14. Where in the World is Wheat?

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1 14. Where in the World is Wheat? Overview Every year thousands of acres of land are planted with wheat, which provides food for people and animals around the world. However, wheat cannot be grown in all areas of the world. Use the maps and information provided to analyze the distribution of wheat production in Minnesota, the United States and the world. While analyzing these maps, look for the patterns that exist regarding production, any connection that exists between environmental conditions and wheat production as well as any changes that have occurred in the production of wheat over the past 50 years. Grade Levels: 9 12 Time: 4 to 5 50-minute sessions Minnesota State Standards: Geography Benchmark: Create tables, graphs, charts, diagrams and various kinds of maps including symbol, dot and choropleth maps to depict the geographic implications of current world events or to solve geographic problems. Benchmark: Make inferences and draw conclusions about the physical and human characteristics of places based on maps and other geographic representations and geospatial technologies. Benchmark: Identify the primary factors influencing the regional pattern of economic activities in the United States and the world. Benchmark: Describe patterns of production and consumption of agricultural commodities that are traded among nations. Benchmark: Analyze the interconnectedness of the environment and human activities (including the use of technology) and the impact of one upon the other Prior Knowledge Familiarity with using a world atlas (reading latitude bands, identifying countries, etc.) Objectives To understand how crops are influenced by environmental conditions. To understand how farmers decisions are influenced by environmental conditions, politics and technology. To compare map topics and map locations. To locate regions by common characteristics. To summarize the relationship between one topic (e.g., wheat production) and several explanatory variables (e.g., precipitation, native vegetation). To interpret and use maps at different scales (e.g., Minnesota and world). To create maps from agricultural data. Key Words hypothesize, vegetation, landforms, precipitation, frost-free days, analyze, conclusions, distribution, choropleth map, range/class, climate, soil 67

2 Materials Food for Thought Maps found at Wheat in MN Counties (2012) (Map 2) Corn for Grain in MN Counties (2012) (Map 4) MN Native Vegetation (Map 34) Landforms of MN (Map 35) MN Annual Precipitation (Map 36) MN Annual Frost Free Days (Map 37) Minnesota Counties (named) (Map 41) Minnesota Counties (unnamed) Map 42) World Basemap (Map 44) Food for Thought Color Student Desk Map, one for each student (Order this free resource at state.mn.us/fft) Handout 1: Wheat Background Handout 2: U.S. Wheat Production by State, 2012 Handout 3: Chart A: Wheat in Minnesota and Chart B: Wheat Around the World (copied back to back) World Atlas, one per pair of students Colored Pencils Lesson Links for additional resources at Outline map of the United States (with state boundaries) Procedure PART 1: Minnesota 1. Provide each students with a copy of Handout One, wheat background information, to read and gather information about wheat. 2. Ask students to hypothesize where wheat is grown in Minnesota and share their answers with a partner. Have each pair share their answers with the class and while the students are sharing their answers, the teacher will mark on the board which areas of Minnesota that students think wheat is grown in (north, south, east, west, etc.). 3. Provide each student with a copy of the Minnesota Counties map (named) (Map 41) and Wheat (2012) (Map 2). (Note: Teachers may also display the digital copies of these maps using their SMARTBOARDS and projector). Have the students, on their blank counties map of Minnesota, shade in counties that are in the highest wheat percentage category (31% - 41%). 4. Provide each student with copies of Handout 3, Chart A: Wheat in Minnesota and the following maps: Native Vegetation (Map 34), Landforms (Map 35), Annual Precipitation (Map 36), and Frost Free Days (Map 37). Have students, individually or in pairs, analyze the landforms map (Map 35) to fill in the Chart A column about landforms. Students should repeat this task using the vegetation, precipitation and frost free days to complete the remaining columns. After the students have analyzed the maps and completed their chart, have the students share their analysis with other pairs of students and with the rest of the class. (Answers: Landforms primarily plains generally level terrain; Native Vegetation prairie or mixed forest and prairie; Precipitation less than 23 inches; Frost-Free Days 170 days or less for most of the counties) 5. Show the students the Corn for Grain (2012) (Map 4) on the SMARTBOARD. In pairs, have students analyze the Food for Thought Color Student Desk Map (color corn map) and Map 4 to draw conclusions about the distribution of corn production in Minnesota. Have each student write a paragraph, on the back of their Minnesota counties map, in which they describe the best places to be a corn farmer in Minnesota and explain why. Remind the students that while they are writing this paragraph they should be referring to the information on the maps of landforms, vegetation, precipitation, and frost free days where corn grows in Minnesota and use information on their maps to support their statements. Important: Explain that they should be focusing on the areas rich in corn production (i.e. southern Minnesota region) and not specific counties. 68

3 6. In pairs, have students analyze the Wheat (2012) (Map 2) and Corn for Grain (2012) (Map 4). The students are to compare the wheat region of Minnesota with the corn region. Ask the students to answer the following questions based on their analysis of these maps. (Teachers may provide the students with these questions in a written format or display them in a PowerPoint on the SmartBoard.) a. How are the environments different among the two regions in terms of precipitation and frost-free days? b. What do you notice about native vegetation for the corn and wheat regions? (Answer: Environmental conditions are very important factors in a farmer s decision about what crop to plant. For example, Minnesota farmers plant wheat in drier, cooler regions than corn. Both corn and wheat grow in what formerly was prairie. Corn needs more moisture and sunlight (heat units) than wheat.) Assessment 1. Students should be evaluated on the accuracy of the maps they created and their discussion of the information provided by the maps. Students should also be assessed on their analysis of the maps and their ability to support their statements regarding the location of wheat regions and corn regions with information gathered from the maps and resources provided. Procedure Part 2: Making a Choropleth Map of United States Wheat Production Background: Wheat is a commonly grown crop in the United States; it represents a vital part of the agriculture economy. Part Two will teach students how to make a choropleth map about wheat production so they can analyze the impact this activity has on the United States and its individual member states. Note: Depending on the students skill level, consider reviewing the concept of choropleth mapping, how to make a choropleth, selecting classes and ranges and its importance for representing data. (See Lesson 2.) 1. Provide students with the United States outline map. Ask students to speculate which states may grow the most wheat. The students should be able to do this based on their work in Part One of this lesson. If students are struggling to identify states that might grow wheat, prompt them to identify states that are large in size and may have more agricultural land available. Also, ask students to recall the characteristics of good wheat farmland that they learned in Part One of this lesson. 2. Provide students with the U.S. Wheat Production Table, 2012 (Handout 2). Have the students analyze the information presented in the chart. What assumptions can they make regarding wheat production by examining the data presented in the chart? Can students identify the large and/or small producers of wheat? 3. Discuss with the students how they can interpret the data provided in the chart and on maps to answer questions about wheat production. Remind the students that maps provide a visual representation of information, making data easier to understand. Also, by identifying regions and analyzing their content, maps can be used to organize information in a meaningful way. 4. The students will construct their own choropleth map to represent wheat production for the United States using the data provided in the U.S. Wheat Production Table, Students will complete this map on the blank United States outline map they were given. a. First, students must rank the states according to their wheat production as indicated on the table. Note: There is no data for Hawaii, Alaska, or Washington D.C. Ask students why there is no data provided for these places. b. Next, students must examine the data and determine the classification to be used for determining the categories to be used on the map. For this assignment, students may select from the following four classifications of information: 1) wheat planted, 2) wheat harvested, 3) yield per acre, and 4) total production in bushels. Students may select natural breaks in the data to determine their categories or they may have five equal groups (categories) comprised of nine to ten states. c. Students may then create their choropleth map by using the United States outline map. Each range/ class (category) will be colored differently. Color selection is based on the values they will represent. Once again, emphasize that darker shades of the same color always indicate greater values while lighter shades indicate lesser values. Categories are distinguished from one another using different colors or different shades of the same color. These colors also indicate which values are greater in comparison to other values. Example of color selections for this map: largest producers of wheat (purple), second largest producers (red), third largest producers (orange), small producers (yellow), and smallest producers (white). Reminder: All maps should contain a title, key, source, and author. 69

4 5. After the students have completed their maps, students are to analyze their maps and draw conclusions from the data. Have the students discussion the following questions with a partner and as a class: a. What conclusions can be reached from the data regarding wheat production? b. Which areas/regions of the United States are growing the most wheat? The least? c. Are there any regional trends apparent in the growth of wheat in the United States? d. Are there environmental characteristics that influence the location of these regions? (Students may need to refer to their maps from Part One or the world atlas to help them answer this question.) e. What does this information mean for each state? What impact does wheat production have on the economy of these states? Assessment 1. Students should be evaluated on the accuracy of their maps and their discussion of the information provided in both the data and the maps the students created. Students can also be asked to do a writing assignment based on the conclusions they drew from their maps and data. Procedure Part 3: World 1. Ask students to predict/hypothesize where wheat is grown in the world. 2. Pair students and give each pair a world atlas and a copy of Handout 3: Chart B - Wheat Around the World. Review the instructions on the chart with the students. Have the students complete the chart utilizing information provided in the world atlas. (Hint: To save time, ask half of the student pairs to complete the precipitation and natural vegetation columns and the other half to complete the climate and soils columns. All pairs should complete the latitude column. Once the student pairs have completed their assigned columns, have them share the information they collected with another pair of students who collected information on the other columns. Have both pairs of students share their data with each other.) 3. After the students have completed #2, have a class discussion regarding the data they collected. Ask the students to describe the environmental conditions of the wheat regions around the world. While students are providing answers to this question, the teacher will display a blank outline map of the world on the Smart Board and outline each area/region as reported by the students. Be sure to use a different color pen for each category/ column on Handout 3 discussed. After the students have shared their information and the regions of wheat production have been identified on the map, ask the students to answer the following questions: a. At what latitude bands does wheat grow? (Answer: Latitude Bands and 45 55) b. What precipitation ranges occur where wheat grows? (Answer: Precipitation Ranges mainly in ranges and inches) c. On what kind of soil is wheat most likely to grow? (Answer: frequently mollisols and alfisols) d. Is wheat more likely to grow in grass regions or needle leaf evergreen regions? (Vegetation: grass or combination grass and broad leaf evergreen, and broad leaf deciduous) 4. Have the students compare the map of the United States they created in Part 2 with the map of the world they created in Part 3. Ask the students to analyze the maps and draw conclusions regarding the production of wheat in the United States and the world. a. What similarities do they see in regards to the regions where wheat is produced? What explanations do you have for these similarities? Be sure to use information from your maps and the other resources provided to support your answer. b. What differences do they see in regards to the regions where wheat is produced? What explanations do you have for these differences? Be sure to use information from your maps and the other resources provided to support your answer. Assessment 1. Students should be evaluated on the accuracy of their maps and discussion of their analysis of their maps. Students can also be assessed on their comparison of the maps created in Part Two and Part Three to draw conclusions regarding the production of wheat. 70

5 Handout One Wheat Background Information Source: Minnesota Agriculture in the Classroom Wheat is the largest acreage crop in the world and is the staple food for 35 percent of the world s population. History shows that the first people to eat wheat probably did so 17,000 years ago by chewing kernels of the wild grain. There are two major types of wheat grown in the United States: winter wheat and spring wheat. Winter wheat is planted in the fall and harvested the following summer in the states from Nebraska south. Spring wheat is planted in April or May and harvested in August or September in states north of Nebraska. Minnesota wheat producers grow primarily Hard Red spring wheat, which is used primarily to make breads and hard rolls. Some durum wheat, used for certain kinds of pasta, is also grown in Minnesota. Environment Wheat is a cool season crop. Growth begins at temperatures of about 37 to 39 degrees. Its optimal growing temperature is 77 degrees. Wheat prefers a frost-free period of about 100 days. Compared to corn, wheat can tolerate a shorter growing season and drier conditions (less precipitation). Planting Spring wheat is typically planted when soil conditions permit tillage. A disk is used to turn and loosen the soil, and to kill any young weed plants. Pulled behind a tractor, the disk has a set of metal plates that dig deep into the soil. A disk shovel cuts a trench into the soil so the seeds can drop one at a time into the trench. Then, loose soil is pressed over the newly planted seeds. Wheat is planted in rows five to sixteen inches apart by a machine called a grain drill. Growing Cycle The seed begins to grow when there is enough moisture in the soil. Growth begins when tiny root hairs stretch down into the soil. Eventually, a small shoot pushes upward through the soil. Tissue within the wheat seed provides the plant with its first nourishment. As the plant grows, it uses the sun to make food in its leaves. Its roots also gets food (minerals and water) from the soil. In the spring, the wheat plant grows six to eight leaves per stem and sends up three to ten stalks of golden flowers called heads. If the plant is fortunate enough to avoid diseases, kernels within the wheat head will grow healthy and plump for harvesting. Harvest and Processing Wheat must be dry before it can be harvested. In Minnesota, most harvesting occurs in August. With each pass through the wheat field, a combine machine is used to cut, separate, and clean the wheat. Minnesota averages about forty-five bushels of wheat per acre. The producer stores the grain in bins on the farm or at storage structures called elevators prior to shipment and processing. During processing, wheat is ground into flour at a mill. Bran, the outer layer of the wheat kernel, is often added to breakfast cereals and breads for nutritious fiber. Wheat products have carbohydrates, protein, minerals, and vitamins. 71

6 Handout Two U.S. Wheat Production by State, 2012 Source: USDA, NASS, Crop Production 2012 Summary, Published January 2013 State Acres Planted (1,000s) Harvested for Grain (1,000s) Average Yield (Bushels/acre) Total Production (1,000's of bushels) Alabama ,210 Arizona ,520 Arkansas ,750 California ,525 Colorado 2,363 2, ,848 Delaware ,920 Florida Georgia ,270 Idaho 1,313 1, ,006 Illinois ,635 Indiana ,100 Iowa Kansas 9,400 9, ,000 Kentucky ,140 Louisiana ,475 Maryland ,280 Michigan ,040 Minnesota 1,390 1, ,705 Mississippi ,665 Missouri ,330 Montana 5,800 5, ,590 Nebraska 1,380 1, ,300 Nevada New Jersey ,512 New Mexico ,430 New York ,355 North Carolina ,750 North Dakota 7,840 7, ,210 Ohio ,050 Oklahoma 5,400 4, ,800 Oregon ,576 Pennsylvania ,425 South Carolina ,660 South Dakota 2,405 2, ,435 Tennessee ,420 Texas 5,700 3, ,000 Utah ,224 Virginia ,600 Washington 2,210 2, ,345 West Virginia Wisconsin ,375 Wyoming ,000 Total U.S. 55,666 48, ,266,027 72

7 Handout Three CHART A: Wheat in Minnesota Directions: Describe native vegetation, landforms, precipitation, and frost - free days for the four high wheat counties in Minnesota. Add additional second tier counties as time permits. Minnesota County Native Vegetation Landforms Annual Precipitation Annual Frost - Free Days

8 Handout Three CHART B: Wheat Around the World Directions: Use a world atlas. Find a thematic map that shows world wheat production. Second, find maps about each column topic. Describe the latitude band, the range of annual precipitation, the natural vegetation, the soils and the climate region for the wheat region of each county. Note: If the atlas does not include a map solely about wheat, then look for maps about agricultural products. Country Latitude Band Annual Precipitation Range Natural Vegetation Category Soils Category Climate Category 1. Canada 2. U.S. 3. France 4. Kazakhstan 5. India 6. China 7. Australia 8. Argentina 74

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