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					A Peanutty Path to Learn About Georgia Agriculture
A special lesson plan prepared for Georgia Agriculture Awareness Week. Donna Reynolds, Coordinator, Georgia Agriculture in the Classroom dhreynolds@gfb.org 5th Grade Lesson 2 in the Ag Awareness Series
Duration: 1.5 hours

QCC: Social Studies 46, 58 Language Arts 31 Introduction Agriculture contributes more than $57 billion annually to Georgia’s economy – about 16 percent of the state’s total economic output. Our diversified land areas and mild climate enable Georgia farmers to produce a wide variety of food and fiber crops for consumers in Georgia, the United States and the world. The diversity and abundance of production also results in jobs for Georgians. One in six Georgians works in agriculture, forestry or agriculture-related fields. Almost half of the state’s manufacturing jobs are in agribusiness. One of Georgia’s top commodities is peanuts. In fact, Georgia ranks 1 st in the United States in the production of peanuts. Students will use a chart containing data on acres harvested and yield per acre for peanuts by county to learn how to develop a map key, read data and apply to a Georgia map and then compare this map to soil areas of Georgia. They will learn how to compare and contrast this with other areas of the state. Primary Learning Outcomes What is Georgia’s largest industry, accounting for 16% of Georgia’s economic output? What area of the state would you find the bulk of row crop production? Why are row crops found in this particular region? Why do we not find row crops grown in Atlanta or other urban areas? Assessed QCC Standards: Social Studies #46 Topic: Maps and Globes Standard: Draws conclusions based on multiple pieces of information included on maps. #58 Topic: Maps and Globes Standard: Make generalizations about human activities in a geographic region using map information. Language Arts
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#31 Topic: Reading Standard: Draws conclusions, makes predictions, compares/contrasts, and makes generalizations.

Procedures Step 1: Begin this lesson with the introduction provided above. $57 billion provides great economic impact on Georgia. Ask the students if they think agriculture is spread out over the state or if it tends to be concentrated in certain areas. Step 2: Georgia Agricultural Statistics Service, the State office of the National Agricultural Statistics Service (NASS), collects and publishes data about all aspects of Georgia agriculture. Each year they publish “Georgia Agricultural Facts” which contains data on a variety of agricultural information, including crop harvesting and yield on Georgia’s top commodities, precipitation and temperatures for the year, market prices and income and expenses of farmers. Go to their web site at http://www.nass.usda.gov/ga/ and click on “county estimates.” Print out the tables for peanuts, soybeans, cotton, and corn, the 2002 stats are attached. Also provide the students with copies of the Georgia county map and Georgia soils map. Divide the students into groups of two or three and have them answer the following questions. [Alternative: Assign each group one of the crops – peanuts, soybeans, corn, cotton – to compare/contrast results as it relates to the production of crops in urban areas or areas where the soil may not be suitable.] 1. In 2002, what county had the largest production of peanuts in terms of total production? Color this county red. (Or use another choice of map key devices such as slash marks to the right, dots, etc.) In addition to the county in #1, in 2002, what counties produced more than 45 million pounds of peanuts? Color these counties blue (Or other map key as determined by the student or class). In 2002, what counties produced less than 45 million pounds but more than 20 million pounds of peanuts? Color these counties yellow (or other map key device).

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Atlanta area counties include Fulton, DeKalb, Clayton, Henry, Fayette, Cobb and Douglas. Was there any significant peanut production in these counties. Why or why not? Compare the peanut production map with a map of the Georgia soils area. In what soil area do you find the most peanut production? Why?

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Randomly select five north Georgia counties. Was there any peanut production in these counties? Why or why not? Did you find any significant production in corn, soybeans, or cotton in the north Georgia counties you selected or in the Atlanta area counties? Why or why not?

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Step 3: Have the groups report findings back to the class and discuss results. Discuss why these crops are not produced in the urban areas (land used for roads, buildings, parking lots, etc.) or in north Georgia (soil too rocky or not the right type for growing row crops).

Extended Activities Language Arts #16 Topic: Reading Standard: Increases vocabulary to reflect a growing range of interests and knowledge. Mathematics #22 Topic: Word Problems Standard: Identified needed information and selects the stops necessary to solve multi-step word problems. Social Studies #63 Topic: Map and Globes Standard: Determines directions from the study of maps and globes. 8. What does “yield” mean? 9. What is meant by “yield per acre”? 10. What county had the highest yield per acre in 2002? (in pounds) 11. What county planted the most acres in 2002? 12. What factors affect yield? 13. What is the formula for determining yield per acre? 14. Farmer Jackson planted 80 acres of peanuts and harvested 184,800 lbs. of peanuts. Farmer Abbott planted 95 acres and harvested 191,900 lbs. of peanuts. Which farmer had the greatest yield per acre?
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15. What direction would you travel from your school to find the largest peanut producing county? Using a Georgia highway map, determine directions and approximate mileage to that county. If you averaged 45 miles per hour, how long would it take you to arrive in that county? Discuss factors that will affect your average miles per hour (winding roads, stop signs/lights in small towns, weather conditions, road construction, etc.)

Answer Key 1. Early 2. Baker, Calhoun, Decatur, Irwin, Miller Mitchell, Worth 3. Atkinson, Berrien, Brooks, Bulloch, Burke, Coffee, Colquitt, Cook, Dooly, Grady, Lee, Randolph, Screven, Seminole, Terrell, Tift, Turner, Wilcox 4. No. Atlanta is an urban area. The land is used primarily for homes, office buildings, shopping centers, schools, parks and other recreation areas, and roads to all of these destinations. Land developed for these purposes are no longer available for agricultural production. 5. Southern Coastal Plain. Approximately 14.5 million acres are in this province which makes up the major portion of our most important agricultural soils. Underneath the soils are marine sands, loams and clays. Soils of the Coastal Plain are diverse and suited for the production of a wide variety of crops. Proper soil management is critical for optimum production. Amend acid soil with low natural fertility to sustain production. Coastal Plain soils respond well to good management. When limed and fertilized adequately, they are capable of producing high yields. It is important to control soil erosion and improve drainage on low wetland areas. 6. (The counties selected will vary). No. Soil in the north Georgia area is very rocky. Also, the growing season (season between last day of frost and first day of frost) is not as long. 7. No. Same as #6. 8. Yield is the amount produced, or return on labor, investment. 9. Yield per acre is the amount of product harvested from each acre. 10. Decatur – 3,775 pounds of peanuts 11. Worth – 29,500 acres 12. Rainfall or irrigation; soil; fertilization; seed type 13. Pounds of peanuts divided by number of acres equals yield per acre 14. Using the formula, Farmer Jackson’s yield was 2,310 lbs. per acre and Farmer Abbot’s yield was 2,020 lbs. per acre. 15. This answer will vary from school to school.

Vocabulary: Acre: a unit of area equal to 43,560 square feet (about 4047 square meters)
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Agriculture: The science, art, and business of cultivating soil, producing crops, and raising livestock; farming. It is also the processing, packaging and distribution of products grown or raised on the farm. Economic impact: The effect of economic decisions made by business or government on consumers, workers, citizens, savers and investors". Yield: The amount produced; return on labor, investment Yield per acre: Amount of product harvested from each acre

Careers (these are only a few jobs connected with the production of peanuts). Have the students explore jobs generated by the transporting, processing, packaging and distribution of peanut products. Visit the web site www.agawareness.com and click on “careers” for a list. Agriculturalist Agronomist Botanist County extension agent (cooperative extension service) Economist Equipment dealer Market analyst Peanut buyer Statistician Salesman, Seed Company Salesman, Chemical Company Useful Websites Georgia Agricultural Awareness www.agawareness.com Georgia Agriculture Facts http://resources.caes.uga.edu/media/GAR/ USDA National Agricultural Statistics Service, Georgia http://www.nass.usda.gov/ga/ Natural Resources Conservation Service Major Land Areas of Georgia http://www.mo15.nrcs.usda.gov/technical/mlra_ga.html National Agriculture in the Classroom www.agclassroom.org
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Educating About Agriculture (American Farm Bureau Federation www.ageducate.org/

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