company framework. MD is very close
to moving to the next level, but currently needs to work on her vocabulary and fluency. In her co-taught EL
English class, MD has been able to accurately answer questions about the text in persuasive writing 100% of the
time.
Needs: MD needs to increase her reading comprehension skills.

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Annual Instructional Goal:

Area: Academic Performance

MD will cite textual evidence to support analysis of what the text says explicitly as well as to make
inference that are drawn for the text from a current level of 60% to 80% as measured by daily work and quarterly
teacher or curriculum made assessments.

Short Term Objectives or Benchmarks:

Objective # 1: Given informational or literature text MD will cite textual evidence to support analysis of
what the text says explicitly with 80% accuracy as measured by staff through curriculum and teacher created
assessments.

Objective # 2: Given informational and literature text MD will cite textual evidence to support inferences
drawn from the text with 80% accuracy as measured by staff through curriculum and teacher created assessments.

IEP Student Name:

MINNESOTA COMPREHENSIVE ASSESSMENT BASIC SKILLS TEST

Address for MCA’s administered during the student’s annual IEP year. Will participate without accommodations or modifications (PS)

Will participate without accommodations Will participate with accommodations listed (PS):

Will participate with accommodations listed: Will participate with modifications (PI):
(Modifications are not allowed.) (Document modifications selected and provide rationale.)

Alternate Assessment-Document IEP team rationale: Alternate Assessment (PI) -Document IEP team rationale:

DISTRICT-WIDE ASSESSMENT
Address each time a student is in a grade being assessed by the district. State Individual * Alt. Assess. Date
PS PI PI Passed
Reading
Will participate without accommodations Math:
Writing:
Will participate with accommodations listed below:
Check the appropriate box to indicate the level the student will
attempt. *If the modification is to alter the district’s passing level,
enter the test score expected to be achieved.
Alternate Assessment-Document IEP team rationale
and list alternate assessments:

15
 LEP STUDENTS
Address for special education LEP students during the student’s annual IEP year.

Will participate in TEAE test without accommodations Will participate in TEAE test with accommodations
listed:
MN SOLOM-Document IEP team rationale:

PROFILE OF LEARNING/HIGH STANDARDS AND/OR MINNESOTA ACADEMIC STANDARDS

Will participate in the Profile of Learning High Standards. See attached documentation and identify local requirements.
(Based on existing locally established graduation requirements.) and/or
Will participate in the Minnesota Academic Standards as they are written. No changes will be made.
The IEP team has determined that some of the Minnesota Academic Standards are inappropriate. Some or all of student’s
IEP goals and objectives will replace the inappropriate academic standard(s) listed below:

The IEP team has determined that because the nature of the child’s disability, all the Minnesota Academic Standards are
inappropriate. The student’s IEP goals and objectives will be the established alternative standard(s).

ADAPTATIONS IN GENERAL AND SPECIAL EDUCATION

Describe needed adaptations including 1) supplemental aids and services in general and special education, and 2) program modifications or
supports for school personnel to meet the needs of the student, and 3) assistive technology:

IEP Student Name:

SECONDARY TRANSITION PLANNING

Transition Needs: For students about to enter grade 9 or reach age 14 and thereafter, describe the focus on
courses of study to address transition from secondary services to post-secondary education and training,
employment, community participation, recreation and leisure, and home living. In addition, describe how the
disability impacts secondary transition planning.

Transition Services: For students about to enter grade 9 or reach age 14 and thereafter, identify instructional
services, related services, and interagency responsibilities and any needed linkages to address transition from
secondary services to post-secondary education and training, employment, community participation, recreation
and leisure, and home living and the person(s) accountable for each activity:

TRANSFER OF RIGHTS AT AGE OF MAJORITY

Addressed only in IEPs for students who will reach age 17 during the tenure of this IEP.
Prior to the student’s 17th birthday, the student was informed of the rights that will transfer to him/her upon
reaching the age of majority (18), unless a legal guardian or conservator has been appointed.
Date student was informed:

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