Norman Borlaug Curriculum All Days...Day 1: History of Iowa and Agriculture Background This unit is Day 1 in the Norman Borlaug Curriculum from the Borlaug Heritage Foundation. In

NormanBorlaugEducationalCurriculum

NormanBorlaugCurriculum

Thefirstpartoftheprogramwillincludeateacher’strainingthatwillincreasetheteacher’sknowledgeonDr.Borlaugandhisimportancetomankind.

TheNormanBorlaugCurriculumwascreatedtogiveteacherstheopportunitytopresentfivedaysworthofpre-fieldteachingbeforegoingtotheNormanBorlaugchildhoodhomeandthenfivedaysoflessonsafterthevisit.ThisgivesthestudentsabetterunderstandingforwhatNormanBorlaugdidfortheworld.ThiscurriculumgivesthestudentsdifferentactivitiesinwhichtoparticipateintobetterunderstandagricultureandNormanBorlaugheritage.ThiscurriculumincorporatesactivitiesinScience,Math,History,Reading,andWritingandcorrespondswiththeIowaCoreCurriculumdevelopment.Thecurriculumcanbechangedtomeettheneedsoftheteacher.

Thefollowingarethetopicsfortheelevendays.1. Agriculture2. Wildlife3. Gardening4. HistoryofSchools5. NormanBorlaug’sChildhood6. VisittotheNormanBorlaugChildhoodhome7. NormanBorlaug’sUniversityDays8. NormanBorlaug’sWork9. NobelPeacePrize10. WorldFoodPrize11. HowcanyoubelikeNormanBorlaug?

Theoverallobjectivesofthiscurriculumare:

1. StudentsshouldgainbackgroundknowledgeaboutAgriculture,Gardening,andHistoryofSchoolhouses.

2. StudentsshouldgainknowledgeaboutNormanBorlaug,andwhathedidfortheworldthroughhiswheatprojects.

3. StudentswillalsolearnabouthowtheycanbelikeNormanBorlaug.

Throughthiscurriculum,thereareactivitiesthatcanbeselectedtotheamountoftimeateacherhas.Theseactivitiesareveryself-explanatoryandarefunandeducational.

TheCurriculumshouldbereadthoroughlybeforepresentingtothestudents.Teachershaveinformationandactivitiesthathelpstudentsdeveloptheiranalyticalskillsandalsotheircommunication

skills.Oneachdaytheteacherhastheoptionofdoingeithertheactivityfirstortalkingaboutthetopicoftheday.

TheNormanBorlaugHeritageFoundationwouldliketothanktheteachersandstudentsfortheirparticipationinthiscurriculum.Wehopethiscurriculumwillbefunandeducationalfortheteacherandthestudents.Ifyouhaveanyquestionsorcomments,checkouttheNormanBorlaugHeritageFoundationathttp://normanborlaug.org/.

IfyouwouldliketoscheduleavisittotheNormanBorlaugChildhoodHome,contacttheNormanBorlaugHeritageFoundation.

CurriculumdevelopedbyMaryFoell,

2010NormanBorlaugHeritageFoundationSummerIntern

AndIowaStateUniversityStudent

NormanBorlaugEducationalCurriculumDay1:HistoryofIowaandAgriculture

Day1:HistoryofIowaandAgricultureBackgroundThisunitisDay1intheNormanBorlaugCurriculumfromtheBorlaugHeritageFoundation.InDay1of11days,thestudentswillgetanunderstandingofIowa,agriculture,andthenenduplearningaboutNormanBorlaug’slifeandimpactonallofus.Afterthefirstfivedays,thestudentsalsowillhavetheopportunitytovisittheboyhoodhomeofNormanBorlauginordertogetatrueunderstandingaboutNormanBorlaug.ThisunitwillhavethestudentreviewingthehistoryofIowaasastate,famouspeopleinIowa,andstatefacts.Alsointhisunitthroughstatistics,thestudentwillgetanunderstandingoftheimportanceofagricultureandalsothedefinitionofagriculturerelatedterms.Thisunitiscomprisedofdifferentactivitiesthatwillhelpthestudentdeveloptheircoreskills.TheseactivitiescorrespondwiththeIowaCoreCurriculumdevelopment.ReferencesThefollowingarereferencesusedinthisunit: StateofIowaGovernmentalPages 2000Census(WillChangeduetothe2010Census) DesMoinesRegisterObjectives

• StudentswillbeabletounderstandabriefhistoryofthestateofIowathroughhistoryandreading.

• Studentswillhaveanunderstandingofwhatagricultureisthroughscience.• StudentswillbeabletounderstandsomechangesinagricultureinIowathroughhistory,math,

andwriting.

TimeAllotmentDependingonthenumberofactivitiesselectedthetimecouldrangefromthirtyminutesormore.ResourcesNeeded MapofIowa InternetorEncyclopedias Computer Paper PencilsorPens PrintedTimelineofIowahistory FactorFictionPage Procedures

Thefollowingquestionsshouldbeaskedassoonasyoustartthelesson:WhatisthestateofIowa’sflower?WildRoseIsIowa’streetheOakorMaple?OakWhendidIowabecomeaState?December28,1846asthe29thstateoftheunionWhatisthecapitalofIowa?DesMoines.

LessononHistoryofIowaThisisaboutthehistoryofIowa,someIowafacts,andafewfamouspeopleinIowa.ThispartoftheunitcanberedonetomatchanystateintheUnitedStatesandaroundtheglobe.Thisinformationcanbelookedupinanyencyclopediaorgovernmentalwebsource.IowaFacts:

1. DateofStatehood:December28,1846;29thstate2. Capital:DesMoines3. Nickname:HawkeyeState4. StateTree:Oak5. StateFlower:Wildrose6. StateBird:EasternGoldfinch7. StateRock:Geode

BriefHistoryofIowa

• 1803:UnitedStatesacquiresIowaintheLouisianaPurchase.• 1804:SergeantFloyddiessouthofpresentdaySiouxCity;heisamemberoftheLewisandClark

Expedition.HeisthefirstwhiteAmericanburiedinIowa.Hewastheonlysolidertodieontheirexpedition.

• 1838:CongresscreatedtheIowaterritory.• 1844:ConventioninIowaCitytodraftaconstitution.• 1846:Iowabecomesthe29thstatewithAnselBriggsbeingIowa’sfirstgovernor.• 1847:UniversityofIowawascreated.• 1857:CapitalofIowaismovedfromIowaCitytoDesMoinesduetopopulationdensity.• 1858:LandGrantCollegewasestablished.ItisnowknownasIowaStateUniversity.• 1876:IowaStateTeachersCollegeisestablished,nowknownasUniversityofNorthernIowa.• 1910:firstfederalcensusthatdeclinedinpopulation.TheCensusnumberswouldnotdecline

againinIowauntil1990.• 1918:FarmBureauwasformedinIowa.• 1928:TheFirstIowan,HerbertHoover,waselectedaspresidentoftheUnitedStates.Hooveris

originallyfromWestBranch,Iowa.• 1930’s:GreatDepressionhitsIowa,UnitedStates,andtheWorld.• 1941-1945:WorldWar2.• 1970:NormanBorlaugwinstheNobelPeacePrize,firstagriculturalscientisttowintheaward.

HavestudentcreatehisorherownIowahistorytimeline.Havethestudentssharewiththeclasstheirtimelinewithanyotherinterestingdatestheyfoundduringtheirresearch.TenLargestCitiesinIowa(From2000Census-Changesmaybeneededfrom2010Census)

1. DesMoines2. CedarRapids3. Davenport4. SiouxCity5. Waterloo6. IowaCity7. CouncilBluffs8. Dubuque9. Ames10. WestDesMoines

Iftimeallows,haveamapofIowaandallowthestudentstofindthedifferentcitiesonitandhistoryofthecities’names.Amapwithnomarkingofanytownorcountycanbefoundtoprintoffathttp://www.eprintablecalendars.com/maps/state-of-iowa/.http://data.desmoinesregister.com/famous-iowans/OneideaistohavethestudentspickafamouspersononthislistorthelistfromtheDesMoinesRegisterandfindoutsomeinformationaboutthem.Givethestudentstheopportunitytodeveloptheirpublicspeakingskillsbypresentinga1-2minutepresentationabouttheirfamousIowan.

1. NormanBorlaug-PlantPathologist,geneticist(NobelPeacePrize):Cresco2. HerbertHoover-PresidentoftheUnitedStates:WestBranch3. GrantWood-Painter:Anamosa4. WilliamBuffaloBillCody-Scout:ScottCity5. EdwinPerkins-InventorofKool-Aid:Lewis6. RussellStover-CandymakerandEskimoPies:IowaCity7. JohnWayne-actor:Earlham8. JohnnyCarson-TVhost/entertainer:Corning9. WyattEarp-FrontierMarshall:Pella10. HenryWallace-Geneticists,NewspaperOwner,Politician:Orient11. GeorgeWashingtonCarver-wasn’tborninIowa,schoolingatIowaStateUniversity,startedat

Wintersetasacook,firstAfricanAmericangraduateandfacultyatISU,mostfamousforhisworksinPeanuts

12. CarrieChapmanCatt-age7movedtoCharlesCity,LeagueofWomenVotersandWomenRights

IowaTriviaFactshttp://www.50states.com/facts/iowa.htmTop50FactsaboutIowa

1. Ripley’sBelieveitorNothasdubbedBurlington’sSnakeAlleythemostcrookedstreetintheworld.

2. StrawberryPointisthehomeoftheworld’slargeststrawberry.3. Thestate’ssmallestcityparkissituatedinthemiddleoftheroadinHiteman.4. ScrantonishometoIowa’soldestwatertowerinservice.

5. Dubuqueisthestate’soldestcity.6. CrystalLakeishometoastatueoftheworld’slargestbullheadfish.7. RathbunDamandreservoiristhelargestbodyofwaterinthestate.8. SpiritLakeisthelargestglacier-madelakeinthestate.9. WestOkobojiisthedeepestnaturallakeinthestate.Itis136feetdeep.10. ImesBridgeistheoldestofMadisoncounty’ssixbridges.11. IowalongestandhighestbridgecrossesLakeRedRock.12. ElkhornisthelargestDanishsettlementintheUnitedStates.13. At16miles,EastOkobojiisthelongestnaturallakeinthestate.14. KalonaisthelargestAmishcommunitywestoftheMississippiriver.15. Thestate’slowestelevationpoint(at480feet)isinLeeCounty.16. TheHolliwellBridgeisthelongestbridgeinMadisonCounty.17. FrancisDrakewas66yearsoldathisinaugurationandIowa’soldestgovernor.18. Iowa’soldestcontinuallyrunningtheaterisinStoryCity.19. TheCedarRapidsMuseumofArthousesthelargestcollectionofgrantWoodartwork.20. FenlonPlaceElevatorinDubuqueistheworld’ssteepestandshortestrailway.21. WrightCountyhasthehighestpercentageofgradeAtopsoilinthenation.22. QuakerOatsinCedarRapids,isthelargestcerealcompanyintheworld.23. TheSaintFrancisXavierBasilicainDyersvilleistheonlybasilicaintheUnitedStatessituated

outsideamajormetropolitanarea.24. Clarionistheonlycountyseatintheexactcenterofthecounty.25. Dubuqueishometotheonlycountycourthousewithagolddome.26. CornellCollegeistheonlyschoolinthenationtohaveitsentirecampuslistedontheNational

registerofHistoricPlaces.27. TheSergeantFloydMonumentinSiouxCityhonorstheonlymantodieduringtheLewisand

Clarkexpedition.28. MaynardReeceistheonlyartisttowintheFederalDuckstampcompetitionfivetimes.29. Abronzelife-sizedsculptureofaNorwegianimmigrantfamily(circa1860)islocatedonasix

acrerestoredprairiesitelocatedattheeastentrytoLakeMillsonHighway105.30. Iowa’sonlyoperatingantiquecarouselislocatedinthecityofStoryCity.31. Knoxville’sNationalSpiritCarHallofFameandMuseumistheonlymuseuminthecountry

dedicatedtopreservingthehistoryofSprintcarracing.32. Iowa’sonlyfiretowerissituatedinYellowRiverStateForest.33. SabulaisIowa’sonlytownonanisland.34. HerbertHoover,aWestbranchnative,wasthe31stPresidentoftheUnitedStatesandthefirst

onebornwestoftheMississippi.35. MamieDoudEisenhower’sbirthplaceislocatedinBooneandincludesarestoredframehouse,

completewithsummerkitchenandoriginalfurniturefromthefamily.36. VanMeteristhehometownofbaseball’sBobFellar,andIowaboywhowenttogreatnesswith

theClevelandIndians,duringthegoldenAgeofBaseball.37. BornDonnabelleMullengerinDension,OscarAward-winningactress,DonnaReed,startedher

careeratyoungageof16.38. BornMarionRobertMorrisoninWinterset,JohnWaynewasthesonofapharmacistandgrew

uptobecomeoneofHollywood’smostpopularmoviestars.39. MeredithWilson,whoplayedwiththefamousJohnPhilipSousaandtheNewYorkPhilharmonic

beforelaunchinghiscareerasafamouscomposerandlyricist,isaMasonCitynative.40. GlennMiller,notedtrombonistandorchestraleader,wasborninClarindalocatedinSouthwest

Iowa.

41. ThetownofFortAtkinsonwasthesiteoftheonlyforteverbuiltbytheUnitedStatesgovernmenttoprotectoneIndiantribefromanother.

42. CampersandmotorhomesaremanufacturedinWinnebagoCounty.They’recalledWinnebagos.

43. Iowaistheonlystatewhoseeastandwestborderare100%formedbywater.MissouriandMississippiRivers.

44. Thehighestdoubletrackrailroadbridgeintheworld,theKateShelleyBridge,islocatedatBoone.

45. Iowaistheonlystatenamethatstartswithtwovowels.46. ThefamousactorJohnWaynewasborninWintersetonMay26,1907.47. IowaStateUniversityistheoldestlandgrantcollegeintheUnitedStatesofAmerica.48. DecorahhostsNordicFestathree-daycelebrationofDecorah’sScandinavianheritage.49. TheNationalBalloonMuseuminIndianolachroniclesmorethan200yearsofballooninghistory.50. SheldonHighSchoolSummerTheatre,theonlyhighschoolrepertoryinIowaandoneofjusta

fewinthenation,presentsadifferentplayforeachweekduringJuneandJuly.ThisinformationcanbeusedtocreateaFactofFictionpagethatwouldtestthestudentsontheirunderstandingoftheinformationthatisgiven.ThiscouldbeusedbeforetheystartlearningaboutIowaasanintroduction.

WhatisAgriculture?

Agriculturecanmeandifferentthings,suchasgrowingcropsandanimals.

Farming:theoccupation,business,orscienceofcultivatingtheland,producingcrops,andraisinglivestock.

Synonyms:Farming,cultivation,cropgrowing,foodproduction,agriculturalscience,husbandry,agronomy.

DefinitionofAgriculturefromIowaStateUniversityExtension:Agricultureistheproductionoffood,feed,fiber,andothergoodsbythesystematicgrowingandharvestingofplantsandanimals.Itisthescienceofworkinglandandusingittoraiseplantsandanimals.

UnitedStatesDepartmentofAgriculture-AgricultureintheClassroom• Ag-Knowledge:thisportionhasover50questionsaboutagriculturethatateacher

couldreadsomeofthemtothestudent,orhandoutapapertoseehowwelltheyknowagriculturetopics.

• AgFactsaboutIowaAgricultureo Teacher:http://agclassroom.org/teacher/stats/iowa.pdf

o Students:http://agclassroom.org/kids/index.htm

§ VirtualTours§ AgFacts§ FarmandFood

https://www.youtube.com/watch?v=ys26B_575C4 Title:YourRole,withNormanBorlaugspeaking TalkaboutBiotechnology,andhowonepersoncanaccomplishawholelot.

https://www.nass.usda.gov/Statistics_by_State/Iowa/

WheatHarvestedcomparedtoCornHarvestedbasedonthe2007CensusfortheStateofIowa.

Wheat Corn28,000AcresPlanted 13,700,000AcresPlanted22,000AcresHarvested 13,400,000AcresHarvested45.0Bushelsperacres(Yield) 182Bushelsperacres(Yield)990,000BushelProduction 2438800000BushelsProduction3.950Dollars/Bushel 3.750Dollars/Bushel3,911,000Valueofproductiondollar 9,145,500,000ValueofProductionDollar

http://www.extension.iastate.edu/Publications/PM2023.pdfRevisedDecember2009ByDanielOttoandSpencerParkinsonFarmCharacteristicsinHowardCountyandtheStateofIowaFarmCharacteristics HowardCo IowaFarms 887 92,856Farmland(acres) 278,635 30,747,550AvgAcresperfarm 318 331Mediansizefarm(acres) 150 151

MarketValueofland/building $969,433 $1,112,023MarketValueofmach/equip. $140,611 $136,771SalesperFarm $198,889 $219,890TotalLandarea 303,206 36,013,737Percentinlandinfarms 92% 85%Average/Mean:addallthenumbersandthendividebythenumberofnumbersMedian:MiddlevalueinthelistofnumbersMode:valuethatoccursthemostoftenThisinformationcouldbeputintoaworddocumentandhavegapsleftforthestudentstofindandfillout.Studentscouldlearnhowtocalculateacresintofeet,tocompareHowardCountyandtheStateofIowa.AnexampleofthisactivityisavailableintheAppendixunderExample1.IowatotalsforHogs/PigsandCattleHogs/Pigssold=47,279,443CattleSold=3,635,880AssessmentsStudentsshouldbeabletolistfivefactsaboutIowaandHowardCounty.Studentsshouldunderstandtheimportanceofagriculture.StudentsshouldbeabletoresearchandcommunicatetheimportanceofoneIowantotheworld.AppendixEXAMPLE1:FillintheBlanksFarmCharacteristics HowardCo IowaFarms _____ 92,856Farmland(acres) 278,635 _______AvgAcresperfarm ______ ______Mediansizefarm(acres) 150 151MarketValueofland/building _______ $1,112,023MarketValueofmach/equip. $140,611 ________SalesperFarm $198,889 ________TotalLandarea _______ 36,013,737Percentinlandinfarms _______ _______


Day2:Wildlife

Day2:WildlifeBackgroundThisunitisDay2oftheNormanBorlaugCurriculumfromtheBorlaugHeritageFoundation.InDay2of11days,thestudentswillgetanunderstandingofwildlifeandbiomesinCrescoandHowardCounty.Thisunitwillhavethestudentsreviewingsciencetermssuchasbiomes,prairie,fen,andforest.StudentsshouldrememberwhattheylearnedduringthislessonwhentheygoouttotheChildhoodhomebecausethehomeareahasthedifferentwildlife.Theunitiscomprisedofdifferentactivitiesthatwillhelpthestudentdeveloptheircoreskills.TheseactivitiescorrespondwiththeIowaCoreCurriculumdevelopment.ReferencesThefollowingarereferencesusedinthisunit: http://campsilos.org/ http://www.mbgnet.net/fresh/wetlands/index.htm

https://www.epa.gov/wetlands http://idahoptv.org/dialogue4kids/season6/wetlands/classroom.cfm

http://www.worldbiomes.com/biomes_forest.htmhttp://www.blueplanetbiomes.org/deciduous_forest.htmwww.agclassroom.org/okhttp://www.cast-science.org/

Objectives• StudentswillbeabletounderstandthedifferentbiomesinCresco;thatarelocatedonthe

Borlaugfarm.• StudentswillunderstandthedifferencebetweenPrairie,Fen,andForest.• StudentswillunderstandandabletoidentifytherarewildflowerspecieslocatedattheBorlaug

Farm.

TimeAllotmentDependingonthenumberofactivitiesselectedthetimecouldrangefromthirtyminutesormore.ResourcesNeededWildlifeWorksheetPossibleSuppliesforactivitylistedinproceduresProceduresThefollowingquestionscouldbeaskedassoonasyoustartthelesson: Whatisabiome? HowmanytypesofbiomesdoyouthinkthereareattheBorlaugfarm? Whyarebiomesimportant?

Biome:majorecologicalcommunity,adivisionoftheworld’svegetationthatcorrespondstoadefinedclimateandischaracterizedbyspecifictypesofplantsandanimals.Wildlife

http://www.campsilos.org/mod1/students/index.shtml

IntroductiontoExploringthePrairies

Prairieislandcharacterizedthathasmostlygrasseswithdeeprichsoilthatiscoverwithtallcoarsegrassesandfewtrees. TheywereandarelocatedfromIndianatoDakotaandfromCanadatoTexas.19thCenturypioneersettlersarrived;prairiegrassescoveredapproximatelythree-fourthsofthestateofIowa.Theotherpartshadwoodlandsandforestedareas,mainlybyriversandstreams.QuickfactsaboutTallGrassPrairies

• Tallgrassprairieoncecovered142millionacres.• Prairiesoncecoveredabout40%ofUS.• PrairiesareoneofthemostrecentlydevelopedecosystemsinNorthAmerica.• AboutonepercentofNorthAmericanprairiesstillexists.• Iowahadthelargestpercentageofitsareacoveredbytallgrassprairiesaround30millionacres.• InIowa,99.9%ofthehistoricnaturallandscapeisgone.

http://www.campsilos.org/mod1/teachers/r_index.shtmlThisgivesresourcesforteachersaboutprairiesandwebliographyforinformationinwhichpeoplecangoandfindmoreinformationaboutontheInternet.Thisgivestheminformationaboutgeneralprairieinformation,prairievegetation,prairieanimals,bison,prairiefire,photographcollections,bibliography,andbiographicalinformationaboutAlbertMLea,IowaDistrictofWisconsinterritory,MemoirbyAlbertMLea.

Biomes-Wetlands-Fenshttp://www.mbgnet.net/fresh/wetlands/index.htmhttps://www.epa.gov/wetlandsWetlands=swamps,marshes,bogs,prairiepotholes,floodplainsandfens.Coveredorsoakedforatleastpartofallyear.WetlandsImportant

• Theroleofwetlandsinanecosystem• Erosioncontrol• Wetlandsandwaterpurifications

Fensarepeat-formingwetlandsthatreceivenutrientsfromsourcesotherthanprecipitation.Theyarelessacidicandhavehighernutrientlevelsthanbogs.Grasses,sedges,rushes,andwildflowerscovertheseareas.Fensandwatershedshelpbypreventingfloods,waterqualityimprovementprovidinghabitatforuniqueplantsandanimalsIdahopublictelevisionWildaboutwetlands:Dialogueforkidshttp://idahoptv.org/dialogue4kids/season6/wetlands/classroom.cfm

Lessonplanactivities:HoldtheLoad,CleanMachine,Shrinkingwetlands,andwherehaveallthewetlandsgone?Biomes-Forestshttp://www.worldbiomes.com/biomes_forest.htmForestsarethelargestandmostcomplexbiomeintheworld.1/3ofallthelandontheearthisforests.Forestscoverallfourcornersoftheglobe.BorealorTaigabiomesarefoundwherethereisshorterwarmsummersandlongwintersandthesearefoundinEurope,Asia,Siberia,andNorthAmerica.http://www.blueplanetbiomes.org/deciduous_forest.htmDeciduousForestEasternhalfoftheUnitedStates.TheAverageTemperatureforthedeciduousforestregionis50degreesFahrenheit.Theaveragerainfallamountforthedeciduousforestregionisbetween30and60inches.Thislocationtotheforesthasfourseason-spring,summer,autumn/fall,winter.Autumntimeallowsthechangeincolorfortheleaves.Creationofoneofthesebiomesisanactivitythatcouldbedoneonthechildren’sfreetimeanddependingoniftheteacherwantstodotheactivities.Anactivitythatcouldbeincorporatedintothelessonplanifresourcesandtimepermitincludes:OklahomaAgintheClassroomFoodandFunBookletwww.agclassroom.org/okBeeswaxBalm1½cupsvegetableoil½teaspoonalmondextract,vanillaextract,orotherflavoring½stickbeeswax

1. Placebeeswaxinaplasticbagandsmashintosmallpieceswithahammer.

2. Putpiecesofbeeswaxinpanandmeltoverlowheat.3. Addoilandflavoring.4. Pourintofilmcanisterwithscrewonlid.Covertightly.

Optionalactivity:SouthDakotaAgintheClassroomPaintingwithSOILMaterials:2-2½cupsofeachColorofSoil(driedintheair)Re-sealableplasticfreezerbagsRollingPinSifters-3differentmeshsizesPaperplatesPlasticcupsStirsticksWater5ozclearacrylicmediumWatercolorpaperFinepointpermanentblackmarkersVarietyofpaintbrushesProcedures:

1. Gatheravarietyofsoilsamples,withavarietyofcolorsandtextures.2. Placethedriedsoilinare-sealablefreezerbag.3. Usetherollingpintobreakdownthelargemoundsofsoil.4. Pourthecontentsofthebagintothesifterwithlargestmesh.5. Siftthesoilthroughontoapaperplate.Putthelargeparticlesthatareseparatedouttothe

side.6. Pourthecontentsfromthepaperplateintothesifterwiththemediummesh.7. Siftthesoilthroughontoapaperplateandsetasidethelargeparticles.8. Pourthesiftedcontentsfromthepaperplateintothesifterwiththesmallestmesh.9. Siftontoapaperplateandsetasidethelargeparticles.10. Pourthefinestparticlesofsoilonthepaperplateintoaplasticcup-youwillneed½cupof

powderedsoil.11. Addenoughwatertomakeamudbrownie.Stiruntilcombined.12. Add1to3teaspoonsacrylicmedium.Stiruntilcombinedandsmooth.Youwantthe

consistencyofcraftpaint.AssessmentsStudentsshouldbeabletodistinguishbetweenthedifferentbiomesthatarelocatedinHowardCountyandCresco.Studentsshouldbeabletounderstandthedifferencebetweenforests,prairies,andfen.Appendixhttp://www.cast-science.org/publications/?agricultural_productivity_strategies_for_the_future_addressing_us_and_global_challenges&show=product&productID=2951

AgriculturalProductivitystrategiesforthefuture:AddressingUSandGlobalChallengesNumber45:January2010


Day3:Gardening

Day3:Gardening

BackgroundThisunitisDay3intheNormanBorlaugCurriculumfromtheBorlaugHeritageFoundation.InDay3of11days,thestudentswillgetanunderstandingofgardeningandhealthyliving.Thisunitwillhavethestudentreviewinggardeningprocedures,products,differenttypesofvegetablesandfruits,andhealthyliving.Thisunitiscomprisedofdifferentactivitiesthatwillhelpthestudentsdeveloptheircoreskills.TheseactivitiescorrespondwiththeIowaCoreCurriculumdevelopment.ReferencesThefollowingarereferencesusedinthisunit:

www.agclassroom.org/okhttp://www.helpguide.org/life/healthy_eating_diet.htmhttp://ngb.org/gardening/todays/article.cfm?ID=55

Objectives

• Studentswillbeabletounderstandgardeningandtheprocesstogarden.• Studentswillbeabletotalkaboutdifferentfruitsandvegetablesandwhattodowiththem.• Studentswillhaveanunderstandingonthedifferenttypesoffruitsandvegetablesandtheir

namesofeach.• Studentswillknowhowtheycaneathealthieraftertalkingaboutfruitsandvegetablesintheir

diets.

TimeAllotmentDependingonthenumberofactivitiesselectedthetimecouldrangefromthirtyminutesormore.ResourcesNeededPossibleSupplieslistedintheProceduresPenand/orPencilPaperProceduresThefollowingquestionsshouldbeaskedassoonasyoustartthelesson: Whyshouldwegarden? Whatkindofdifferentvegetablesandfruitshaveyoutasted? Whichkindofvegetableorfruitdoyounotlike?Favorites?Day3:Gardening

http://ngb.org/gardening/todays/article.cfm?ID=55TopTenReasonsWhyWeShouldGarden?

1. Gardenforsafe,healthyfoods.2. Gardenforexercise.3. Gardentoaddbeauty.

4. Gardentolearn.5. Gardentomakemoney.6. Gardentomeetpeople.7. Gardentobecreative.8. Gardentowin.9. Gardenforemotionalneedsandspiritualconnection.10. Gardenforlastingmemories.

Havethestudentsdevelopalistoftenreasonswhytheyshouldgrowagarden.Aboveareafewexamplesthatcouldbeexamplesofwhyweshouldgarden.Howtheprocessofgardeningworks?

1. Findvegetablesandfruitsthatyouliketoeat.2. Buyseedsofyourfavoritevegetables.3. Whilebuyingtheseedsmakesuretheseedswillgrowinyourarea.4. Readpackagestodetermineplantingandharvestingdates.5. Determineasitetoputyourvegetablesandfruits.6. Developagardenplanwithrowsofwhereyouwanttoputyourseeds.7. Planttheseeds.8. WeedandWaterasneededthroughthegrowingcycle.9. Harvestwhenthecropsaremature.10. Enjoy!

WhattodowiththeProduceonceyouhaveharvestedthecrops?

1. Washthedirtofftheproduceandeatitplain.2. Cutthevegetableorfruitupandfreezethem.3. Cutthevegetableorfruitupandpreservetheminajar.4. Cutthevegetablesupandmixandmakeameal.5. Ifyouhaveexcess,givesomeawaytofamilyandfriends.

HealthyLiving/Eatinghttp://www.helpguide.org/life/healthy_eating_diet.htm10stepsforHealthyEating

1. Setyourselfupforsuccess.2. Moderationiskey.3. It’snotjustwhatyoueat,it’showyoueat.4. Filluponcolorfulfruitsandvegetables.5. Eatmorehealthycarbohydratesandwholegrain.6. Enjoyhealthyfatsandavoidunhealthyfats.7. Putproteininperspective.8. AddcalciumandvitaminDforstrongbones.9. Limitsugar,salt,andrefinedgrains.10. Planquickandeasymealsahead.

Activities:1. BalloonPlants-fromOklahomaAgintheClassroom(FoodandFunBooklet)

www.agclassroom.org/ok

Large,clearballoons,markers,ribbons,funnels,measuringcups,towels,radishseeds,½cuppottingsoil(perstudent)and½cupwater(perstudent).

1. Insertafunnelintotheneckofaballoon.2. Pourthesoilandwaterintotheballoon.Besurethesoilisnotsoggy.3. Droptheseedsthroughthefunnelintotheballoon.4. Cleantheballoonoffwiththetowel.5. Inflatetheballoon.Addthetie.6. Hangtheballoonfromtheceiling.7. Havethestudentschecktheirballoondailyandcharttheplant’sgrowthforten

days. 2. GardeninaGlove-fromOklahomaAgintheClassroom(FoodandFunbooklet),

www.agclassroom.org/ok.Surgicalgloves,yarn,cottonballs,andbeet,radish,lettuce,andcarrotseeds

1. Giveeachstudentaglove,andhaveeachstudentwritetheirnameonthethumbofthegloveandthenamesoftheseedsontheremainingfingers.

2. Ineachfinger,placeamoistenedcottonballandafewofeachkindofseeds.3. Studentswilltieofftheirgloveswithyarn.4. Waitforthefingertosprout.

3. DesignaGarden-Havestudentscreateaschoolgardenbymeasuringoffthewidthandlengthof

theirproposedgarden.Usinggraphpaper,havethestudentsdesignagardenusingtheseedsanddeterminingtheamountofspaceneededforeachvegetableorfruit.Studentswilleachneedtoresearchaparticularseedorplantanddesignatimelineforplantingandharvestingofthecrop.

4. Studentsmayneedtostartsomeoftheplantsindoorsforplanting.Astheywatchthemgrow,have

mathlessonsondeterminingthegerminationrates.AnotherOptionalActivityforstudentstodo.NamethatProduce:Thisgameistotestthestudentsondifferenttypesoffruitsandvegetables.Therulesofthegamearetoguessthenamesofthe25fruitsandvegetablesthatareprovided.Thematerialsneededforthegameare:25differentfruitsandvegetables(makesuresomeoftheitemsarethingsstudentsdon’tknowabout),paperplateswithanumbersystemonthem,listofalltheitemswithablanksothatthestudentcanfillinwiththenumberorletterofwhichvegetableorfruitthattheythinkitis.Afterhavingthestudentstakeatryatnamingthatproducegothrougheachandgivethecorrectanswer.Thentalkabouteatinghealthyandusingfruitsandvegetablesinyourmeals.Maybeintheendthestudentcouldtrysomeofthefruitsandvegetables.AssessmentsStudentsshouldbeabletolistfourreasonswhytheyshouldgarden.Studentsshouldbeabletounderstandwhattodowithproduceafterithasbeenharvested.Studentsshouldbeabletotellthedifferencebetweensomefruitsandvegetables.Appendix


Day4:HistoryofSchools

Day4:HistoryofSchoolsBackgroundThisunitisDay4intheNormanBorlaugCurriculumfromtheBorlaugHeritageFoundation.InDay4,of11daysthestudentwilllearnhowschoolshaveevolvedandchangedovertheyears.StudentswillusethisknowledgeonDay6whentheytaketheirfieldtriptotheNormanBorlaugChildhoodhomeandschool.Thisunitiscomprisedofdifferentactivitiesthatwillhelpthestudentdeveloptheircoreskills.TheseactivitiescorrespondwiththeIowaCoreCurriculumdevelopment.ReferencesThefollowingarereferencesusedinthisunit:

http://www.pbs.org/kcet/publicschool/evolving_classroom/index.htmlhttp://edsitement.neh.gov/view_lesson_plan.asp?id=319

Objectives

• Studentswillobtaintheknowledgeaboutoneroomschoolhousesandthehistorybehindtheseschools.

• Studentswilllearninformationaboutdifferentrulesanditemsusedinaschoolhouse.• Studentswilllearnthatstudentshadtogotooutsideforbathroom,andschoolshadno

electricity.

TimeAllotmentDependingonthenumberofactivitiesselectedthetimecouldrangefromthirtyminutesormore.ResourcesNeededPenandPaperProceduresThefollowingquestionsshouldbeaskedassoonasyoustartthelesson: Whatdoyouthinkschoolswerelikebackinthe1920’s? Isitthesameasnow? Didpeoplehaveelectricitybackthen? Whatdoyouthinkdisciplinewaslike?Then?Now?HistoryofSchools

Day4lessonisonthehistoryofoneroomschoolhousessimilartotheonethatNormanBorlaugwenttowhenhewasyoung.

http://www.pbs.org/kcet/publicschool/evolving_classroom/index.html

HistoryofSchoolhouses-MainlyOneRoomSchoolHousesBuilding*Sparselydecoratedandfurnishedinthe19thcentury.*Farmerssuppliedwoodforthestovetokeeptheschoolwarm.*Woodburningstovewastheonlythingintheoneroomschooltokeeptheteacherandthestudentswarm.Thefuelusedinthesestovescouldbeanythingfromwood,coal,corncobs,straw,andcowchips.*Therewasverylittlelightinginaone-roomschoolhouse.TheonlylightingthattheydidhavewasfromwindowsattheschoolandpossiblelampsmadefromKerosene.Therewasnoelectricityinschoolhousessoeverythinghadtobedonebeforedaylightendedandchoreshadtobedoneonthefarm.*Bellsasmallbellwasrungforstudentstocomeinfromrecess.Studentsneededtobeclosebysocouldhearthebell-otherwisetherewaspunishment.*Manypeopledidn’thaveindoorplumbingintheirhomesorevenatschools,sotheyhadtouseouthouses.Outhousesareusuallywoodenstructuresthathaveseatswithholesallowingurineandfecestogototheground.Studentswouldusetheseinplaceoftoday’smodernrestrooms.Teachers*Studentsofallagesandabilities.*Theolderchildrenwouldhelptheyoungerkidsoutontheirschoolingsincethebooksweremostlytowardyoungerkids.*Oneteacher;usuallyanunmarriedwoman,sometimesstudentswereolderthantheteacher.*Teachersmostofthetimelivedwithlocalfamiliesduringtheyear,goingfromhometohome.ClassesandStudents*Slateandchalkwerethewritingtoolsandusuallyveryfewbooksastheonlythingthattheycouldafford.*Usedblackboardswithchalkanderasedwitherasermadeoffeltoraclothrags.*QuillPenswereusedinschoolhousesforwritingtasksorwrittenworkthatwouldbeexhibited.*TheinkinIowaweremadeof“lampblackortannicacidfromoaktreegallsmixedwithlightoilorfromswampmaplebarkandcopperas.“*Writingcouldbemessyforstudentssotheyhadtoblottheexcessoffsonottomakesmudgesonthepaperandmakingithardtoread.*Thesubjectsthattheytaughtwereliteracy,penmanship,andarithmetic,thematerialswererecited,drilled,andthestudentshadoralquizzes.*Memorizationwasdoneinschoolbecausethereweren’tenoughsuppliesforwrittentests.Someofthememorizationwasdoneonslatewithchalk.UntilthemanufacturedleadpencilsthatwerecreatedaftertheCivilWar.Theschoolandtownspeopledidn’thaveanyelectronicdevicessomailhadtocomethroughamailcarrierorhorse.*Verylittlehomeworkwasgiventothestudentsintheoneroomschoolhousebecausetheyhadsomuchresponsibilityonthefarmandtotheirparentsworkingthattheydidn’thavemuchtimeforit.*1890’swasthefirstintroductionofthewoodenpaddle,thiswasusedfordisciplinepurposesandtomakesurestudentsbehavedinschool.*Schoolluncheswerebroughttoschoolinlunchpailsbystudentsbecauseitwasalongwalkfromhome.Therewasnorefrigeratorattheschoolsothestudentshadtopackitemsthatwouldnotspoil.Anexampleoflunchcouldbe“BreadwithJamorMeatSandwiches,hardboiledeggs,anddillpickles.”

http://edsitement.neh.gov/view_lesson_plan.asp?id=319

Howdowelearntoday?Talkaboutoneroomschoolhouses.Howaretheyalikeanddifferentfromtoday’sclassandbuildings?Whatkindsofequipmentdoweusetodaytolearn?Howdowedifferfromearlierintheoneroomschool?Whatkindsofgamesarelearnedatrecesstoday?Gamesiftimeandspacepermit Spellingbee Mathtimetables Tag DuckDuckgoose.AssessmentsStudentsshouldbeabletounderstandwhatitwasliketogotoaoneroomschoolhouse.Studentsshouldbeabletotellthedifferenceofpastandpresentwaysofdoingthingsinschools.Studentsshouldbeabletounderstandthattherewasnoelectricitybackthen.Appendix


Day5:NormanBorlaug’sChildhood

Day5:NormanBorlaug’sChildhoodBackgroundThisunitisDay5intheNormanBorlaugCurriculumfromtheBorlaugHeritageFoundation.InDay5of11days,thestudentswillgetabroadoverviewofwhoNormanBorlaugisandwhatheaccomplished.ThisunitwillhavethestudentsreviewingthelifeofNormanBorlaugandthengoingindepthintohischildhood.Thisgetsthestudentswonderingwhatitwaslikeonthechildhoodhomeandthisunitgivesabackgroundonit.Thisunitiscomprisedofdifferentactivitiesthatwillhelpthestudentdeveloptheircoreskills.TheseactivitiescorrespondwiththeIowaCoreCurriculumdevelopment.ReferencesThefollowingarereferencesusedinthisunit: HeroinaHurrybyLoraSwanson

Borlaug:TheMildManneredMaverickwhofedaBillionPeopleVolume1:RightofftheFarm1914-1944.ByNoelVietmeyer Objectives

• StudentswilllearnaboutNormanBorlauglifefromchildhoodtotheWorldPeacePrize.• StudentswillbegiventheopportunitytovisittheChildhoodHomeofNormanBorlaugthenext

day.

TimeAllotmentDependingonthenumberofactivitiesselectedthetimecouldrangefromthirtyminutesormore.ResourcesNeededHeroinaHurrybook(Optional)Penand/orPencilPaperFallenPhrasePuzzle(Optional)ProceduresThefollowingquestionsshouldbeaskedassoonasthelessonstarts: WhendoyouthinkNormanBorlaugwasborn?1914 Ifhewasalivetodayhowoldwouldhebe?96yearsoldin2010. Wheredidhegotoschoolat? ThefollowingisasummaryofkeypointsfromHeroinaHurryNorman’sEarlyYears

• BorninCrescoin1914.

• Wenttoaoneroomcountryschool-wasalwayscuriousaboutplants.• Captainofthefootballteam,memberofthewrestlingteam.

University• WenttotheUniversityofMinnesota,wasgoingtobeonthefootballteambutwastoosmallso

decidedtogobeapartofthewrestlingteam.• BachelorsdegreeinForestry.• MastersandPhDinPlantPathology.

Family• MarriedMargaretGibson• NormaJean-Daughter• Billy-Son• StartedLittleLeagueinMexicoCity

Work• DuPontChemicals-chemicalfungicide• MexicanProject

o Wheatspecialisto Growalmostanywhereo Worldsfoodsupplyo Oldestdomesticatedcrop

• JapanDwarfWheat-Norin10

InventingShuttleBreeding• Shuttlingwheatseedsfromonelocationtoanother.• Greatyieldandimmunity:Mexicohadtwoclimatesanddifferentelevations.• 1956Mexicobecameselfsufficientinwheat.• 1963harvestwassixtimesthatof1944.• GreenRevolutionwasnamedofNormanBorlaugworks.

GreenRevolutionMovesOn• IndiaandPakistan-Mexipak-Mexicancommercialseeds

NobelPeacePrize• KingofNorwaypresentedNormanBorlaugwithhisprize.• Worldknownprize.• SpeakforundernourishedandfortheRolefoodplayedinworldpeaceandstability.• Firstagriculturalscientisttoreceiveaward.• Greatestprideisn’tinhonorsorprizes,butintrainingyoungscientiststosolvefoodproduction

problemsandtoseebigchangestheyachieve.

Controversy• RiotsinIndia-gotredwheatinsteadofrice.

• DuPontchemicals-targetedbyenvironmentalgroups.• TestifiedbeforeCongressaboutDDTtoeradicateMalaria.

Sasakawa• WantedBorlaugtoHelpAfrica.• NormanBorlaugwas71yearsoldatthetimethatheundertooksavingAfrica.

WorldFoodPrize• Fighthungerandpoverty.• DesMoines,Iowa.• YouthInstitute.• Youhavetheopportunitytohaveaneight-weekinternship.

Borlaug-informationfromBorlaug:TheMildManneredMaverickwhofedaBillionPeopleVolume1:RightofftheFarm1914-1944.ByNoelVietmeyer

Thefollowingiskeypoints:

BorlaugwenttoschoolattheNewOregonRuralDistrictSchoolNumber8

ManydiseaseswerewidespreadinBorlaug’schildhooddaysthesediseasesincluded:• ScarletFever• Diphtheria• Measles• Mumps• WhoopingCough• Croup• Grippe• ChickenPox• SmallPox• Tonsillitis• Tuberculosis• Infantileparalysis• Appendicitis

OutofeveryonethousandAmericanbabiesbornin1915,onehundredneverenjoyedasinglebirthday.Outatthefarm,NormanBorlaug’sfamilyraisedagarden.Theyalsohadarootcellarthatheldcarrots,turnips,cabbages,potatoes,andonionsintubsofsandtomakesurethattheyhadfoodforthewintertimebecauseofthesnowkilledallplants.InthegardentheBorlaug’splanted:radishes,potatoes,sweetcorn,tomatoes,carrots,peas,stringbeans,lettuce,andmore.Duringthewarmseason,theBorlaug’spickedblackberries,raspberries,chokeberries,currents,andgooseberries.Duringthefall,theypickedapples,cherries,andplums.Topreservethefruitsandvegetablesfortheharshwintertime,theyboiledbigpotsofproduceandsealedthefruitandvegetables

inMasonJars.Thiswascalledcoldpacking.Butsometimes-coldpackingfailedtoeliminateapowerfulpoisoncalledClostridiumBotulinum.Backin1910-1920’s,theaverageAmericanManwas5foot7inchesandweighedonehundredandthirtyfivepounds.NormanBorlaug’sParentsworkedtirelesslyandwithoutcomplaint.HismotherClarawasfivefoottallandwaseventemperedandkind.Hisfather,Henrywas6’1’’aboutsixinchesabovetheaverage.Hewasprivatesoft-spokenself-effacingfarmerwithoutenvyorambition.HehadtwosistersPalmabornin1916,andCharlottebornin1919.WhenNormanwassevenyearsold,hehadtomoveoutofthehousesthathelivedwithhisgrandparentsandparentsbecauseofthelackofroom.Hemovedinwithhisfather’syoungerbrotherNedandhiswifeNettie.TheywerelikesurrogateparentstoBorlaugbecauseofthetightfamily.Butthisdidn’tlastlong,ayearlater;hisparentstookoutalltheirlifesavingsfromCrescobankandbuiltatwo-storyhouse,andhad56acresthatwerenexttotheancestralhomestead.Thiswasin1922whenHenrybuiltasix-roomfarmhouse.Thelandwaslowhillsandhadshallowvalleyswithatinystreamthroughtimberedhollow.Theplacehasatwo-storyhousethathadahedgeofspireaandbedofpeonies.Thehousehadnofamilyroom,diningroom,orbathroom.Theirbathroomwasanouthouse.Ontheproperty,therewasalongsquatbarnthatheldthreehorses,tenbeefcattle,andtwelvedairycattleinthewintertime.Therewasalsoaslatsidedstructurethatwasusedpartlyasagranaryforoatsandpartcribforcorn.Therewasalsoaroughcoopforthechickensandaboxyshedforsmokedbaconandham.TheBorlaug’smainincomewasfromsellingpigsandcattleeveryyear,alongwithcansofcreamtoSaude.TheyalsosoldbutterthatendeduponChicagodinnertables.In1932,notonefarmintenwaselectrified,becausethepowercompaniesrefusedtohookupmore.Theinventionofindividualpackagingin1920swasaninnovationthathelpedsavedpeople’slivesbecausekeptouttheinsectsandpestoffthefood,andstoppedthestoreownerfromgivingyoulessthanyoudeserve.Musclepower(musclesofhumansoranimals)accomplishedthecooking,heating,cooling,lighting,lifting,pumping,chopping,vacuuming,spreading,ironing,washing,ordrying.Forfood,thecommonsummerdaysconsistedofdinner,whichwasthemainmealoftheday.Mostofthetime,itwasfriedchicken,boiledpotatoes,freshpeas,lettuce,andradishes.Supperwasmainlyleftoversfromdinner.In1915,6.5millionAmericanfarmersownedmorethan21millionhorsesandmules.TherewerecompetitionsinsevendifferentstatesbecauseHenryWallacehelpedcreatethisevent.TheeventwascalledCornHuskingChampionships.TheyevenhadaNationalCornHuskingChampionshipwiththewinnerreceivingagoldmedal,$50andbib-overallsdonatedbyOshKoshB’Gosh.Borlaug’ssophomoreyear,theygotaVocationalAgricultureteacherbythenameofHarryShroderfromtheIowaStateCollegeandhewaspresentingtheideaofusingfertilizertothestudents.Moststudentsdidn’tthinkthatitwaspossibletogetmoreyieldoutofthecorn,soHarryhadtrialplotsinordertoshowthekidsthedifferences.Thedifferencewasremarkable.

Borlaugcompetedinwrestling,football,andwasevenamemberofabaseballteam.HavetheChildrenwriteonapieceofpapertwoquestionsthattheywouldwanttoknowaboutNormanBorlaug.AlsoyoucanhavethechildrenwriteaboutwhattheyaremostexcitedtoseeattheChildhoodhomeofNormanBorlaug.AssessmentsStudentsshouldbeabletounderstandabriefhistoryaboutNormanBorlaug.StudentsshouldbeabletounderstandNormanBorlaug’schildhood.Appendix

Thisisahorizontalmessage,readlefttoright,willcomeoutwithasayingaboutNormanBorlaug.Thismessagehasnovertical(upanddown)message.

AnswerKey


Day6:VisittoNormanBorlaugChildhoodHome

Day6:VisittoNormanBorlaugChildhoodHome

BackgroundThisunitisDay6intheNormanBorlaugCurriculumfromtheBorlaugHeritageFoundation.InDay6of11days,thestudentswillfinallygetthechancetovisittheNormanBorlaugChildhoodhomeandexperiencethingsthewayhedid.Duringthisvisitthestudentsshouldrememberwhattheyhadlearnedthroughthefirstfivedaysofthiscurriculum.TheywilldiscoverdifferentthingsaboutNormanBorlaugandevenwhattheycandointhefuture.Placestheywillvisitincludetheoneroomschoolhouse,Borlaug’shome,andbarn.Thisunitiscomprisedofdifferentactivitiesthatwillhelpthestudentdeveloptheircoreskills.TheseactivitiescorrespondwiththeIowaCoreCurriculumdevelopment.ReferencesThefollowingarereferencesforthisunit:

TeachersandTourGuidesattheNormanBorlaugchildhoodhomeObjectives

• StudentswillbeabletovisittheNormanBorlaugchildhoodhomeandtheschoolhouse.• Studentswillbeabletoseewildlifeandbeabletodefinethebiomes.• Studentswillbeabletomakeaconnectiononwhattheylearnedaboutfivedaysprior

totheBorlaugvisit.

TimeAllotmentDependingonthenumberofactivitiesorstationattheNormanBorlaugChildhoodHome,thiseventcouldtakebetweenahalf-a-dayorafulldaydependingontheschools,teachersandpresentersneeds.ResourcesNeededTeachersandTourGuidesPaperPencilorPensProceduresTheNormanBorlaugHeritageFoundationwouldliketowelcomeyoutotheChildhoodhomeofNormanBorlaug.Theyhaveplannedaneventfuldaythatwillencouragelearningforthestudents.TherearemanydifferentstationstobeinvolvedinandeachhasadifferentaspectofagricultureandNormanBorlaug.Afterthevisit,thestudentsshouldreflectontheirexperiencebywritingtwothingsthattheydidn’tknowbeforecomingouttothefarmandthentheirfavoritestation.ThestudentscanalsowritepoemsabouttheirtimeattheBorlaugFarmormakeadrawingabouttheirfavoritethingatthefarm.

AssessmentsStudentsshouldlearnmoreaboutNormanBorlaugthroughhischildhoodhomeandschoolhouse.Studentsshouldhavebeenabletorecognizedifferentbiomes.Appendix

NormanBorlaugEducationalCurriculumDay7:NormanBorlaug’sUniversityDays

Day7:NormanBorlaug’sUniversityDaysBackgroundThisunitisDay7intheNormanBorlaugCurriculumfromtheBorlaugHeritageFoundation.InDay7of11days,thestudentswillgetamoreindepthlookatNormanBorlaugafterhischildhooddaysinCresco,Iowa.TheStudentswilllearnabouthiscollegedaysandalsoabouthisfirstjobatDuPontChemicals.Thisunitiscomprisedofdifferentactivitiesthatwillhelpthestudentdeveloptheircoreskills.TheseactivitiescorrespondwiththeIowaCoreCurriculumdevelopment.ReferencesThefollowingarereferencesusedinthisunit:

Borlaug:TheMildManneredMaverickwhofedaBillionPeopleVolume1:RightofftheFarm1914-1944.ByNoelVietmeyerObjectives

• StudentswillresearchmoreindepthinformationaboutNormanBorlaug.• StudentswillbeabletofinishawordsearchaboutNormanBorlaugandkeyitemsrelatedto

him.

TimeAllotmentDependingonthenumberofactivitiesselectedthetimecouldrangefromthirtyminutesormore.ResourcesNeededWordSearchPuzzlePencilorPenPaperDoublePuzzle(Optional)ProceduresThefollowingquestionsshouldbeaskedrightafteryoustartthelesson: WhatdidyoulearnatBorlaugChildhoodhome? DoyouthinkNormanBorlaughadaroughchildhood? Couldyoulivewithoutelectricityandradio? ThefollowingisasummaryofthebookMildManneredMaverickwhofedaBillionPeopleVolume1:RightofftheFarm1914-1944,byNoelVietmeyer. Onedegenerateplantwasmatedwithanotherdegenerateplantandthatleadtoapowerfulhybrid,thatHenryWallaceandPioneerseedsstartedselling,manypeopledidn’tbuytheseedsthefirstyearbecausethentheywouldhavetobuyseedseveryyearandcouldn’tplanttheirown.(Degeneratemeansbecomeinferiortootherplants.)Theaverageyieldforcornwentfromanormal30bushelsperacreto75bushelsperacre.AlsohelpingwastheFordcarthatcouldgouptofivemilesperhourandcarry

moreloadthanhorsescouldcarry.Nextatractorwasinventedthathelpeddoublefoodandgrainproductionandthenlatercameanattachmenttohelppickcorn.NormanBorlaugwasenrolledinTeachersCollegebutdidn’tgoinsteadhewenttoMinnesotaUniversityduetosomeofhisclassmatesthatweregoingtobeplayingfootballatMinnesota.TheTwinCitieswerelocatedaboutonehundredandsixtymilesfromIowaandCresco.HadtogotoMinnesotaJuniorCollege,becauseheflunkedtheentranceexam,butafterayearBorlauggottobeintheUniversityofMinnesotaandinthecollegeofagricultureasforestrymajor.EleanorRooseveltandFranklinDRoosevelthelpcreatetheNationalYouthAdministrationthathelpedneedystudentsstayinschool.Borlaugwasoneofthosestudentswhogotajobthatwouldhelppayfortuitionandfoodthroughthisprogram.Heworked15hoursperweek,eighteencentsperhour.Sohisworkwas21hoursatthesororityforallthefoodhecouldeatandthen15hoursattheNationalYouthAdministration.Hegotstrepthroatanditwashardtocurebecausetherewerenodrugs.Hefinallygotbetterafterawhile.Butamemberofthewrestlingteamdiedfromstrepthroatafterawrestlingmatch.HehelpedrecruitawrestlingcoachaftertheirsquitanditwashisoldCrescowrestlingcoach.ThentheytraveledaroundthestateofMinnesota.Inthe1930s,farmerandotherruralresidentsreceivedelectricityandthereforechangedtheworld.HelpedwiththeCivilianConservationCorpsthatPresidentFranklinDRoosevelthelpcreateinordertomakehelppeoplethatwerehurtingfromthegreatdepression.Kidsweregiventhirtydollarspermonthinwhichtwenty-fivedollarswenttotheparents.BorlauggotajobinConnecticutinNewHavenfor$100permonth.HewasassignedtotheNorthwestcornerofMassachusetts.ThenBorlaugwenttofightfiresintheforestandthenhecamebackforhissenioryearofcollegeattheUniversityofMinnesotaundergraduate.HemarriedMargaretGibson.ThenhehappenedtogotoDrStakman’slectureonrustinwheatvarieties.Hehadajobofferasajuniorforesterbuttheydidn’thaveanyfundstoprovideforhimsohestayedinMinnesota.HedidhispostgraduatedegreefromtheUniversityofMinnesotainplantpathologybecausehewastoldbyDrStakmantogetawiderangeofeducation.HegotajobwithStakmanlookingthroughmicroscopeforthestemrustsporesthisleadtohimgettingpermanentdamageinhisrighteye.Hewasthenaninstructoratgeneralcollegeforbasicbiologyandnaturalresources.HewasalsoawrestlingcoachattheUniversityFarmSchool.BorlaugthenwentontodoresearchinflaxseedsforhisPhD,becausehedidn’twantanythingtodowithrustandwheat.Butthroughhisresearchwithflax,helearnedmoreabouttherustandStakmanlectureshelpedtoo.HethenwasapproachedbyaforestryprofessorabouttakingajobatDuPontChemicalsinwhichhewasresearchingaboutLacticAcid.HealsogottobeinvolvedintheuseandtestingofDDTthathelpedfightdiseasesandpeststhroughthewar.HewasalsoaBoyScoutleader,becausetheleadershadgonetowar.WhileworkingatDuPontchemicals,hedidalotoftestingondifferentpackagingandmaterialsandhowmolds,fungus,andotherthingsbreakthemdown.Hefoundthatcelluloseacetatewasapackagingthatdidn’tbreakdownasfast.

HeandhiswifeMargarethadadaughterNormaJean.HewenttosomeclassesattheUniversityofPennsylvaniatogetsomechemistrylessons.Intheend,hewasofferedtohelpfighthungerandpovertyinMexico.SohelefthispostatDuPont.AssessmentsStudentsshouldreceiveanunderstandingaboutNormanBorlaug’sUniversitydaysthroughhisjobatDuPont.StudentsshouldbeabletorecitesomeinformationaboutNormanBorlaugthattheyfindinteresting.Appendix


Day8:NormanBorlaug’sWork

Day8:NormanBorlaug’sWork

BackgroundThisunitisDay8intheNormanBorlaugCurriculumfromtheBorlaugHeritageFoundation.InDay8of11days,thestudentswillcontinuetogetabetterunderstandingofwhoNormanBorlaugisandwhathedidfortheworld.Thisunitiscomprisedofdifferentactivitiesthatwillhelpthestudentdeveloptheircoreskills.TheseactivitiescorrespondwiththeIowaCoreCurriculumdevelopment.ReferencesThefollowingarereferencesusedinthisunit:

Borlaug:WheatWhisperer1944-1959Volume2,ByNoelVietmeyer.

Objectives• StudentswillbeabletorecitesomehistoryaboutNormanBorlaug.• StudentswillbeabletofinishacrosswordpuzzleaboutthehistoryofNormanBorlaug.

TimeAllotmentDependingonthenumberofactivitiesselectedthetimecouldrangefromthirtyminutesormore.ResourcesNeededPenciland/orPenPaperCrosswordPuzzlePuzzle#2(Optional)ProceduresThefollowingquestionscouldbeaskedassoonasyoustartthelesson: WheredoyouthinkNormanBorlaugwenttoafterworkingforDuPontChemcials. WhatdoyouthinkhisworkconditionswerelikeinMexico? Wouldyouleaveeverythingandgotoanothercountry?ThefollowinginformationisfromBorlaug:WheatWhisperer1944-1959Volume2byNoelVietmeyerWhatfollowsisasummaryofwhatthebooksaid.

Borlaug’sfutureworksitehadnogreenhouse,lab,equipment,technicians,fieldhands,orevenfields.Allithadwasacrudeadobecabinthatwasbuiltin1943.

Borlaughadtocleanupshrubbrush,levelplantingareas,smoothexposedearth,installroads,fences,waterlines,anddrainageditches.Duringthistimetheywerelaborersandnotscientists.

BorlaughadasonnamedScott,butthesonhadhealthproblemswiththespine.MargarettoldNormantogobackandshewouldcome.

Hetookcareofcornandbeans;nexthewasaskedtotakecareofthewheat.HewentagainstHarrarforwantingtotraveltoYaquiValley.Hedidtrialsofcornandsoybeansandkeptallthegoodseedstobeplantedlater.Healsokeptdetailedinformationinnotebooksabouteachplant.Therewasastormandhelostallthepapersandtheseedsthathehadkept.

McFaddensentseedsfromhistest,thereweresixdifferentseedpacketsthathesent,onlytwosurvivedandBorlaugcalledthemFronteraandSupremo.

HewenttoSonoraandhadnohelp,notractor,noequipment,nosanitation,norunningwater,andnostove.Buthegottohavetwogrowingseasonwiththewheatperyearandtwoclimateswithabilityfortherusttogettheplantstwice.BorlaughadsomebirdproblemswiththewheatsohehiredtheBirdPatrolofsmallboystoscarethebirdsawayfromthewheat.

MargaretgavebirthtoWilliamGibsonsoontobenamedBillyBorlaug.

Borlauggothelpfromacattleman,becausehiscattleweredestroyedduetodiseasethroughoutMexico.Healsogotoneofhisbirdpatrolboystohelpbreedwheat.ThisyoungmanhelpedBorlaugwithbreedingandevenfoundamoreefficientwayofbreedingthatdidn’ttakethemaslong.Theotherscientistsdidn’tlikehowhewasshuttlingwheatfromoneplacetoanother;theythoughtheshouldjustdoitinoneplace.

Borlaug’swheatvarietieswillprovethegreatestproducersunderthegreatestrangeofconditionsanywheathadeverfacedbecauseheshuttledthewheatseedsaroundandplantedindifferentareasanddifferentseasons.SoontherecameanewrustformintheUnitedStatesfromtheNewYorkarea.Borlaugbeganlookingforanewwheatplanttobreedtohisrustresistantplantsbecausetheseedsweregettingtoheavyfortheplantandlodging(fallingtothegroundbeforeready)toofast.

BorlaugwasveryconcernedaboutthenewrustformthatwascomingfromtheUnitedStates,itwas15BanditfinallycametoMexico,someoftheplantBorlaughadtostartagainwithdiseaseresistance.

Hefoundoutthattherewasawheatplantthatwouldonlygrowveryshortanditwasdwarf.HewasskepticalatfirstbecauseitwasfromJapan.Buthesentforsomeseedstohopefullybreedwithhisdiseaseresistancevarietiesthathadsurvivedthenewrust.

HehelpedcreateLittleLeagueinMexicothatstartedoutwithfourteamsandtheyweredubbedtheAztecLittleLeague.TheseasonstretchedfromMarchthroughJune.Afterthefirstseasontheyfoundsponsorsforthefourteams.

InMexico,BorlaughelpedscientistandpeopleintheUnitedStatesbyhousingtheInternationalStemRustNurseryinwhichheplantedthewheatseedssothattheindividualswouldhaveanothergenerationbeforeplanting.Hedidthisfornochargeanditwasunmentionedinhispapers.

250acreswereavailableforresearchwithintendaysbecauseoftheformergovernorandwantingtohelpbecauseofwhathewasshownthatdaybyBorlauginthefields.Thenlaterthefarmer-supportgroup“patronato”purchasedsixhundredmoreacresforfutureexpansion.

Therewasanothernewstrainofrustcoming;itwasRustRace139andacombinationof15BsoBorlaughadtobegintobreedhisplantstostopthesenewrusts.HecameupwiththeFabulous5(Chapingo52,Mexe52,Chapingo53,Bajio53,andBonza55).

BorlaugactedasanextensionagenttomanyofthelocalfarmerstohelpthebettermentofMexico’sfoodsupplyinwheat.Hetaughtthemhowtodothingssuchasplant,fertilization,andotherthings.WhenhereturnedhefoundmagnificentfacilityknownasCentrodeInvestigacionesAgricolasdelNoroeste.(CIANO).BorlaugstartedinconfinementinacoolerthelasteightNorinseedsthathehadgottenandgrewthemundergrowlampsdeepinsidethebuildingsothattherustcouldn’tgettothesecropsbecausethosewerethelastpetiteplants.

TheSecondAmericanStemRustConferencewasmovetoSonoraMexico,andpeoplesawwhatBorlaugandothersweredoingwiththewheatvarietiesandrust.ItcameonethousandmilesfromMinnesota.

Thelittleleaguethathecreatednowhadfourteenteams.Thatwasupfromthefourteamsthathestartedwith.Atfirst,theleaguewasmostlyAmericansthatcametoMexico.Duringthistime,one-halfoftheplayerswereMexicans.

Borlaugwasstilllookingforthewheatplantthatwasfastmaturity,climateadaptability,andimmunitytorustandwasasmallstalktonothavelodgingfromtheseeds.NextinhisareatheycreatedtheWheatQualityLaboratorythattestedBorlaug’swheatinitsbreadmakingability.

TheInternationalStemrustNurseryexpandedtofourteenlocationsbetweenCanadaandArgentina.In1958UniversityofManitobahostedtheFirstInternationalWheatGeneticsSymposiumandBorlaugattended.ThenationalproductionofMexicohadincrease14foldsincehisarrivalonwheatproduction.Mostimportantingredientinupliftingfoodsuppliesforawholecountryisresearch.WhenhearrivedMexicohadtwentytwomillionnowtheyhaveaboutonehundredmillionpeoplesoitishardertofeedallofthosethatarehungry.

AssessmentsStudentsshouldbeabletorecitefactsaboutNormanBorlaugfromhisdaystoDuPontuptohisMexicanprojects.StudentsshouldbeabletounderstandthehardshipsthatNormanBorlaughadtoendurethroughthelackoftrustandlackofequipment.Appendix


Day9:NobelPeacePrize

Day9:NobelPeacePrize

BackgroundThisunitisDay9intheNormanBorlaugCurriculumfromtheBorlaugHeritageFoundation.InDay9of11days,thestudentswillgetanunderstandingoftheNobelPeacePrize.ThestudentswillalsogetanindepthlookatwhoaretheyoungestandoldestpeopletoreceivetheNobelPeacePrize,UnitedStatescitizensandpeopleinthecountrythatreceivedthisaward,andwhenNormanBorlaugreceivedhisaward.Thisunitiscomprisedofdifferentactivitiesthatwillhelpthestudentdeveloptheircoreskills.TheseactivitiescorrespondwiththeIowaCoreCurriculumdevelopment.ReferencesThefollowingarereferencesusedinthisunit:

http://nobelprize.org/nobel_prizes/peace http://nobelprize.org/nobel_prizes/peace/laureates/Objectives

• StudentswilllearnabouttheNobelPeacePrize.• StudentswillresearchandpresenttotheclassaboutdifferentNobelPeacePrizewinners.

TimeAllotmentDependingonthenumberofactivitiesselectedthetimecouldrangefromthirtyminutesormore.ResourcesNeededPencil/PenPaperNobelPeacePrizeworksheetInternetProceduresThefollowingquestionsshouldbeaskedassoonasyoustartthelesson: HaveyouheardabouttheNobelPeacePrizebefore? WhendoyouthinkNormanBorlaugreceivedtheNobelPeacePrize? DoyouthinkyouwilleverwintheNobelPeacePrize?NobelPeacePrize

http://nobelprize.org/nobel_prizes/peaceCreatedbyAlfredNobelasaspecialengagementinpeacemovement;thisprizeforpeacewasthefifthandfinalprizearea.Nobelmentionedinhislastwillandtestamenton27November1895.Thefiveareasare:

1. Physics2. Chemistry3. PhysiologyorMedicine4. Literature

5. PeaceNobelPeacePrizeCalendarYearFebruary:Deadlineforsubmissionofnomination.March-May:Preliminarycandidatesarechosen.June-August:writingofreportswithrecommendations.September:committeessubmitfinalcandidates.Nominationformsfornextyeararesentout.October:NobelLaureatesarechosen.December:NobelLaureatesreceivetheirprize.ThefirstNobelPeacePrizewasgiventoHenryDunant,whowasthefounderoftheRedCross,andhesharedthefirstprizein1901withFredericPassy,aleadinginternationalpacifistofthetime.PeacePrize:61individuals;28-2Laureates;1-3Laureates90Prizesgivenoutand19yearswithoutprizes120Laureates,23organizationsand97individualsYearsnotgiven:1914-1918,1923-1924,1928,1932,1939-1943,1948,1955-1956,1966,1967,1972NobelPeacePrizeWomen1905:BaronessBerthaSophieFelicitavonSuttner,neeCountessKinskyvonChinicundTettau1946:EmilyGreeneBalch1976:MaireadCorrigan/BettyWilliams1979:MotherTheresa1982:AlvaMyrdal1991:AungSanSuuKyi1992:RigobertaMenchutum1997:JodyWilliams2003:ShirinEbadi2004:WangariMutaMaathaiYoungestPeacePrizeWinnerAge Name Year Birth 32 MaireadCorrigan 1976 27January194433 BettyWilliams 1976 22May194333 RigobertaMenchuTum 1992 9January1959OldestPeacePrizeWinnerAge Name Year Birth87 JosephRotblat 1995 4November190885 FerdinandBuisson 1927 20December1841ComitieInternationaldeLaCroixRouge:OrganizationwontheNobelPeacePrizein1917,1944,and1963.OfficeoftheUnitedNationsHighCommissionerforRefugeeswontheNobelPeacePrizein1954,and1981.

LeDucTho-1973declinedtheNobelPeacePrize.LeDucThogottheprizewithUnitedStatesSecretaryofStateHenryKissingerfornegotiatingVietnampeaceaccord.HedeclinedtheprizebecausehewasnotinpositiontoaccepttheprizeduetocitingsituationinVietnamashisreason.TheNobelPeacePrizeAwardCeremoniesarelocatedinOslo.TheNobelPeacePrizewinnerscanbelookeduponthiswebsite:http://nobelprize.org/nobel_prizes/peace/laureates/UnitedStatesNobelPeacePrizeWinnersThislistisoverNobelPeacePrizewinnersthatwereeitherbornintheUnitedStatesorwereUnitedStatesofAmericaresidenceatthetimeoftheaward.1906:TheodoreRoosevelt1912:ElihuRoot1919:WoodrowWilson1925:CharlesDawes1929:FrankKellogg1931:JaneAddamsNicholasMurrayButler1945:CordellHull1946:EmilyGreeneBalchJohnRMott1947:AmericanFriendServiceCommittee(Quakers)1950:RalphBunche1953:GeorgeCMarshall1962:LinusPauling1964:MartinLutherKingJr1970:NormanBorlaug1973:HenryKissinger1985:InternationalPhysiciansforthePreventionofNuclearWar1986:ElieWiesel1997:InternationalCampaigntobanLandminesJodyWilliams2002:JimmyCarter2007:AlGore2009:BarackObamaNominationsforNobelPeacePrizein2010were237nameswith38differentorganizations.Nominationsaren’tgivenouttothepublicforfiftyyears.AssessmentsStudentsshouldbeabletounderstandhowtheNobelPeacePrizewascreated.StudentsshouldbeabletorecitewhenDr.NormanBorlaugreceivedhisNobelPeacePrize.StudentsshouldbeabletofindandtellpeopleabouttheirNobelPeacePrizewinner.Appendix

Name: _______________________ Date: ________________________ The following information can be found on http://nobelprize.org/nobel_prizes/peace and http://nobelprize.org/nobel_prizes/peace/laureates/ Question 1: Who created the Nobel Peace Prize along with four other prizes to give to the best in each area? Question 2: Who was the first person to receive the Nobel Peace Prize in 1901? Question 3: Who are some of the Nobel Peace Prize Winners that are women? (Give 3 examples) Question 4: Who is the youngest Nobel Peace Prize Winner? Question 5: Who is the oldest Nobel Peace Prize Winner? Question 6: Who are some of the Nobel Peace Prize Winners from United States? (Give 4 examples) Question 7: When did Norman Borlaug win the Nobel Peace Prize? Why did he win? Now that you have completed the questions pick one of the Nobel Peace Prize Winners and write 3 or 4 sentences on who he/she is, and why he/she is important. (Write on the back if more space is needed).


Day10:WorldFoodPrize

Day10:WorldFoodPrize

BackgroundThisunitisDay10intheNormanBorlaugCurriculumUnited States BorlaugHeritageFoundation.InDay10of11days,thestudentswillgetanunderstandingoftheWorldFoodPrize.Inthisunit,studentswillgetanunderstandingofwhohasreceivedtheWorldFoodPrize,whatcountrytheyarefromandhowtheprizegotstarted.Thisunitiscomprisedofdifferentactivitiesthatwillhelpthestudentdeveloptheircoreskills.TheseactivitiescorrespondwiththeIowaCoreCurriculumdevelopment.ReferencesThefollowingarereferencesusedinthisunit: http://www.worldfoodprize.org/index.cfm?nodeID=25293Objectives

• StudentswilllearnabouttheWorldFoodPrize.• StudentswillbeabletofindoutaboutdifferentWorldFoodPrizewinners;thecountrythey

representandtheircontributionstotheworld’sfoodsupply.TimeAllotmentDependingonthenumberofactivitiesselectedthetimecouldrangefromthirtyminutesormore.ResourcesNeededPenand/orPencilPaperWorldFoodPrizeworksheetInternetProceduresThefollowingquestionsshouldbeaskedassoonasyoustartthelesson: HaveyouheardabouttheWorldFoodPrize? WheredoyouthinktheWorldFoodPrizeislocated? WhocreatedtheWorldFoodPrize?WorldFoodPrize

http://www.worldfoodprize.org/index.cfm?nodeID=25293TheWorldFoodPrizewascreatedwiththevisionofNormanBorlaugtoadvancehumandevelopmentbyimprovingthequality,quantity,oravailabilityoffoodintheworld.Anyfieldrelatedtoworldfoodsupplyislookedatforthisaward,possiblefieldsare:

• Foodandagriculturalscienceandtechnology• Manufacturing• Marketing• Nutrition

• Economics• Povertyalleviation• Politicalleadership• Socialsciences

Thisprizeemphasizestheimportanceofanutritiousandsustainablefoodsupplyforallpeople.TheWorldFoodPrizewascreatedin1986,andtheeventandbuildingsarelocatedinDesMoines,Iowa.WorldFoodPrizealsohasayouthinstitutethatwasestablishedin1994bytheWorldFoodPrizeFoundationinordertogetyouthinvolved.ThisinstituteisforIowayouthandisconductedforthreedaysinOctober.Theyouthalsopartnerupwithamentor.TheWinnersoftheWorldFoodPrizesinceitscreationin1986,thefirstyearoftheawardwasgivingoutin1987.1987:MSSwamination(India)1988:Dr.RobertChandler,Jr(Ethiopia)1989:Dr.VergheseKurien(India)1990:Dr.JohnSNiederhauser(UnitedStates)1991:Dr.NevinSScrimshaw(UnitedStates)1992:DrEdwardFKnipling(UnitedStatesDrRaymondCBushland(UnitedStates)1993:HeKang(China)1994:DrMuhammadYunus(Bangladesh)1995:Dr.HansRudolfHerren(Switzerland)1996:HenryMBeachell(Ethiopia)Dr.GurderSinghKhush(Ethiopia)1997:Dr.PerryLAdkisson(UnitedStatesDr.RayJSmith(UnitedStates)1998:BRBarwale(India)1999:Dr.WalterPlowright(UnitedKingdom)2000:Dr.EvangelinaVillegas(Mexico)Dr.SurinderKVasal(India)2001:Dr.PerPinstrupAndersen(Denmark)2002:Dr.PedroASanchez(UnitedStates)2003:CatherineBertini(UnitedStates)2004:ProfessorYuanLongping(China)2004:Dr.MontyJones(SierraLeone)2005:Dr.ModaduguGupta(India)2006:EdsonLobato(Brazil)Dr.AColinMcClung(UnitedStates)AlyssonPaolinelli(Brazil)2007:Dr.PhilipENelson(UnitedStates)2008:Hon.RobertDole(UnitedStates)Hon.GeorgeMcGovern(UnitedStates)2009:Dr.GebisaEjeta(Ethiopia)2010:DavidBeckmann(UnitedStates)JoLuck(UnitedStates)

AssessmentsStudentsshouldbeabletolisttwonamesofpastWorldFoodPrizeWinners.StudentsshouldbeabletounderstandwhytheWorldFoodPrizewascreated.StudentsshouldbeabletotellwhocreatedtheWorldFoodPrize.Appendix

Name: _______________________ Date: ________________________ The following information can be found on http://www.worldfoodprize.org/index.cfm?nodeID=25293 Question 1: Who created the World Food Prize? Question 2: Who was the first person to receive the World Food Prize in 1987? Question 3: Who are some of the World Food Prize winners? (Give 3 examples) Question 4: When was the youth institute founded at the World Food Prize? Question 5: What fields that related to the worlds food supply are looked at for the World Food Prize? (Give 2 examples) Now that you have completed the questions pick one of the World Food Prize Winners and write 3 or 4 sentences on who he/she is, and why he/she is important. (Write on the back if more space is needed).


Day11:HowareyoulikeNormanBorlaug?

Day11:HowareyoulikeNorman

Borlaug?BackgroundThisunitisDay11intheNormanBorlaugCurriculumUnited States BorlaugHeritageFoundation.InDay11of11days,thestudentswillunderstandthedifferencebetweenthemselvesandNormanBorlaug.Inthisunit,studentswillalsoseehowtheyarelikeNormanBorlaugandhowtheycanplanacourseofactiontobejustlikehim.Studentswillalsogettheopportunitytodeveloptheircareerintereststhroughvariousactivities.Thisunitiscomprisedofdifferentactivitiesthatwillhelpthestudentdeveloptheircoreskills.TheseactivitiescorrespondwiththeIowaCoreCurriculumdevelopment.ReferencesThefollowingarereferencesusedinthisunit:Objectives

• StudentswillbeabletounderstandthedifferencesandsimilaritiesbetweenNormanBorlaugandthemselves.

• StudentswillplanacourseofactiononhowtheycanbelikeNormanBorlaug.• Studentscandiscoverwhatcareerstheyarethinkingaboutinthefuture.

TimeAllotmentDependingonthenumberofactivitiesselectedthetimecouldrangefromthirtyminutesormore.ResourcesNeededPencil/PenPaperProceduresThefollowingquestionsshouldbeaskedassoonasyoustartthislesson: Whatwasyourfavoritelesson? HowdoyouthinkNormanBorlaugwouldhavehandledtoday’sproblems? WhydoyouthinkNormanBorlaugnevergaveup?HungerFighters-NormanBorlaug:HisLifeandTimesLesson3-5:Doyouhavewhatittakes?HowareyoulikeNormanBorlaug?HowareyounotlikeNormanBorlaug?Havethestudentswritetwotothreesentencesonhowtheyarelikeandnotlike,havethemsharewiththeclassabouttheirfindings.WhatkindoftraitsandqualitiesdoyouthinkNormanBorlaugpossessed?

ComeupwiththreetofivetraitsthatNormanBorlaughadtohaveinordertogetthingsdone.Thesewordscanbeanywherefromcooperativetorespectfultocaring.Thenhavethestudentscreatealistoffivetraitsthatdescribethemselves.Nextthestudentsshouldcomparetheirtwolistsinordertoseewhatkindofsimilaritiesanddifferencesareontheirlists.Havethestudentsdeterminewhattheissuesthatarehappeningrightnoware.Havethestudentsdetermineissuesforthefollowing: Local State UnitedStates WorldThenhavethemdeterminewhattheycoulddotohelptheseissues.WeretheseissuesbackwhenNormanBorlaugwasyourage?EveryonecanbelikeNormanBorlaug,youjustneedtofindwhatbestsuitsyouasapersonandtakeaction.Fightinghungerandpovertycanbedoneonasmallscaleaswellasabigscale.Forexample,youcanbelikeNormanBorlaugandfightdiseasethatwillaffectthewholeworld,oryoucouldjustdonatesomefoodormoneytoalocalfoodpantry.Savingonepersonatatime.YouhavethetoolsthatwillhelpyousetoutandyouwillbethenextlittleNormanBorlaug.WorldFoodProgramme

AccordingtothelatestFoodandAgricultureOrganization(FAO)statistics,therearemorethanonebillionhungrypeopleintheworldand915millionofthemareindevelopingcountries.

Theyaredistributedlikethis;

642millioninAsiaandthePacific265millioninSub-SaharanAfrica53millioninLatinAmericaandtheCaribbean42millionintheNearEastandNorthAfrica.

Eachyear,almost11millionchildrendiebeforereachingtheageoffive,malnutritionisassociatedwith53percentofthesedeaths.

By2001-2003,thetotalnumberofundernourishedpeopleworldwidehadrisento854millionandthelatestfigureis1.02billion.

http://www.wfp.org/hunger/stats

GlobalHunger(FAO)

• 1.02billionpeopledonothaveenoughtoeat-morethanthepopulationsofUSA,Canada,andtheEuropeanUnion.

• 907millionpeopleindevelopingcountriesalonearehungry.• AsiaandthePacificregionarehometooverhalftheworld’spopulationandnearlytwothirdsof

theworld’shungrypeople.• Morethan60Percentofchronicallyhungrypeoplearewomen.• 65percentoftheworld’shungryliveinonlysevencountries:India,China,theDemocratic

RepublicofCongo,Bangladesh,Indonesia,PakistanandEthiopia.

ChildHunger(UNICEF)

• Morethan70percentoftheworld’s146millionunderweightchildrenunderagefiveyearsliveinjust10countries,withmorethan50percentlocatedinSouthAsiaalone.

• 10.9millionChildrenunderfivedieindevelopingcountrieseachyear.Malnutritionandhunger-relateddiseasescause60percentofthedeaths.

• ThecostofundernutritiontonaturaleconomicdevelopmentisestimatedatUS$20-30billionperannum.

• Oneoutoffourchildren-roughly146million-indevelopingcountriesareunderweight.• EveryyearWFP(WorldFoodProgram)feedsmorethan20millionchildreninschoolfeeding

programsinsome70countries.

Malnutrition

• Itisestimatedthat684,000childdeathsworldwidecouldbepreventedbyincreasingaccesstovitaminAandzinc.

• Undernutritioncontributesto53percentofthe9.7milliondeathsofchildrenunderfiveeachyearindevelopingcountries.

• LackofVitaminAkillsamillioninfantsayear.• Irondeficiencyisthemostprevalentformofmalnutritionworldwide,affectinganestimated2

billionpeople.Eradicatingirondeficiencycanimprovenationalproductivitylevelsbyasmuchas20percent.

• Irondeficiencyisimpairingthementaldevelopmentof40-60percentchildrenindevelopingcountries.

• Vitaminadeficiencyaffectsapproximately25percentofthedevelopingworld’spreschoolers.Itisassociatedwithblindness,susceptibilitytodiseaseandhighermortalityrates.Itleadstothedeathofapproximately1-3millionchildreneachyear.

• Iodinedeficiencyisthegreatestsinglecauseofmentalretardationandbraindamage.Worldwide,1.9billionpeopleareatriskofiodinedeficiency,whichcaneasilybepreventedbyaddingiodinetosalt.

• WFP-supporteddewormingreached10millionchildrenin2007.

FoodandHIV/AIDS

• Inthecountriesmostheavilyaffected,HIVhasreducedlifeexpectancybymorethan20years,slowedeconomicgrowth,anddeepenedhouseholdpoverty.

• Insub-SaharanAfricaalone,theepidemichasorphanednearly12millionchildrenagedunder18years.

• WFPandUNAIDSprojectsthatitwillcostonaverageUS$0.70centsperdaytonutritionallysupportanAIDSpatientandhis/herfamily.

• AssistancefororphansandvulnerablechildrenisestimatedatUS$0.31perday.

AidSpending

• Ina1970UNresolution,mostindustrializednationscommittedthemselvestotacklingglobalpovertybyspending0.7percentoftheirnationalincomesoninternationalaidby1975.OnlyNorway,Sweden,Luxembourg,theNetherlands,andDenmarkregularlymetthistarget.

• The22membercountriesoftheOECD(OrganizationforEconomicCo-OperationandDevelopment)AssistanceCommittee,theworld’smajordonorsprovidedUSD103.9billioninaidin2006-downby5.1percentfrom2005.

• ThelargestdonorsweretheUnitedStates(US$24billion),Japan(US$18billion),theUnitedKingdom(US$13billion),GermanyandFrance(US$12billioneach),theNetherlands(nearlyUS$6billion),SpainandItaly(justoverUS$4billioneach)representing80percentofthetotal.

AsofJuly29,2016thereare7.34billionpeopleintheworldand324,119,200intheUnitedStates.http://www.census.gov/main/www/popclock.html

WorldVitalEventsPerTimeUnit:2010TimeUnit……………………Births………………………Deaths……………………………..NaturalIncreaseYear 132,397,530 56,167,829 76,229,701Month 11,033,1284,680,652 6,352,475Day 362,733 153,884 208,848Hour 15,114 6,412 8,702Minute 252 107 145Second 4.2 1.8 2.4Toptencountriesandareasrankedbypopulationin2010

1. China:1,330,141,2952. India:1,173,108,0183. UnitedStates:310,232,8634. Indonesia:242,968,3425. Brazil:201,103,3306. Pakistan:184,404,7917. Bangladesh:156,118,4648. Nigeria:152,217,3419. Russia:139,390,20510. Japan:126,804,433

AssessmentsStudentsshouldbeabletodefinesomeissuesfacinglocal,state,national,andworldtoday.StudentsshouldbeabletocreatealistofwordsthatdescribeNormanBorlaug.StudentshouldbeabletocomparewordsaboutthemselvesandNormanBorlaugAppendix

Norman Borlaug Curriculum All Days...Day 1: History of Iowa and Agriculture Background This unit is Day 1 in the Norman Borlaug Curriculum from the Borlaug Heritage Foundation. In

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