Target Grade Level / Age Range:

5th grade

Estimated Time:

2, 45 minute class periods

Purpose:

Students will gain a deeper understanding of the vegetable products in Iowa, how they’re grown, and where they’re transported. They will gain experience advertising Iowa products to domestic and global audiences.

Materials:

Essential Files (maps, charts, pictures, or documents)

Vocabulary

  • Distribution: the action and/or process of supplying goods to groups, stores, and/or businesses that sell to consumers
  • Agricultural distribution: the action and/or process of supplying food and farm products to groups, stores, and/or businesses that sell to consumers
  • Import: bring (goods or services) into a country from abroad for sale
  • Export: send (goods or services) to another country for sale
  • Port: where ships load and unload goods, usually on the border of a city and an ocean or sea

Background – Agricultural Connections


Interest Approach – Engagement

Day 1

1. Engage

a. Begin a discussion as a class or in small groups: Ask students questions such as: What types of vegetables are commonly grown in Iowa? Could any vegetable be grown in Iowa? Do you think all vegetables that are grown in Iowa are sold in Iowa? How many of the vegetables that we see/buy in stores are from other states or countries?

b. Accept all reasonable student responses and explain that they will be investigating where the vegetables they eat come from.

2. Explore/Explain

a. Put students into groups of 3-4 and pass out vegetables or photos of vegetables for sale in Iowa, try to include a variety. Students will analyze them and answer the following questions through online research.

i. Where did this vegetable likely come from (Iowa, other part of the U.S., other region of the world) and how was it grown? They may be able to find an exact answer if the brand name is identified on the vegetable.
ii. How did this vegetable get to me? What steps and careers were involved?
iii. How could a vegetable like this be marketed? If time allows, they can search for past advertisements for inspiration.

Day 2

3. Elaborate

a. Students will rejoin their groups and get their vegetable from Day 1

b. Students read the Agricultural Distribution reading with their original vegetable in mind

i. As groups, students will reflect on how they think their vegetable might be transported and how this may influence marketing of their vegetable on a national and international scale (ex. Lower emissions, fresh food, etc.)

c. Students create a piece of marketing for their vegetable to advertise it to a domestic and/or global audience, should highlight key important parts of their vegetable and distribution process

i. This could include, but is not limited to, flyers, billboard style advertisements, social media (like TikTok), commercials, radio announcements, etc. Remind students that their advertisement should align with their audience, for example, a flyer is not the best medium to reach a global audience.
ii. Students should discuss where the vegetable is grown, how the transportation style is a benefit (ex. Lower emissions, fresh food, etc.), and address their specific audience

4.Evaluate 

a. Students complete a gallery walk and analyze the work of their peers.

i. Students should identify the location the vegetable is grown, how it is grown, how the transport style is a benefit, and who the specific audience was of at least two of the advertisements. I suggest having students formally evaluate specific advertisements, so each is considered, for example, each group evaluates the first two projects they visit.

Did you know? (Ag facts)

  • Iowa exports billions of dollars' worth of goods (like corn) each year to countries across the world. Canada and Mexico are our best customers!

Extension Activities

Suggested Companion Resources

  • Journey 2050
  • Dig In! Uncovering the Secrets of Iowa’s Veggie Farms

Sources/Credits


Author(s)

Josie Mbaye

Organization Affiliation

Iowa Agriculture Literacy Foundation

Agriculture Literacy Outcomes

  • T2.3-5 Discuss similarities and differences in food, clothing, shelter, and fuel sources among world cultures
  • T3.3-5 Identify careers in food, nutrition, and health
  • T3.3-5 Identify food sources of required food nutrients
  • T5.3-5 Explain the value of agriculture and how it is important in daily life
  • T5.3-5 Provide examples of agricultural products available, but not produced in their local area and state

Iowa Core Standards

Social Studies

  • SS.5.2. Use supporting questions to help answer the compelling question in an inquiry.
  • SS.5.3. Determine the credibility of multiple sources.
  • SS.5.13: Describe how goods and services are produced and distributed domestically and globally.

English Language Arts

  • Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question or to solve a problem. (RI.5.7) (DOK 2,3)
  • Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably. (RI.5.9) (DOK 3,4)