Canadian Agriculture at a Glance Teacher's Kit > Lesson plans

Lesson: Prairie farmers have always found a way to adapt

View the article (PDF)
Introduction
Curriculum connections
Notes to teacher
Teaching and learning strategies
Assessment/evaluation strategies
Accommodation and enrichment strategies
Links to other activities
Suggestions for further research
Worksheet

Introduction

This activity is designed to show students some of the changes affecting Prairie agriculture over the past 100 years, and how Prairie farmers have adapted to them.

Curriculum connections

Geography

• demonstrates an understanding of the diversity of agricultural endeavours in Canada
• identifies the human factors that affect food production.

Family Studies/Home Economics

• identifies food supply and production industries in Canada
• identifies factors that affect food supply in Canada.

Science

• evaluates how the energy and nutritional needs of a population influence the development and use of plant science and technology.

Notes to teacher

This entire unit can be done as a group work project, with each group completing one activity and presenting it to the rest of the class. (PDF)

Teaching and learning strategies

1. Students read the article "Prairie farmers have always found a way to adapt" on pages 247 to 256 in Canadian Agriculture at a Glance (PDF).
2. While reading, students complete the worksheet.
3. Students prepare a timeline to show the changes and adaptations in agriculture on the Prairies.
4. Students add terminology to their glossaries.
5. Students hand in a copy of their research and preparation notes to the teacher prior to the beginning of the presentation.

Assessment/evaluation strategies

1. Assess worksheets for completion and accuracy.
2. Evaluate timelines.
3. Assess glossaries for accuracy and completion.

Accommodation and enrichment strategies

1. Some students may require assistance in order to complete written work.
2. Students with special needs may work with a partner to complete a task.
3. Templates for note-taking should be provided to students with special needs.
4. Main ideas and/or new information should be mapped out and organized to meet the needs of all students.
5. Wherever possible, vocabulary lists should be provided with a discussion of context clues and related vocabulary.
6. For enrichment, students can produce a similar timeline for another area of the country.

Links to other activities

This activity is linked to:

• What's for dinner, Daisy?
• Dairy and beef: contrasting industries
• A tag in every ear
• Pig production is getting bigger and more specialized
• There's a pig in your closet
• Growing dominance of a few large poultry farms - a continuing legacy )
• How supply management works
• The pumpkin patch - a venture in agri-tourism
• Grain elevators are getting bigger but fewer
• The rise and fall of fall rye
• There's omegas in those hemp seeds
• Where were your ancestors in 1871?

Suggestions for further research

• Students can research the timelines of other agricultural products.
• Students can use 2001 Census of Agriculture data in E-STAT for data analysis, graphing and mapping activities for specific local geographic areas.

Please send comments or examples of how you used this lesson in your class to Learning Resources.

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