Agricultural Literacy Curriculum Matrix
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A Day Without Dairy
3 - 5
In this lesson, students will create, read, and interpret graphs relating to the economic importance of the dairy industry and be challenged to understand the economic consequences of a day without dairy.
- Index cards for vocabulary review
For each group:
- Glue or paste
For each student:
- “Day Without Dairy” activity sheet
- Empty, clean, single-serving milk carton
- Graph paper
Essential Files (maps, charts, pictures, or documents)
agricultural economist: a career to collect data and analyze graphs to determine the best marketing options for farmers
Background Agricultural Connections
Interest Approach – Engagement
- Place a series of dominos where your class can see. If dominoes are not available you could also stand several books up in a row.
- Ask your students what would happen if you knock down one of the dominoes. Your students should recognize that tipping one domino over will have a chain reaction and the remaining dominos will also be tipped over. Sometimes this is called a "domino effect." Review with your students that the dairy industry is a portion of agriculture that provides milk to our diets. Ask your students what would happen without the dairy industry.
- In this lesson, students will:
- create, read and interpret graphs related to dairy’s economic impact; and
- explore the economic consequences of a day without dairy.
Activity 1: Economy of the Dairy Industry
- Take a poll of the class to determine students’ favorite type of cheese: Mozzarella, American, Cheddar or Swiss. Create a chart on the board to record students’ responses to the poll. Ask students what type of graph should be used to illustrate the information. Students can work in groups or as a class to create the appropriate graph.
- Review with students the purpose of graphs in displaying important information. A large part of an economist’s job is collecting data, creating graphs and interpreting those graphs to determine changes in the market. Why would it be beneficial for someone in the dairy industry (or any other agriculture industry) to be interested in the changes within the agriculture market?
- Explain that economists and dairy farmers alike use graphs to determine the importance of dairy product sales in the economy. In this lesson, students will create and read different graphs to better understand the role of dairy in our daily lives.
- It may be helpful to work with students in creating a “word wall” of vocabulary words they will read and write during the lesson. Place definitions of challenging vocabulary words on the board, depending on grade level. Pass out index cards featuring corresponding vocabulary words to each group. Groups take turns matching their vocabulary word to the correct definitions. Direct students to orally use the words in a sentence and/or record the definitions on a separate piece of paper.
- Students complete the “Day Without Dairy” activity sheet.
- Discuss the economic impacts of a day without dairy. Work with the students to estimate the quantity of milk consumed daily in California (or substitute your state). For example, poll the class to determine the amount of dairy products the class consumes daily. Use multiplication to estimate the amount of dairy products consumed by the entire school, city, state and country. Discuss with the class:
- The amount of money lost in a day without dairy
- The dairy industry’s impact on jobs and employment
- The basic concept of supply and demand
- If California stopped producing milk, how would we get dairy products? How would this affect prices at the store?
- Review activity. Students review their learning by creating “A Day Without Dairy” milk carton. Students decorate a milk carton depicting newly-acquired concepts on each side. If time allows, they can make their carton colorful and creative.
- Side 1
- Title: A Day Without Dairy, Drawing, Name
- Side 2
- Answer the following question, using complete sentences, on lined paper. What would a day without dairy be like? A year? Paste your response to the milk carton.
- Side 3
- Paste a copy of the bar graph you created illustrating exports from the United States, Canada and Russia.
- Side 4
- On a separate piece of paper, list all vocabulary words learned, including definitions. Paste your list to the milk carton.
- Side 1
Concept Elaboration and Evaluation
After conducting these activities, review and summarize the following key concepts:
- The agricultural industry is valuable to our daily life.
- Farmers care for their animals needs by providing food, water, and shelter.
- The dairy industry plays a part in our economy.
- Students create a chart reflecting the data graphed for cheddar cheese production in California (found on "A Day Without Dairy worksheet). Using the chart they created, students find mean, median, mode and range.
- Students work in groups to make milk carton review tools, substituting the pint-sized container with a half-gallon milk carton. Students summarize their findings in front of the class.
Students work in groups to determine statistics they would like to discover about the dairy industry. Students research and collect the needed information, determine the appropriate type of graph to use and create a graph that accurately represents the information they collected. Groups take turns presenting their findings to the class.
Students visit the grocery store and record the prices for commonly consumed dairy products. Students keep a “My Day of Dairy” food journal and determine the amount of money spent on the dairy products they personally eat each day.
Students research factors contributing to dairy product sales. What causes an increase or decrease? Use online tools, write a letter to a dairy farmer or invite a dairy farmer to your class to ask these (and other) questions.
Visit the Interactive Map Project website and view the Dairy Cattle Inventory map. As a class identify the highest milk producing states and discuss the factors which could contribute to the success of dairy farms such as climate, open space, etc. Identify where your state ranks in dairy cattle production and discuss the factors contributing to the statistic.
Read Issue 1 of Ag Today titled Agriculture is Everywhere! This reader can be printed or accessed digitally. It describes the connections humans make daily with agriculture from business and science to the practices of growing and selling row crops and animals to be used for food, fiber, and fuel.
Suggested Companion Resources
- Clarabelle (Book)
- Eating Fractions (Book)
- Has a Cow Saved Your Life? (Book)
- Milk Comes From a Cow? (Book)
- The Cow in Patrick O'Shanahan's Kitchen (Book)
- The Milk Makers (Book)
- Brittlelactica: Planet in Need (Multimedia)
- Consider the Source- Cheese (Multimedia)
- Dairy in the Mountain West: Our Family of Farmers (Multimedia)
- From Moo to You Video (Multimedia)
- Make Mine Milk (Multimedia)
- Moo 2 You DVD (Multimedia)
- NMSU Field Trip: Milk (Multimedia)
- The Journey of Milk (Multimedia)
- Ag Today (Booklets & Readers)
- Dairy Reader (Booklets & Readers)
- Discover Dairy (Website)
State Standards for Utah
Grade 4: Social Studies Standard 2Students will understand how Utah’s history has been shaped by many diverse people, events, and ideas.
Objective 3Investigate the development of the economy in Utah. Meeting one or more of the following indicators: a) Explain the relationship between supply and demand. b) Describe the role of producers and consumers. c) Identify examples of producers and consumers in the local community. d) Research the development of Utah’s economy over time. e) Identify the factors which bring about economic changes (e.g. natural resource development, new technologies, new market development, globalization, global conflicts, education). f) Examine how economic development affects communities (e.g. dams, sports, tourism, power plants, mining, etc.).
Agricultural Literacy Outcomes
Culture, Society, Economy & Geography
- Explain the value of agriculture and how it is important in daily life. (T5.3-5.d)
Plants and Animals for Food, Fiber & Energy
- Provide examples of specific ways farmers meet the needs of animals (T2.3-5.d)
Agriculture and the Environment
- Recognize the natural resources used in agricultural practices to produce food, feed, clothing, landscaping plants, and fuel (e.g., soil, water, air, plants, animals, and minerals) (T1.3-5.e)
Common Core Connections
Language: Anchor Standards
CCSS.ELA-LITERACY.CCRA.L.1Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Mathematics: Practice Standards
CCSS.MATH.PRACTICE.MP1Make sense of problems and persevere in solving them. Students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Students check their answers to problems using a different method, and they continually ask themselves, “Does this make sense?” They can understand the approaches of others to solving complex problems and identify correspondences between different approaches.
CCSS.MATH.PRACTICE.MP4Model with mathematics. Students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. Students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions.
CCSS.MATH.PRACTICE.MP5Use appropriate tools strategically. Students consider the available tools when solving a mathematical problem. These tools might include pencil and paper, concrete models, a ruler, a protractor, a calculator, a spreadsheet, a computer algebra system, a statistical package, or dynamic geometry software. Students at various grade levels are able to identify relevant external mathematical resources, such as digital content located on a website, and use them to pose or solve problems. They are able to use technological tools to explore and deepen their understandings of concepts.
CCSS.MATH.PRACTICE.MP6Attend to precision. Students try to communicate precisely to others. They try to use clear definitions in discussion with others and in their own reasoning. They state the meaning of the symbols they choose, including using the equal sign consistently and appropriately. They are careful about specifying units of measure, and labeling axes to clarify the correspondence with quantities in a problem. They calculate accurately and efficiently, express numerical answers with a degree of precision appropriate for the problem context.
Economics Standard 7: Markets and Prices
ObjectiveIdentify markets in which they have participated as a buyer and as a seller and describe how the interaction of all buyers and sellers influences prices. Also, predict how prices change when there is either a shortage or surplus of the product available.
Economics Standard 8: Role of Prices
ObjectivePredict how changes in factors such as consumers' tastes or producers' technology affect prices.
Economics Standard 9: Competition and Market Structure
ObjectiveExplain how changes in the level of competition in different markets can affect price and output levels.