A Day Without Dairy

Lesson Plan

A Day Without Dairy

Grade Level

3 - 5

Purpose

Students create, read, and interpret graphs relating to the economic importance of the dairy industry and are challenged to understand the economic consequences of a day without dairy. Grades 3-5

Estimated Time

70 minutes

Materials Needed

For class:

Index cards for vocabulary review

For each group:

Markers
Scissors
Glue or paste

For each student:

A Day Without Dairy activity sheet
A Day Without Dairy Activity Sheet Key
Empty, clean, single-serving milk carton
Graph paper

Vocabulary

agricultural economist: a career to collect data and analyze graphs to determine the best marketing options for farmers

Background Agricultural Connections

This lesson is part of a series called, Milk Matters: Discovering Dairy. These lessons introduce students to the history, production, nutritional value and economic significance of the dairy industry. Other related lessons include:

Milk and cream are the essential ingredients for all dairy products, a general term used to describe food and beverages made from milk. This includes everything from sweet ice cream to a glassful of nutrient-packed milk. Dairy products are a diverse group of food items. Just think of the hundreds of varieties of cheese alone! California has been the nation’s leading dairy state since 1993 when it surpassed Wisconsin in milk production.

The price of dairy products is determined by many different factors. The products go through several stages of processing that may include health testing, pasteurization, packaging and transportation. When we pay for dairy products at the grocery store, we are also paying for the cost of fuel to transport the product to the processing plant and then to the retail location. When you think about the cost of production, which could include technology, machinery, feed prices, maintenance, veterinary services, farm employees and more, the consumer quickly realizes the money he or she pays for nutritious dairy products supports many workers who help along the way.

Dairy products not consumed in the United States are exported worldwide. Exporting is sending milk, dairy products or any other commodity abroad for trade or sale. People throughout the world are enjoying dairy products from California. Many factors affect the amount of dairy products exported every year, including world weather conditions, natural disasters, market regulations and demand. For example, in recent years, exports of dairy products from the U.S. have increased due to droughts in other dairy-producing nations.

With all these facts, it’s hard to imagine a day without dairy.

More information on the dairy industry can be found here.

Engage

Place a series of dominos where your class can see. If dominoes are not available you could also stand several books up in a row.
Ask your students what would happen if you knock down one of the dominoes. Your students should recognize that tipping one domino over will have a chain reaction and the remaining dominos will also be tipped over. Sometimes this is called a "domino effect." Review with your students that the dairy industry is a portion of agriculture that provides milk to our diets. Ask your students what would happen without the dairy industry.
In this lesson, students will:
- create, read and interpret graphs related to dairy’s economic impact; and
- explore the economic consequences of a day without dairy.

Explore and Explain

Activity 1: Economy of the Dairy Industry

Take a poll of the class to determine the students’ favorite type of cheese: Mozzarella, American, Cheddar or Swiss. Create a chart on the board to record the students’ responses to the poll. Ask the students what type of graph should be used to illustrate the information. Students can work in groups or as a class to create the appropriate graph.
Review with the students the purpose of graphs in displaying important information. A large part of an economist’s job is collecting data, creating graphs and interpreting those graphs to determine changes in the market. Why would it be beneficial for someone in the dairy industry (or any other agriculture industry) to be interested in the changes within the agriculture market?
Explain that economists and dairy farmers alike use graphs to determine the importance of dairy product sales in the economy. In this lesson, students will create and read different graphs to better understand the role of dairy in our daily lives.
It may be helpful to work with students in creating a “word wall” of vocabulary words they will read and write during the lesson. Place definitions of challenging vocabulary words on the board, depending on grade level. Pass out index cards featuring corresponding vocabulary words to each group. Have the groups take turns matching their vocabulary words to the correct definitions. Direct students to orally use the words in a sentence and/or record the definitions on a separate piece of paper.
Have the students complete the A Day Without Dairy activity sheet.
Discuss the economic impacts of a day without dairy. Work with the students to estimate the quantity of milk consumed daily in California (or substitute your state). For example, poll the class to determine the amount of dairy products the class consumes daily. Use multiplication to estimate the amount of dairy products consumed by the entire school, city, state, and country. Discuss with the class:
- The amount of money lost in a day without dairy
- The dairy industry’s impact on jobs and employment
- The basic concept of supply and demand
- If California stopped producing milk, how would we get dairy products? How would this affect prices at the store?
Review the activity. Have the students review their learning by creating “A Day Without Dairy” milk carton. Instruct the students to decorate a milk carton depicting newly-acquired concepts on each side. If time allows, they can make their carton colorful and creative.
- Side 1
  - Title: A Day Without Dairy, Drawing, Name
- Side 2
  - Answer the following question, using complete sentences, on lined paper. What would a day without dairy be like? A year? Paste your response to the milk carton.
- Side 3
  - Paste a copy of the bar graph you created illustrating exports from the United States, Canada and Russia.
- Side 4
  - On a separate piece of paper, list all vocabulary words learned, including definitions. Paste your list to the milk carton.

Variations

Have the students create a chart reflecting the data graphed for cheddar cheese production in California (found on the A Day Without Dairy activity sheet). Using the chart they created, students find mean, median, mode and range.
Have the students work in groups to make milk carton review tools, substituting the pint-sized container with a half-gallon milk carton. Invite the students to summarize their findings in front of the class.
This lesson investigates the economic importance of dairy. If you teach in the following states, refer to your local agricultural literacy resources about dairy:

Maine

Elaborate

Visit the Interactive Map Project website and view the Dairy Cattle Inventory map. As a class, identify the highest milk producing states and discuss the factors which could contribute to the success of dairy farms, such as climate, open space, etc. Identify where your state ranks in dairy cattle production and discuss the factors contributing to the statistic.
Read Issue 1 of Ag Today titled Agriculture is Everywhere! This reader can be accessed digitally. It describes the connections humans make daily with agriculture from business and science to the practices of growing and selling row crops and animals to be used for food, fiber, and fuel.
Have the students work in groups to determine statistics they would like to discover about the dairy industry. Students should research and collect the needed information, determine the appropriate type of graph to use, and create a graph that accurately represents the information they collected. The groups will take turns presenting their findings to the class.
Arrange a field trip to a grocery store where the students can record the prices for commonly consumed dairy products. Have the students keep a “My Day of Dairy” food journal and determine the amount of money spent on the dairy products they personally eat each day.
Have the students research factors contributing to dairy product sales. What causes an increase or decrease? Use online tools, write a letter to a dairy farmer, or invite a dairy farmer to your class for sources of answers to these (and other) questions about the dairy industry.

Evaluate

After conducting these activities, review and summarize the following key concepts:

The agricultural industry is valuable to our daily life.
Farmers care for their animals needs by providing food, water, and shelter.
The dairy industry plays a part in our economy.

Acknowledgements

This lesson was funded in 2008 by the California Milk Advisory Board and the California Farm Bureau Federation. To meet the needs of California educators, Milk Matters: Discovering Dairy was created to meet the Curriculum Content Standards for California Public Schools. The unit also includes a collection of relevant resources about the dairy industry.

Executive Director: Judy Culbertson
Layout and Design: Imelda Muziom

Recommended Companion Resources

Author

Mandi Bottoms

Organization

California Foundation for Agriculture in the Classroom

We welcome your feedback! If you have a question about this lesson or would like to report a broken link, please send us an email. If you have used this lesson and are willing to share your experience, we will provide you with a coupon code for 10% off your next purchase at AgClassroomStore.

State Standards for Texas

ELA: 4.110.6.b.1

Developing and sustaining foundational language skills: listening, speaking, discussion, and thinking- oral language. The students develops oral language through listening, speaking, and discussion.

ELA: 4.110.6.b.1.D - work collaboratively with others to develop a plan of shared responsibilities

Social Studies: 3.113.14.c.4

Geography. The student understands the concepts of location, distance, and direction on maps and globes. The student is expected to:

Social Studies: 3.113.14.c.14.D - interpret and create visuals, including graphs, charts, tables, timelines, illustrations, and maps

Math: 3.111.5.b.8

Data analysis. The student applies mathematical process standards to solve problems by collecting, organizing, displaying, and interpreting data.

Math: 3.111.5.b.8.A - summarize a data set with multiple categories using a frequency table, dot plot, pictograph, or bar graph with scaled intervals
Math: 3.111.5.b.8.B - solve one- and two-step problems using categorical data represented with a frequency table, dot plot, pictograph, or bar graph with scaled intervals

Math: 4.111.6.b.1

Mathematical process standards. The student uses mathematical processes to acquire and demonstrate mathematical understanding.

Math: 4.111.6.b.1.B - use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem-solving process and the reasonableness of the solution

Math: 4.111.6.b.4

Number and operations. The student applies mathematical process standards to develop and use strategies and methods for whole number computations in order to solve problems with efficiency and accuracy.

Math: 4.111.6.b.4.G - round to the nearest 10, 100, or 1,000 or use compatible numbers to estimate solutions involving whole numbers

Math: 5.111.7.b.1

Mathematical process standards. The student uses mathematical processes to acquire and demonstrate mathematical understanding.

Math: 5.111.7.b.1.B - use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem-solving process and the reasonableness of the solution

Social Studies: 3.113.14.c.14

Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including technology. The student is expected to:

Social Studies: 3.113.14.c.14.C - interpret oral, visual, and print material by sequencing, categorizing, identifying the main idea, distinguishing between fact and opinion, identifying cause and effect, comparing, and contrasting

Social Studies: 3.113.14.c.15

Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to:

Social Studies: 3.113.14.c.15.B - create and interpret timelines
Social Studies: 3.113.14.c.15.D - express ideas orally based on knowledge and experiences

Social Studies: 3.113.14.c.16

Social studies skills. The student uses problem-solving and decision-making skills, working independently and with others. The student is expected to:

Social Studies: 3.113.14.c.16.B - use problem-solving and decision-making processes to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution

Social Studies: 4.113.15.c.19

Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including technology. The student is expected to:

Social Studies: 4.113.15.c.19.C - analyze information by applying absolute and relative chronology through sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions;
Social Studies: 4.113.15.c.19.D - organize and interpret information in outlines, reports, databases, and visuals, including graphs, charts, timelines, and maps

Social Studies: 4.113.15.c.21

Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to:

Social Studies: 4.113.15.c.21.C - express ideas orally based on research and experiences
Social Studies: 4.113.15.c.21.D - create written and visual material such as journal entries, reports, graphic organizers, outlines, and bibliographies

Social Studies: 4.113.15.c.22

Social studies skills. The student uses problem-solving and decision-making skills, working independently and with others. The student is expected to:

Social Studies: 4.113.15.c.22.B - use problem-solving and decision-making processes to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution

Social Studies: 5.113.16.c.23

Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including technology. The student is expected to:

Social Studies: 5.113.16.c.23.C - analyze information by applying absolute and relative chronology through sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions
Social Studies: 5.113.16.c.23.D - organize and interpret information in outlines, reports, databases, and visuals, including graphs, charts, timelines, and maps

Social Studies: 5.113.16.c.25

Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to:

Social Studies: 5.113.16.c.25.C - express ideas orally based on research and experiences
Social Studies: 5.113.16.c.25.D - create written and visual material such as journal entries, reports, graphic organizers, outlines, and bibliographies

Social Studies: 5.113.16.c.26

Social studies skills. The student uses problem-solving and decision-making skills, working independently and with others. The student is expected to:

Social Studies: 5.113.16.c.26.B - use problem-solving and decision-making processes to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution

Science: 3.112.5.b.1

Scientific and engineering practices. The student asks questions, identifies problems, and plans and safely conducts classroom, laboratory, and field investigations to answer questions, explain phenomena, or design solutions using appropriate tools and models. The student is expected to:

Science: 3.112.5.b.1.A - ask questions and define problems based on observations or information from text, phenomena, models, or investigations
Science: 3.112.5.b.1.B - use scientific practices to plan and conduct descriptive investigations and use engineering practices to design solutions to problems
Science: 3.112.5.b.1.E - collect observations and measurements as evidence
Science: 3.112.5.b.1.F - construct appropriate graphic organizers to collect data, including tables, bar graphs, line graphs, tree maps, concept maps, Venn diagrams, flow charts or sequence maps, and input-output tables that show cause and effect
Science: 3.112.5.b.1.G - develop and use models to represent phenomena, objects, and processes or design a prototype for a solution to a problem

Science: 3.112.5.b.2

Scientific and engineering practices. The student analyzes and interprets data to derive meaning, identify features and patterns, and discover relationships or correlations to develop evidence-based arguments or evaluate designs. The student is expected to:

Science: 3.112.5.b.2.C - use mathematical calculations to compare patterns and relationships

Science: 3.112.5.b.3

Scientific and engineering practices. The student develops evidence-based explanations and communicates findings, conclusions, and proposed solutions. The student is expected to:

Science: 3.112.5.b.3.A - develop explanations and propose solutions supported by data and models
Science: 3.112.5.b.3.B - communicate explanations and solutions individually and collaboratively in a variety of settings and formats

Science: 3.112.5.b.4

Scientific and engineering practices. The student knows the contributions of scientists and recognizes the importance of scientific research and innovation for society. The student is expected to:

Science: 3.112.5.b.4.A - explain how scientific discoveries and innovative solutions to problems impact science and society
Science: 3.112.5.b.4.B - research and explore resources such as museums, libraries, professional organizations, private companies, online platforms, and mentors employed in a science, technology, engineering, and mathematics (STEM) field to investigate STEM careers

Science: 3.112.5.b.5

Recurring themes and concepts. The student understands that recurring themes and concepts provide a framework for making connections across disciplines. The student is expected to:

Science: 3.112.5.b.5.A - identify and use patterns to explain scientific phenomena or to design solutions
Science: 3.112.5.b.5.D - examine and model the parts of a system and their interdependence in the function of the system
Science: 3.112.5.b.5.E - investigate the flow of energy and cycling of matter through systems

Science: 4.112.6.b.1

Science: 4.112.6.b.1.A - ask questions and define problems based on observations or information from text, phenomena, models, or investigations
Science: 4.112.6.b.1.B - use scientific practices to plan and conduct descriptive investigations and use engineering practices to design solutions to problems
Science: 4.112.6.b.1.E - collect observations and measurements as evidence
Science: 4.112.6.b.1.F - construct appropriate graphic organizers to collect data, including tables, bar graphs, line graphs, tree maps, concept maps, Venn diagrams, flow charts or sequence maps, and input-output tables that show cause and effect
Science: 4.112.6.b.1.G - develop and use models to represent phenomena, objects, and processes or design a prototype for a solution to a problem

Science: 4.112.6.b.2

Science: 4.112.6.b.2.C - use mathematical calculations to compare patterns and relationships

Science: 4.112.6.b.3

Scientific and engineering practices. The student develops evidence-based explanations and communicates findings, conclusions, and proposed solutions. The student is expected to:

Science: 4.112.6.b.3.A - develop explanations and propose solutions supported by data and models
Science: 4.112.6.b.3.B - communicate explanations and solutions individually and collaboratively in a variety of settings and formats

Science: 4.112.6.b.4

Scientific and engineering practices. The student knows the contributions of scientists and recognizes the importance of scientific research and innovation for society. The student is expected to:

Science: 4.112.6.b.4.A - explain how scientific discoveries and innovative solutions to problems impact science and society
Science: 4.112.6.b.4.B - research and explore resources such as museums, libraries, professional organizations, private companies, online platforms, and mentors employed in a science, technology, engineering, and mathematics (STEM) field to investigate STEM careers

Science: 4.112.6.b.5

Recurring themes and concepts. The student understands that recurring themes and concepts provide a framework for making connections across disciplines. The student is expected to:

Science: 4.112.6.b.5.A - identify and use patterns to explain scientific phenomena or to design solutions
Science: 4.112.6.b.5.D - examine and model the parts of a system and their interdependence in the function of the system
Science: 4.112.6.b.5.E - investigate the flow of energy and cycling of matter through systems

Science: 5.112.7.b.1

Science: 5.112.7.b.1.A - ask questions and define problems based on observations or information from text, phenomena, models, or investigations
Science: 5.112.7.b.1.B - use scientific practices to plan and conduct descriptive investigations and use engineering practices to design solutions to problems
Science: 5.112.7.b.1.E - collect observations and measurements as evidence
Science: 5.112.7.b.1.F - construct appropriate graphic organizers used to collect data, including tables, bar graphs, line graphs, tree maps, concept maps, Venn diagrams, flow charts or sequence maps, and input-output tables that show cause and effect
Science: 5.112.7.b.1.G - develop and use models to represent phenomena, objects, and processes or design a prototype for a solution to a problem

Science: 5.112.7.b.2

Science: 5.112.7.b.2.C - use mathematical calculations to compare patterns and relationships

Science: 5.112.7.b.3

Scientific and engineering practices. The student develops evidence-based explanations and communicates findings, conclusions, and proposed solutions. The student is expected to:

Science: 5.112.7.b.3.A - develop explanations and propose solutions supported by data and models
Science: 5.112.7.b.3.B - communicate explanations and solutions individually and collaboratively in a variety of settings and formats

Science: 5.112.7.b.4

Scientific and engineering practices. The student knows the contributions of scientists and recognizes the importance of scientific research and innovation for society. The student is expected to:

Science: 5.112.7.b.4.A - explain how scientific discoveries and innovative solutions to problems impact science and society
Science: 5.112.7.b.4.B - research and explore resources such as museums, libraries, professional organizations, private companies, online platforms, and mentors employed in a science, technology, engineering, and mathematics (STEM) field to investigate STEM careers

Science: 5.112.7.b.5

Recurring themes and concepts. The student understands that recurring themes and concepts provide a framework for making connections across disciplines. The student is expected to:

Science: 5.112.7.b.5.A - identify and use patterns to explain scientific phenomena or to design solutions
Science: 5.112.7.b.5.D - examine and model the parts of a system and their interdependence in the function of the system
Science: 5.112.7.b.5.E - investigate the flow of energy and cycling of matter through systems

ELA: 3.110.5.b.1

Developing and sustaining foundational language skills: listening, speaking, discussion, and thinking--oral language. The student develops oral language through listening, speaking, and discussion. The student is expected to:

ELA: 3.110.5.b.1.D - work collaboratively with others by following agreed-upon rules, norms, and protocols

ELA: 3.110.5.b.6

Comprehension skills: listening, speaking, reading, writing, and thinking using multiple texts. The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts. The student is expected to:

ELA: 3.110.5.b.6.H - synthesize information to create new understanding

ELA: 3.110.5.b.7

Response skills: listening, speaking, reading, writing, and thinking using multiple texts. The student responds to an increasingly challenging variety of sources that are read, heard, or viewed. The student is expected to:

ELA: 3.110.5.b.7.B - write a response to a literary or informational text that demonstrates an understanding of a text
ELA: 3.110.5.b.7.F - respond using newly acquired vocabulary as appropriate

ELA: 4.110.6.b.6

ELA: 4.110.6.b.6.H - synthesize information to create new understanding

ELA: 4.110.6.b.7

ELA: 4.110.6.b.7.F - respond using newly acquired vocabulary as appropriate

ELA: 5.110.7.b.1

ELA: 5.110.7.b.1.D - work collaboratively with others to develop a plan of shared responsibilities

ELA: 5.110.7.b.6

ELA: 5.110.7.b.6.H - synthesize information to create new understanding

ELA: 5.110.7.b.7

ELA: 5.110.7.b.7.F - respond using newly acquired vocabulary as appropriate

Math: 3.111.5.b.1

Mathematical process standards. The student uses mathematical processes to acquire and demonstrate mathematical understanding. The student is expected to:

Math: 3.111.5.b.1.B - use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem-solving process and the reasonableness of the solution

Math: 3.111.5.b.4

Math: 3.111.5.b.4.B - round to the nearest 10 or 100 or use compatible numbers to estimate solutions to addition and subtraction problems

Math: 5.111.7.b.2

Number and operations. The student applies mathematical process standards to represent, compare, and order positive rational numbers and understand relationships as related to place value. The student is expected to:

Math: 5.111.7.b.2.C - round decimals to tenths or hundredths

Math: 5.111.7.b.9

Data analysis. The student applies mathematical process standards to solve problems by collecting, organizing, displaying, and interpreting data. The student is expected to:

Math: 5.111.7.b.9.A - represent categorical data with bar graphs or frequency tables and numerical data, including data sets of measurements in fractions or decimals, with dot plots or stem-and-leaf plots
Math: 5.111.7.b.9.C - solve one- and two-step problems using data from a frequency table, dot plot, bar graph, stem-and-leaf plot, or scatterplot

Technology Applications: 126.8.c.1

Computational thinking--foundations. The student explores the core concepts of computational thinking, a set of problem-solving processes that involve decomposition, pattern recognition, abstraction, and algorithms. The student is expected to:

Technology Applications: 126.8.c.1.A - decompose story problems into smaller, manageable subproblems and identify a solution to the problems
Technology Applications: 126.8.c.1.C - develop a plan collaboratively and document a plan that outlines specific steps taken to complete a project

Technology Applications: 126.8.c.5

Data literacy, management, and representation--collect data. The student uses digital strategies to collect and identify data. The student is expected to:

Technology Applications: 126.8.c.5.A - identify and collect numerical data such as the price of goods or temperature

Technology Applications: 126.8.c.6

Data literacy, management, and representation--organize, manage, and analyze data. The student uses data to answer questions. The student is expected to analyze data in graphs to identify and discuss trends and inferences.

Technology Applications: 126.8.c.6 - Data literacy, management, and representation--organize, manage, and analyze data. The student uses data to answer questions. The student is expected to analyze data in graphs to identify and discuss trends and inferences

Technology Applications: 126.9.c.1

Technology Applications: 126.9.c.1.A - decompose story problems into smaller, manageable subproblems and discuss and document various solutions to the problems

Technology Applications: 126.9.c.6

Data literacy, management, and representation--organize, manage, and analyze data. The student uses data to answer questions. The student is expected to use digital tools to transform and make inferences about data to answer a question.

Technology Applications: 126.9.c.6 - Data literacy, management, and representation--organize, manage, and analyze data. The student uses data to answer questions. The student is expected to use digital tools to transform and make inferences about data to answer a question

Technology Applications: 126.10.c.1

Technology Applications: 126.10.c.1.A - decompose a real-world problem into smaller, manageable subproblems using graphic organizers such as learning maps, concept maps, or other representations of data

Common Core Connections

Anchor Standards: Language

CCSS.ELA-LITERACY.CCRA.L.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

Practice Standards: Mathematics

CCSS.MATH.PRACTICE.MP1 Make sense of problems and persevere in solving them. Students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Students check their answers to problems using a different method, and they continually ask themselves, “Does this make sense?” They can understand the approaches of others to solving complex problems and identify correspondences between different approaches.

CCSS.MATH.PRACTICE.MP4 Model with mathematics. Students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. Students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions.

CCSS.MATH.PRACTICE.MP5 Use appropriate tools strategically. Students consider the available tools when solving a mathematical problem. These tools might include pencil and paper, concrete models, a ruler, a protractor, a calculator, a spreadsheet, a computer algebra system, a statistical package, or dynamic geometry software. Students at various grade levels are able to identify relevant external mathematical resources, such as digital content located on a website, and use them to pose or solve problems. They are able to use technological tools to explore and deepen their understandings of concepts.

CCSS.MATH.PRACTICE.MP6 Attend to precision. Students try to communicate precisely to others. They try to use clear definitions in discussion with others and in their own reasoning. They state the meaning of the symbols they choose, including using the equal sign consistently and appropriately. They are careful about specifying units of measure, and labeling axes to clarify the correspondence with quantities in a problem. They calculate accurately and efficiently, express numerical answers with a degree of precision appropriate for the problem context.

Agricultural Literacy Curriculum Matrix

Lesson Plan

Grade Levels

Type of Companion Resource

Content Area Standards

Agricultural Literacy Outcomes

Common Core

A Day Without Dairy

Grade Level

Purpose

Estimated Time

Materials Needed

Vocabulary

Background Agricultural Connections

Engage

Explore and Explain

Elaborate

Evaluate

Acknowledgements

Recommended Companion Resources

Author

Organization

State Standards for Texas

ELA: 4.110.6.b.1

Social Studies: 3.113.14.c.4

Math: 3.111.5.b.8

Math: 4.111.6.b.1

Math: 4.111.6.b.4

Math: 5.111.7.b.1

Social Studies: 3.113.14.c.14

Social Studies: 3.113.14.c.15

Social Studies: 3.113.14.c.16

Social Studies: 4.113.15.c.19

Social Studies: 4.113.15.c.21

Social Studies: 4.113.15.c.22

Social Studies: 5.113.16.c.23

Social Studies: 5.113.16.c.25

Social Studies: 5.113.16.c.26

Science: 3.112.5.b.1

Science: 3.112.5.b.2

Science: 3.112.5.b.3

Science: 3.112.5.b.4

Science: 3.112.5.b.5

Science: 4.112.6.b.1

Science: 4.112.6.b.2

Science: 4.112.6.b.3

Science: 4.112.6.b.4

Science: 4.112.6.b.5

Science: 5.112.7.b.1

Science: 5.112.7.b.2

Science: 5.112.7.b.3

Science: 5.112.7.b.4

Science: 5.112.7.b.5

ELA: 3.110.5.b.1

ELA: 3.110.5.b.6

ELA: 3.110.5.b.7

ELA: 4.110.6.b.6

ELA: 4.110.6.b.7

ELA: 5.110.7.b.1

ELA: 5.110.7.b.6

ELA: 5.110.7.b.7

Math: 3.111.5.b.1

Math: 3.111.5.b.4

Math: 5.111.7.b.2

Math: 5.111.7.b.9

Technology Applications: 126.8.c.1

Technology Applications: 126.8.c.5

Technology Applications: 126.8.c.6

Technology Applications: 126.9.c.1

Technology Applications: 126.9.c.6

Technology Applications: 126.10.c.1

Agricultural Literacy Outcomes

Agriculture and the Environment

Culture, Society, Economy & Geography

Plants and Animals for Food, Fiber & Energy

Education Content Standards

Social Studies – Economics (ECONOMICS)

Common Core Connections

Anchor Standards: Language

Practice Standards: Mathematics