Module 02: Science in Agriculture

I was in class over the past few days to present my second teaching module to the agriculture students. The inspiration for this module began with the scheduled class field trip to the local Mesilla Valley Corn Maze. I had heard that the maze uses GPS tractors to make their elaborate maze designs (check out some aerial shots of past designs) and I thought it would be a perfect way of starting the students thinking about how technology and science are used in agricultural practices.

I designed the module so that the students would first brainstorm about data, the types of data collected by farmers, how science and technology are used in agriculture, and the benefits that use of science and technology can have for improving agricultural practices. We then focused on use the of GPS technology in agriculture. I found a good overview of the process that a GPS uses to determine its geographical location. The students watched the first part of this video (I modified the original version by clipping out just a bit to edit for time). This video shows some nice graphics of GPS satellites and runs through a simulation of how GPS works in 2 dimensions (and also features a very monotone NASA dude who the kids thought was hilarious). I clipped my edited version to end at the example the NASA dude does with a US map, showing how information on the distance you are from a city can help you pinpoint your location. Instead of having the kids passively watch the example from the video, we handed out map worksheets and compasses so the kids could do the simulation themselves. Working through this hands-on activity seemed to enhance student understanding of the process. I then collected predictions from the students based on the geographic area where their 3 circles overlapped. We watched the middle of the video to see which city was correct, and then I paused again so that we could discuss sources of error in this method, and why not everyone had come up with the correct city. We then watched the end of the video which showed how the process works in 3D. After learning about how GPS technology works, we then discussed potential applications in agriculture. We watched a short video (modified slightly from this one) to see the technology in action. Finally, we discussed how GPS technology is used in other scientific fields. For example, as a biologist, I use GPS to record the locations of parakeet nests and food resources. Other biologists use GPS collars to track the movements of endangered species. The students were most "wowed" by the vulcanologist example, where GPS can be used to monitor for slight changes in the altitude of areas of volcanoes to study and potentially predict eruptions.

Although we had originally planned for this section to be completed in a single class period, the students struggled with the GPS simulation. I think this was largely due to their lack of experience in using compasses. We extended this part to a second day, which allowed for more of the students to actually complete the simulation and for more in-depth discussion. We started this part of the module on Monday and concluded on Wednesday. On Tuesday, the students went on their scheduled trip to the corn maze. In order to keep the students engaged and thinking while on their field trip, and to reinforce concepts of technology and science in agriculture, I made up a scavenger hunt for them to complete.

This module worked well in connecting science and technology closely with an agricultural focus. However, the module could also be easily adapted for a broader science course in using just the GPS section. GPS is used in a very wide range of scientific studies so the simulation of how the technology works could be connected easily to a variety of scientific topics.

The full summary of this module (with student handouts and PowerPoint slides) is available here.

Module 01: Export of crops

I was in the classroom over the past 2 days to deliver my first teaching module. This module builds on the topics normally covered in this class. The class learned some basic information about local New Mexico crops and the next day, learned about global agriculture. This module was designed to reinforce both topics by getting students to think about climate and growing conditions of local crops, and how they would grow at new locations.

I have posted the teaching module, summary, and student documents at: Teaching Module Documents.