NormanBorlaug
EducationalCurriculum
NormanBorlaugCurriculum
Thefirstpartoftheprogramwillincludeateacher’strainingthatwillincreasetheteacher’sknowledge
onDr.Borlaugandhisimportancetomankind.
TheNormanBorlaugCurriculumwascreatedtogiveteacherstheopportunitytopresentfivedays
worthofpre-fieldteachingbeforegoingtotheNormanBorlaugchildhoodhomeandthenfivedaysof
lessonsafterthevisit.ThisgivesthestudentsabetterunderstandingforwhatNormanBorlaugdidfor
theworld.Thiscurriculumgivesthestudentsdifferentactivitiesinwhichtoparticipateintobetter
understandagricultureandNormanBorlaugheritage.ThiscurriculumincorporatesactivitiesinScience,
Math,History,Reading,andWritingandcorrespondswiththeIowaCoreCurriculumdevelopment.The
curriculumcanbechangedtomeettheneedsoftheteacher.
Thefollowingarethetopicsfortheelevendays.
1. Agriculture
2. Wildlife
3. Gardening
4. HistoryofSchools
5. NormanBorlaug’sChildhood
6. VisittotheNormanBorlaugChildhoodhome
7. NormanBorlaug’sUniversityDays
8. NormanBorlaug’sWork
9. NobelPeacePrize
10. WorldFoodPrize
11. HowcanyoubelikeNormanBorlaug?
Theoverallobjectivesofthiscurriculumare:
1. StudentsshouldgainbackgroundknowledgeaboutAgriculture,Gardening,andHistoryof
Schoolhouses.
2. StudentsshouldgainknowledgeaboutNormanBorlaug,andwhathedidfortheworld
throughhiswheatprojects.
3. StudentswillalsolearnabouthowtheycanbelikeNormanBorlaug.
Throughthiscurriculum,thereareactivitiesthatcanbeselectedtotheamountoftimeateacherhas.
Theseactivitiesareveryself-explanatoryandarefunandeducational.
TheCurriculumshouldbereadthoroughlybeforepresentingtothestudents.Teachershave
informationandactivitiesthathelpstudentsdeveloptheiranalyticalskillsandalsotheircommunication
skills.Oneachdaytheteacherhastheoptionofdoingeithertheactivityfirstortalkingaboutthetopic
oftheday.
TheNormanBorlaugHeritageFoundationwouldliketothanktheteachersandstudentsfortheir
participationinthiscurriculum.Wehopethiscurriculumwillbefunandeducationalfortheteacherand
thestudents.Ifyouhaveanyquestionsorcomments,checkouttheNormanBorlaugHeritage
Foundationathttp://normanborlaug.org/.
IfyouwouldliketoscheduleavisittotheNormanBorlaugChildhoodHome,contacttheNorman
BorlaugHeritageFoundation.
CurriculumdevelopedbyMaryFoell,
2010NormanBorlaugHeritageFoundationSummerIntern
AndIowaStateUniversityStudent
NormanBorlaug
EducationalCurriculum
Day1:HistoryofIowaandAgriculture
Day1:HistoryofIowaandAgriculture
Background
ThisunitisDay1intheNormanBorlaugCurriculumfromtheBorlaugHeritageFoundation.InDay1of
11days,thestudentswillgetanunderstandingofIowa,agriculture,andthenenduplearningabout
NormanBorlaug’slifeandimpactonallofus.Afterthefirstfivedays,thestudentsalsowillhavethe
opportunitytovisittheboyhoodhomeofNormanBorlauginordertogetatrueunderstandingabout
NormanBorlaug.ThisunitwillhavethestudentreviewingthehistoryofIowaasastate,famouspeople
inIowa,andstatefacts.Alsointhisunitthroughstatistics,thestudentwillgetanunderstandingofthe
importanceofagricultureandalsothedefinitionofagriculturerelatedterms.Thisunitiscomprisedof
differentactivitiesthatwillhelpthestudentdeveloptheircoreskills.Theseactivitiescorrespondwith
theIowaCoreCurriculumdevelopment.
References
Thefollowingarereferencesusedinthisunit:
StateofIowaGovernmentalPages
2000Census(WillChangeduetothe2010Census)
DesMoinesRegister
Objectives
• StudentswillbeabletounderstandabriefhistoryofthestateofIowathroughhistoryand
reading.
• Studentswillhaveanunderstandingofwhatagricultureisthroughscience.
• StudentswillbeabletounderstandsomechangesinagricultureinIowathroughhistory,math,
andwriting.
TimeAllotment
Dependingonthenumberofactivitiesselectedthetimecouldrangefromthirtyminutesormore.
ResourcesNeeded
MapofIowa
InternetorEncyclopedias
Computer
Paper
PencilsorPens
PrintedTimelineofIowahistory
FactorFictionPage
Procedures
Thefollowingquestionsshouldbeaskedassoonasyoustartthelesson:
WhatisthestateofIowa’sflower?WildRose
IsIowa’streetheOakorMaple?Oak
WhendidIowabecomeaState?December28,1846asthe29thstateoftheunion
WhatisthecapitalofIowa?DesMoines.
LessononHistoryofIowa
ThisisaboutthehistoryofIowa,someIowafacts,andafewfamouspeopleinIowa.Thispartoftheunit
canberedonetomatchanystateintheUnitedStatesandaroundtheglobe.Thisinformationcanbe
lookedupinanyencyclopediaorgovernmentalwebsource.
IowaFacts:
1. DateofStatehood:December28,1846;29thstate
2. Capital:DesMoines
3. Nickname:HawkeyeState
4. StateTree:Oak
5. StateFlower:Wildrose
6. StateBird:EasternGoldfinch
7. StateRock:Geode
BriefHistoryofIowa
• 1803:UnitedStatesacquiresIowaintheLouisianaPurchase.
• 1804:SergeantFloyddiessouthofpresentdaySiouxCity;heisamemberoftheLewisandClark
Expedition.HeisthefirstwhiteAmericanburiedinIowa.Hewastheonlysolidertodieontheir
expedition.
• 1838:CongresscreatedtheIowaterritory.
• 1844:ConventioninIowaCitytodraftaconstitution.
• 1846:Iowabecomesthe29thstatewithAnselBriggsbeingIowa’sfirstgovernor.
• 1847:UniversityofIowawascreated.
• 1857:CapitalofIowaismovedfromIowaCitytoDesMoinesduetopopulationdensity.
• 1858:LandGrantCollegewasestablished.ItisnowknownasIowaStateUniversity.
• 1876:IowaStateTeachersCollegeisestablished,nowknownasUniversityofNorthernIowa.
• 1910:firstfederalcensusthatdeclinedinpopulation.TheCensusnumberswouldnotdecline
againinIowauntil1990.
• 1918:FarmBureauwasformedinIowa.
• 1928:TheFirstIowan,HerbertHoover,waselectedaspresidentoftheUnitedStates.Hooveris
originallyfromWestBranch,Iowa.
• 1930’s:GreatDepressionhitsIowa,UnitedStates,andtheWorld.
• 1941-1945:WorldWar2.
• 1970:NormanBorlaugwinstheNobelPeacePrize,firstagriculturalscientisttowintheaward.
HavestudentcreatehisorherownIowahistorytimeline.Havethestudentssharewiththeclasstheir
timelinewithanyotherinterestingdatestheyfoundduringtheirresearch.
TenLargestCitiesinIowa(From2000Census-Changesmaybeneededfrom2010Census)
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
DesMoines
CedarRapids
Davenport
SiouxCity
Waterloo
IowaCity
CouncilBluffs
Dubuque
Ames
WestDesMoines
Iftimeallows,haveamapofIowaandallowthestudentstofindthedifferentcitiesonitandhistory
ofthecities’names.Amapwithnomarkingofanytownorcountycanbefoundtoprintoffat
http://www.eprintablecalendars.com/maps/state-of-iowa/.
http://data.desmoinesregister.com/famous-iowans/
OneideaistohavethestudentspickafamouspersononthislistorthelistfromtheDesMoines
Registerandfindoutsomeinformationaboutthem.Givethestudentstheopportunitytodevelop
theirpublicspeakingskillsbypresentinga1-2minutepresentationabouttheirfamousIowan.
1. NormanBorlaug-PlantPathologist,geneticist(NobelPeacePrize):Cresco
2. HerbertHoover-PresidentoftheUnitedStates:WestBranch
3. GrantWood-Painter:Anamosa
4. WilliamBuffaloBillCody-Scout:ScottCity
5. EdwinPerkins-InventorofKool-Aid:Lewis
6. RussellStover-CandymakerandEskimoPies:IowaCity
7. JohnWayne-actor:Earlham
8. JohnnyCarson-TVhost/entertainer:Corning
9. WyattEarp-FrontierMarshall:Pella
10. HenryWallace-Geneticists,NewspaperOwner,Politician:Orient
11. GeorgeWashingtonCarver-wasn’tborninIowa,schoolingatIowaStateUniversity,startedat
Wintersetasacook,firstAfricanAmericangraduateandfacultyatISU,mostfamousforhis
worksinPeanuts
12. CarrieChapmanCatt-age7movedtoCharlesCity,LeagueofWomenVotersandWomenRights
IowaTriviaFacts
http://www.50states.com/facts/iowa.htm
Top50FactsaboutIowa
1. Ripley’sBelieveitorNothasdubbedBurlington’sSnakeAlleythemostcrookedstreetinthe
world.
2. StrawberryPointisthehomeoftheworld’slargeststrawberry.
3. Thestate’ssmallestcityparkissituatedinthemiddleoftheroadinHiteman.
4. ScrantonishometoIowa’soldestwatertowerinservice.
5.
6.
7.
8.
9.
10.
11.
12.
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40.
Dubuqueisthestate’soldestcity.
CrystalLakeishometoastatueoftheworld’slargestbullheadfish.
RathbunDamandreservoiristhelargestbodyofwaterinthestate.
SpiritLakeisthelargestglacier-madelakeinthestate.
WestOkobojiisthedeepestnaturallakeinthestate.Itis136feetdeep.
ImesBridgeistheoldestofMadisoncounty’ssixbridges.
IowalongestandhighestbridgecrossesLakeRedRock.
ElkhornisthelargestDanishsettlementintheUnitedStates.
At16miles,EastOkobojiisthelongestnaturallakeinthestate.
KalonaisthelargestAmishcommunitywestoftheMississippiriver.
Thestate’slowestelevationpoint(at480feet)isinLeeCounty.
TheHolliwellBridgeisthelongestbridgeinMadisonCounty.
FrancisDrakewas66yearsoldathisinaugurationandIowa’soldestgovernor.
Iowa’soldestcontinuallyrunningtheaterisinStoryCity.
TheCedarRapidsMuseumofArthousesthelargestcollectionofgrantWoodartwork.
FenlonPlaceElevatorinDubuqueistheworld’ssteepestandshortestrailway.
WrightCountyhasthehighestpercentageofgradeAtopsoilinthenation.
QuakerOatsinCedarRapids,isthelargestcerealcompanyintheworld.
TheSaintFrancisXavierBasilicainDyersvilleistheonlybasilicaintheUnitedStatessituated
outsideamajormetropolitanarea.
Clarionistheonlycountyseatintheexactcenterofthecounty.
Dubuqueishometotheonlycountycourthousewithagolddome.
CornellCollegeistheonlyschoolinthenationtohaveitsentirecampuslistedontheNational
registerofHistoricPlaces.
TheSergeantFloydMonumentinSiouxCityhonorstheonlymantodieduringtheLewisand
Clarkexpedition.
MaynardReeceistheonlyartisttowintheFederalDuckstampcompetitionfivetimes.
Abronzelife-sizedsculptureofaNorwegianimmigrantfamily(circa1860)islocatedonasix
acrerestoredprairiesitelocatedattheeastentrytoLakeMillsonHighway105.
Iowa’sonlyoperatingantiquecarouselislocatedinthecityofStoryCity.
Knoxville’sNationalSpiritCarHallofFameandMuseumistheonlymuseuminthecountry
dedicatedtopreservingthehistoryofSprintcarracing.
Iowa’sonlyfiretowerissituatedinYellowRiverStateForest.
SabulaisIowa’sonlytownonanisland.
HerbertHoover,aWestbranchnative,wasthe31stPresidentoftheUnitedStatesandthefirst
onebornwestoftheMississippi.
MamieDoudEisenhower’sbirthplaceislocatedinBooneandincludesarestoredframehouse,
completewithsummerkitchenandoriginalfurniturefromthefamily.
VanMeteristhehometownofbaseball’sBobFellar,andIowaboywhowenttogreatnesswith
theClevelandIndians,duringthegoldenAgeofBaseball.
BornDonnabelleMullengerinDension,OscarAward-winningactress,DonnaReed,startedher
careeratyoungageof16.
BornMarionRobertMorrisoninWinterset,JohnWaynewasthesonofapharmacistandgrew
uptobecomeoneofHollywood’smostpopularmoviestars.
MeredithWilson,whoplayedwiththefamousJohnPhilipSousaandtheNewYorkPhilharmonic
beforelaunchinghiscareerasafamouscomposerandlyricist,isaMasonCitynative.
GlennMiller,notedtrombonistandorchestraleader,wasborninClarindalocatedinSouthwest
Iowa.
41. ThetownofFortAtkinsonwasthesiteoftheonlyforteverbuiltbytheUnitedStates
governmenttoprotectoneIndiantribefromanother.
42. CampersandmotorhomesaremanufacturedinWinnebagoCounty.They’recalled
Winnebagos.
43. Iowaistheonlystatewhoseeastandwestborderare100%formedbywater.Missouriand
MississippiRivers.
44. Thehighestdoubletrackrailroadbridgeintheworld,theKateShelleyBridge,islocatedat
Boone.
45. Iowaistheonlystatenamethatstartswithtwovowels.
46. ThefamousactorJohnWaynewasborninWintersetonMay26,1907.
47. IowaStateUniversityistheoldestlandgrantcollegeintheUnitedStatesofAmerica.
48. DecorahhostsNordicFestathree-daycelebrationofDecorah’sScandinavianheritage.
49. TheNationalBalloonMuseuminIndianolachroniclesmorethan200yearsofballooninghistory.
50. SheldonHighSchoolSummerTheatre,theonlyhighschoolrepertoryinIowaandoneofjusta
fewinthenation,presentsadifferentplayforeachweekduringJuneandJuly.
ThisinformationcanbeusedtocreateaFactofFictionpagethatwouldtestthestudentsontheir
understandingoftheinformationthatisgiven.Thiscouldbeusedbeforetheystartlearning
aboutIowaasanintroduction.
WhatisAgriculture?
Agriculturecanmeandifferentthings,suchasgrowingcropsandanimals.
Farming:theoccupation,business,orscienceofcultivatingtheland,producingcrops,andraising
livestock.
Synonyms:Farming,cultivation,cropgrowing,foodproduction,agriculturalscience,husbandry,
agronomy.
DefinitionofAgriculturefromIowaStateUniversityExtension:Agricultureistheproductionoffood,
feed,fiber,andothergoodsbythesystematicgrowingandharvestingofplantsandanimals.Itisthe
scienceofworkinglandandusingittoraiseplantsandanimals.
UnitedStatesDepartmentofAgriculture-AgricultureintheClassroom
• Ag-Knowledge:thisportionhasover50questionsaboutagriculturethatateacher
couldreadsomeofthemtothestudent,orhandoutapapertoseehowwellthey
knowagriculturetopics.
• AgFactsaboutIowaAgriculture
o Teacher:http://agclassroom.org/teacher/stats/iowa.pdf
o Students:http://agclassroom.org/kids/index.htm
§ VirtualTours
§ AgFacts
§ FarmandFood
https://www.youtube.com/watch?v=ys26B_575C4
Title:YourRole,withNormanBorlaugspeaking
TalkaboutBiotechnology,andhowonepersoncanaccomplishawholelot.
https://www.nass.usda.gov/Statistics_by_State/Iowa/
WheatHarvestedcomparedtoCornHarvestedbasedonthe2007CensusfortheStateofIowa.
Wheat 28,000AcresPlanted 22,000AcresHarvested
45.0Bushelsperacres(Yield) 990,000BushelProduction
3.950Dollars/Bushel 3,911,000Valueofproductiondollar
Corn
13,700,000AcresPlanted
13,400,000AcresHarvested
182Bushelsperacres(Yield)
2438800000BushelsProduction
3.750Dollars/Bushel
9,145,500,000ValueofProductionDollar
http://www.extension.iastate.edu/Publications/PM2023.pdf
RevisedDecember2009
ByDanielOttoandSpencerParkinson
FarmCharacteristicsinHowardCountyandtheStateofIowa
FarmCharacteristics HowardCo
Farms 887
Farmland(acres)
278,635
AvgAcresperfarm
318
Mediansizefarm(acres)
150
Iowa
92,856
30,747,550
331
151
MarketValueofland/building $969,433
$1,112,023
MarketValueofmach/equip. $140,611
$136,771
SalesperFarm $198,889
$219,890
TotalLandarea
303,206
36,013,737
Percentinlandinfarms
92% 85%
Average/Mean:addallthenumbersandthendividebythenumberofnumbers
Median:Middlevalueinthelistofnumbers
Mode:valuethatoccursthemostoften
Thisinformationcouldbeputintoaworddocumentandhavegapsleftforthestudentstofindandfill
out.Studentscouldlearnhowtocalculateacresintofeet,tocompareHowardCountyandtheState
ofIowa.AnexampleofthisactivityisavailableintheAppendixunderExample1.
IowatotalsforHogs/PigsandCattle
Hogs/Pigssold=47,279,443
CattleSold=3,635,880
Assessments
StudentsshouldbeabletolistfivefactsaboutIowaandHowardCounty.
Studentsshouldunderstandtheimportanceofagriculture.
StudentsshouldbeabletoresearchandcommunicatetheimportanceofoneIowantotheworld.
Appendix
EXAMPLE1:FillintheBlanks
FarmCharacteristics HowardCo
Iowa
Farms _____ 92,856
Farmland(acres)
278,635
_______
AvgAcresperfarm
______
______
Mediansizefarm(acres)
150
151
MarketValueofland/building _______
$1,112,023
MarketValueofmach/equip. $140,611
________
SalesperFarm $198,889
________
TotalLandarea
_______
36,013,737
Percentinlandinfarms
_______
_______
NormanBorlaug
EducationalCurriculum
Day2:Wildlife
Day2:Wildlife
Background
ThisunitisDay2oftheNormanBorlaugCurriculumfromtheBorlaugHeritageFoundation.InDay2of
11days,thestudentswillgetanunderstandingofwildlifeandbiomesinCrescoandHowardCounty.
Thisunitwillhavethestudentsreviewingsciencetermssuchasbiomes,prairie,fen,andforest.
StudentsshouldrememberwhattheylearnedduringthislessonwhentheygoouttotheChildhood
homebecausethehomeareahasthedifferentwildlife.Theunitiscomprisedofdifferentactivitiesthat
willhelpthestudentdeveloptheircoreskills.TheseactivitiescorrespondwiththeIowaCore
Curriculumdevelopment.
References
Thefollowingarereferencesusedinthisunit:
http://campsilos.org/
http://www.mbgnet.net/fresh/wetlands/index.htm
https://www.epa.gov/wetlands
http://idahoptv.org/dialogue4kids/season6/wetlands/classroom.cfm
http://www.worldbiomes.com/biomes_forest.htm
http://www.blueplanetbiomes.org/deciduous_forest.htm
www.agclassroom.org/ok
http://www.cast-science.org/
Objectives
• StudentswillbeabletounderstandthedifferentbiomesinCresco;thatarelocatedonthe
Borlaugfarm.
• StudentswillunderstandthedifferencebetweenPrairie,Fen,andForest.
• StudentswillunderstandandabletoidentifytherarewildflowerspecieslocatedattheBorlaug
Farm.
TimeAllotment
Dependingonthenumberofactivitiesselectedthetimecouldrangefromthirtyminutesormore.
ResourcesNeeded
WildlifeWorksheet
PossibleSuppliesforactivitylistedinprocedures
Procedures
Thefollowingquestionscouldbeaskedassoonasyoustartthelesson:
Whatisabiome?
HowmanytypesofbiomesdoyouthinkthereareattheBorlaugfarm?
Whyarebiomesimportant?
Biome:majorecologicalcommunity,adivisionoftheworld’svegetationthatcorrespondstoadefined
climateandischaracterizedbyspecifictypesofplantsandanimals.
Wildlife
http://www.campsilos.org/mod1/students/index.shtml
IntroductiontoExploringthePrairies
Prairieislandcharacterizedthathasmostlygrasseswithdeeprichsoilthatiscoverwithtallcoarse
grassesandfewtrees.
TheywereandarelocatedfromIndianatoDakotaandfromCanadatoTexas.
19thCenturypioneersettlersarrived;prairiegrassescoveredapproximatelythree-fourthsofthestateof
Iowa.Theotherpartshadwoodlandsandforestedareas,mainlybyriversandstreams.
QuickfactsaboutTallGrassPrairies
• Tallgrassprairieoncecovered142millionacres.
• Prairiesoncecoveredabout40%ofUS.
• PrairiesareoneofthemostrecentlydevelopedecosystemsinNorthAmerica.
• AboutonepercentofNorthAmericanprairiesstillexists.
• Iowahadthelargestpercentageofitsareacoveredbytallgrassprairiesaround30millionacres.
• InIowa,99.9%ofthehistoricnaturallandscapeisgone.
http://www.campsilos.org/mod1/teachers/r_index.shtml
Thisgivesresourcesforteachersaboutprairiesandwebliographyforinformationinwhichpeoplecan
goandfindmoreinformationaboutontheInternet.Thisgivestheminformationaboutgeneralprairie
information,prairievegetation,prairieanimals,bison,prairiefire,photographcollections,bibliography,
andbiographicalinformationaboutAlbertMLea,IowaDistrictofWisconsinterritory,MemoirbyAlbert
MLea.
Biomes-Wetlands-Fens
http://www.mbgnet.net/fresh/wetlands/index.htm
https://www.epa.gov/wetlands
Wetlands=swamps,marshes,bogs,prairiepotholes,floodplainsandfens.
Coveredorsoakedforatleastpartofallyear.
WetlandsImportant
• Theroleofwetlandsinanecosystem
• Erosioncontrol
• Wetlandsandwaterpurifications
Fensarepeat-formingwetlandsthatreceivenutrientsfromsourcesotherthanprecipitation.Theyare
lessacidicandhavehighernutrientlevelsthanbogs.Grasses,sedges,rushes,andwildflowerscover
theseareas.
Fensandwatershedshelpbypreventingfloods,waterqualityimprovementprovidinghabitatforunique
plantsandanimals
Idahopublictelevision
Wildaboutwetlands:Dialogueforkids
http://idahoptv.org/dialogue4kids/season6/wetlands/classroom.cfm
Lessonplanactivities:HoldtheLoad,CleanMachine,Shrinkingwetlands,andwherehaveallthe
wetlandsgone?
Biomes-Forests
http://www.worldbiomes.com/biomes_forest.htm
Forestsarethelargestandmostcomplexbiomeintheworld.
1/3ofallthelandontheearthisforests.
Forestscoverallfourcornersoftheglobe.
BorealorTaigabiomesarefoundwherethereisshorterwarmsummersandlongwintersandtheseare
foundinEurope,Asia,Siberia,andNorthAmerica.
http://www.blueplanetbiomes.org/deciduous_forest.htm
DeciduousForest
EasternhalfoftheUnitedStates.
TheAverageTemperatureforthedeciduousforestregionis50degreesFahrenheit.
Theaveragerainfallamountforthedeciduousforestregionisbetween30and60inches.
Thislocationtotheforesthasfourseason-spring,summer,autumn/fall,winter.Autumntimeallowsthe
changeincolorfortheleaves.
Creationofoneofthesebiomesisanactivitythatcouldbedoneonthechildren’sfreetimeand
dependingoniftheteacherwantstodotheactivities.
Anactivitythatcouldbeincorporatedintothelessonplanifresourcesandtimepermitincludes:
OklahomaAgintheClassroom
FoodandFunBooklet
www.agclassroom.org/ok
BeeswaxBalm
1½cupsvegetableoil
½teaspoonalmondextract,vanillaextract,orotherflavoring
½stickbeeswax
1. Placebeeswaxinaplasticbagandsmashintosmallpieceswithahammer.
2. Putpiecesofbeeswaxinpanandmeltoverlowheat.
3. Addoilandflavoring.
4. Pourintofilmcanisterwithscrewonlid.Covertightly.
Optionalactivity:
SouthDakotaAgintheClassroom
PaintingwithSOIL
Materials:
2-2½cupsofeachColorofSoil(driedintheair)
Re-sealableplasticfreezerbags
RollingPin
Sifters-3differentmeshsizes
Paperplates
Plasticcups
Stirsticks
Water
5ozclearacrylicmedium
Watercolorpaper
Finepointpermanentblackmarkers
Varietyofpaintbrushes
Procedures:
1. Gatheravarietyofsoilsamples,withavarietyofcolorsandtextures.
2. Placethedriedsoilinare-sealablefreezerbag.
3. Usetherollingpintobreakdownthelargemoundsofsoil.
4. Pourthecontentsofthebagintothesifterwithlargestmesh.
5. Siftthesoilthroughontoapaperplate.Putthelargeparticlesthatareseparatedouttothe
side.
6. Pourthecontentsfromthepaperplateintothesifterwiththemediummesh.
7. Siftthesoilthroughontoapaperplateandsetasidethelargeparticles.
8. Pourthesiftedcontentsfromthepaperplateintothesifterwiththesmallestmesh.
9. Siftontoapaperplateandsetasidethelargeparticles.
10. Pourthefinestparticlesofsoilonthepaperplateintoaplasticcup-youwillneed½cupof
powderedsoil.
11. Addenoughwatertomakeamudbrownie.Stiruntilcombined.
12. Add1to3teaspoonsacrylicmedium.Stiruntilcombinedandsmooth.Youwantthe
consistencyofcraftpaint.
Assessments
StudentsshouldbeabletodistinguishbetweenthedifferentbiomesthatarelocatedinHowardCounty
andCresco.
Studentsshouldbeabletounderstandthedifferencebetweenforests,prairies,andfen.
Appendix
http://www.castscience.org/publications/?agricultural_productivity_strategies_for_the_future_addressing_us_and_glob
al_challenges&show=product&productID=2951
AgriculturalProductivitystrategiesforthefuture:AddressingUSandGlobalChallenges
Number45:January2010
NormanBorlaug
EducationalCurriculum
Day3:Gardening
Day3:Gardening
Background
ThisunitisDay3intheNormanBorlaugCurriculumfromtheBorlaugHeritageFoundation.InDay3of
11days,thestudentswillgetanunderstandingofgardeningandhealthyliving.Thisunitwillhavethe
studentreviewinggardeningprocedures,products,differenttypesofvegetablesandfruits,andhealthy
living.Thisunitiscomprisedofdifferentactivitiesthatwillhelpthestudentsdeveloptheircoreskills.
TheseactivitiescorrespondwiththeIowaCoreCurriculumdevelopment.
References
Thefollowingarereferencesusedinthisunit:
www.agclassroom.org/ok
http://www.helpguide.org/life/healthy_eating_diet.htm
http://ngb.org/gardening/todays/article.cfm?ID=55
Objectives
• Studentswillbeabletounderstandgardeningandtheprocesstogarden.
• Studentswillbeabletotalkaboutdifferentfruitsandvegetablesandwhattodowiththem.
• Studentswillhaveanunderstandingonthedifferenttypesoffruitsandvegetablesandtheir
namesofeach.
• Studentswillknowhowtheycaneathealthieraftertalkingaboutfruitsandvegetablesintheir
diets.
TimeAllotment
Dependingonthenumberofactivitiesselectedthetimecouldrangefromthirtyminutesormore.
ResourcesNeeded
PossibleSupplieslistedintheProcedures
Penand/orPencil
Paper
Procedures
Thefollowingquestionsshouldbeaskedassoonasyoustartthelesson:
Whyshouldwegarden?
Whatkindofdifferentvegetablesandfruitshaveyoutasted?
Whichkindofvegetableorfruitdoyounotlike?Favorites?
Day3:Gardening
http://ngb.org/gardening/todays/article.cfm?ID=55
TopTenReasonsWhyWeShouldGarden?
1. Gardenforsafe,healthyfoods.
2. Gardenforexercise.
3. Gardentoaddbeauty.
4.
5.
6.
7.
8.
9.
10.
Gardentolearn.
Gardentomakemoney.
Gardentomeetpeople.
Gardentobecreative.
Gardentowin.
Gardenforemotionalneedsandspiritualconnection.
Gardenforlastingmemories.
Havethestudentsdevelopalistoftenreasonswhytheyshouldgrowagarden.Aboveareafew
examplesthatcouldbeexamplesofwhyweshouldgarden.
Howtheprocessofgardeningworks?
1. Findvegetablesandfruitsthatyouliketoeat.
2. Buyseedsofyourfavoritevegetables.
3. Whilebuyingtheseedsmakesuretheseedswillgrowinyourarea.
4. Readpackagestodetermineplantingandharvestingdates.
5. Determineasitetoputyourvegetablesandfruits.
6. Developagardenplanwithrowsofwhereyouwanttoputyourseeds.
7. Planttheseeds.
8. WeedandWaterasneededthroughthegrowingcycle.
9. Harvestwhenthecropsaremature.
10. Enjoy!
WhattodowiththeProduceonceyouhaveharvestedthecrops?
1. Washthedirtofftheproduceandeatitplain.
2. Cutthevegetableorfruitupandfreezethem.
3. Cutthevegetableorfruitupandpreservetheminajar.
4. Cutthevegetablesupandmixandmakeameal.
5. Ifyouhaveexcess,givesomeawaytofamilyandfriends.
HealthyLiving/Eating
http://www.helpguide.org/life/healthy_eating_diet.htm
10stepsforHealthyEating
1. Setyourselfupforsuccess.
2. Moderationiskey.
3. It’snotjustwhatyoueat,it’showyoueat.
4. Filluponcolorfulfruitsandvegetables.
5. Eatmorehealthycarbohydratesandwholegrain.
6. Enjoyhealthyfatsandavoidunhealthyfats.
7. Putproteininperspective.
8. AddcalciumandvitaminDforstrongbones.
9. Limitsugar,salt,andrefinedgrains.
10. Planquickandeasymealsahead.
Activities:
1. BalloonPlants-fromOklahomaAgintheClassroom(FoodandFunBooklet)
www.agclassroom.org/ok
Large,clearballoons,markers,ribbons,funnels,measuringcups,towels,radishseeds,½cup
pottingsoil(perstudent)and½cupwater(perstudent).
1. Insertafunnelintotheneckofaballoon.
2. Pourthesoilandwaterintotheballoon.Besurethesoilisnotsoggy.
3. Droptheseedsthroughthefunnelintotheballoon.
4. Cleantheballoonoffwiththetowel.
5. Inflatetheballoon.Addthetie.
6. Hangtheballoonfromtheceiling.
7. Havethestudentschecktheirballoondailyandcharttheplant’sgrowthforten
days.
2. GardeninaGlove-fromOklahomaAgintheClassroom(FoodandFunbooklet),
www.agclassroom.org/ok.
Surgicalgloves,yarn,cottonballs,andbeet,radish,lettuce,andcarrotseeds
1. Giveeachstudentaglove,andhaveeachstudentwritetheirnameonthethumbof
thegloveandthenamesoftheseedsontheremainingfingers.
2. Ineachfinger,placeamoistenedcottonballandafewofeachkindofseeds.
3. Studentswilltieofftheirgloveswithyarn.
4. Waitforthefingertosprout.
3. DesignaGarden-Havestudentscreateaschoolgardenbymeasuringoffthewidthandlengthof
theirproposedgarden.Usinggraphpaper,havethestudentsdesignagardenusingtheseedsand
determiningtheamountofspaceneededforeachvegetableorfruit.Studentswilleachneedto
researchaparticularseedorplantanddesignatimelineforplantingandharvestingofthecrop.
4. Studentsmayneedtostartsomeoftheplantsindoorsforplanting.Astheywatchthemgrow,have
mathlessonsondeterminingthegerminationrates.
AnotherOptionalActivityforstudentstodo.
NamethatProduce:Thisgameistotestthestudentsondifferenttypesoffruitsandvegetables.The
rulesofthegamearetoguessthenamesofthe25fruitsandvegetablesthatareprovided.The
materialsneededforthegameare:25differentfruitsandvegetables(makesuresomeoftheitemsare
thingsstudentsdon’tknowabout),paperplateswithanumbersystemonthem,listofalltheitemswith
ablanksothatthestudentcanfillinwiththenumberorletterofwhichvegetableorfruitthatthey
thinkitis.Afterhavingthestudentstakeatryatnamingthatproducegothrougheachandgivethe
correctanswer.Thentalkabouteatinghealthyandusingfruitsandvegetablesinyourmeals.Maybein
theendthestudentcouldtrysomeofthefruitsandvegetables.
Assessments
Studentsshouldbeabletolistfourreasonswhytheyshouldgarden.
Studentsshouldbeabletounderstandwhattodowithproduceafterithasbeenharvested.
Studentsshouldbeabletotellthedifferencebetweensomefruitsandvegetables.
Appendix
NormanBorlaug
EducationalCurriculum
Day4:HistoryofSchools
Day4:HistoryofSchools
Background
ThisunitisDay4intheNormanBorlaugCurriculumfromtheBorlaugHeritageFoundation.InDay4,of
11daysthestudentwilllearnhowschoolshaveevolvedandchangedovertheyears.Studentswilluse
thisknowledgeonDay6whentheytaketheirfieldtriptotheNormanBorlaugChildhoodhomeand
school.Thisunitiscomprisedofdifferentactivitiesthatwillhelpthestudentdeveloptheircoreskills.
TheseactivitiescorrespondwiththeIowaCoreCurriculumdevelopment.
References
Thefollowingarereferencesusedinthisunit:
http://www.pbs.org/kcet/publicschool/evolving_classroom/index.html
http://edsitement.neh.gov/view_lesson_plan.asp?id=319
Objectives
• Studentswillobtaintheknowledgeaboutoneroomschoolhousesandthehistorybehindthese
schools.
• Studentswilllearninformationaboutdifferentrulesanditemsusedinaschoolhouse.
• Studentswilllearnthatstudentshadtogotooutsideforbathroom,andschoolshadno
electricity.
TimeAllotment
Dependingonthenumberofactivitiesselectedthetimecouldrangefromthirtyminutesormore.
ResourcesNeeded
PenandPaper
Procedures
Thefollowingquestionsshouldbeaskedassoonasyoustartthelesson:
Whatdoyouthinkschoolswerelikebackinthe1920’s?
Isitthesameasnow?
Didpeoplehaveelectricitybackthen?
Whatdoyouthinkdisciplinewaslike?Then?Now?
HistoryofSchools
Day4lessonisonthehistoryofoneroomschoolhousessimilartotheonethatNormanBorlaugwent
towhenhewasyoung.
http://www.pbs.org/kcet/publicschool/evolving_classroom/index.html
HistoryofSchoolhouses-MainlyOneRoomSchoolHouses
Building
*Sparselydecoratedandfurnishedinthe19thcentury.
*Farmerssuppliedwoodforthestovetokeeptheschoolwarm.
*Woodburningstovewastheonlythingintheoneroomschooltokeeptheteacherandthestudents
warm.Thefuelusedinthesestovescouldbeanythingfromwood,coal,corncobs,straw,andcowchips.
*Therewasverylittlelightinginaone-roomschoolhouse.Theonlylightingthattheydidhavewas
fromwindowsattheschoolandpossiblelampsmadefromKerosene.Therewasnoelectricityinschool
housessoeverythinghadtobedonebeforedaylightendedandchoreshadtobedoneonthefarm.
*Bellsasmallbellwasrungforstudentstocomeinfromrecess.Studentsneededtobeclosebyso
couldhearthebell-otherwisetherewaspunishment.
*Manypeopledidn’thaveindoorplumbingintheirhomesorevenatschools,sotheyhadtouse
outhouses.Outhousesareusuallywoodenstructuresthathaveseatswithholesallowingurineand
fecestogototheground.Studentswouldusetheseinplaceoftoday’smodernrestrooms.
Teachers
*Studentsofallagesandabilities.
*Theolderchildrenwouldhelptheyoungerkidsoutontheirschoolingsincethebooksweremostly
towardyoungerkids.
*Oneteacher;usuallyanunmarriedwoman,sometimesstudentswereolderthantheteacher.
*Teachersmostofthetimelivedwithlocalfamiliesduringtheyear,goingfromhometohome.
ClassesandStudents
*Slateandchalkwerethewritingtoolsandusuallyveryfewbooksastheonlythingthattheycould
afford.
*Usedblackboardswithchalkanderasedwitherasermadeoffeltoraclothrags.
*QuillPenswereusedinschoolhousesforwritingtasksorwrittenworkthatwouldbeexhibited.
*TheinkinIowaweremadeof“lampblackortannicacidfromoaktreegallsmixedwithlightoilorfrom
swampmaplebarkandcopperas.“
*Writingcouldbemessyforstudentssotheyhadtoblottheexcessoffsonottomakesmudgesonthe
paperandmakingithardtoread.
*Thesubjectsthattheytaughtwereliteracy,penmanship,andarithmetic,thematerialswererecited,
drilled,andthestudentshadoralquizzes.
*Memorizationwasdoneinschoolbecausethereweren’tenoughsuppliesforwrittentests.Someof
thememorizationwasdoneonslatewithchalk.Untilthemanufacturedleadpencilsthatwerecreated
aftertheCivilWar.Theschoolandtownspeopledidn’thaveanyelectronicdevicessomailhadtocome
throughamailcarrierorhorse.
*Verylittlehomeworkwasgiventothestudentsintheoneroomschoolhousebecausetheyhadso
muchresponsibilityonthefarmandtotheirparentsworkingthattheydidn’thavemuchtimeforit.
*1890’swasthefirstintroductionofthewoodenpaddle,thiswasusedfordisciplinepurposesandto
makesurestudentsbehavedinschool.
*Schoolluncheswerebroughttoschoolinlunchpailsbystudentsbecauseitwasalongwalkfrom
home.Therewasnorefrigeratorattheschoolsothestudentshadtopackitemsthatwouldnotspoil.
Anexampleoflunchcouldbe“BreadwithJamorMeatSandwiches,hardboiledeggs,anddillpickles.”
http://edsitement.neh.gov/view_lesson_plan.asp?id=319
Howdowelearntoday?
Talkaboutoneroomschoolhouses.Howaretheyalikeanddifferentfromtoday’sclassandbuildings?
Whatkindsofequipmentdoweusetodaytolearn?Howdowedifferfromearlierintheoneroom
school?
Whatkindsofgamesarelearnedatrecesstoday?
Gamesiftimeandspacepermit
Spellingbee
Mathtimetables
Tag
DuckDuckgoose.
Assessments
Studentsshouldbeabletounderstandwhatitwasliketogotoaoneroomschoolhouse.
Studentsshouldbeabletotellthedifferenceofpastandpresentwaysofdoingthingsinschools.
Studentsshouldbeabletounderstandthattherewasnoelectricitybackthen.
Appendix
NormanBorlaug
EducationalCurriculum
Day5:NormanBorlaug’sChildhood
Day5:NormanBorlaug’sChildhood
Background
ThisunitisDay5intheNormanBorlaugCurriculumfromtheBorlaugHeritageFoundation.InDay5of
11days,thestudentswillgetabroadoverviewofwhoNormanBorlaugisandwhatheaccomplished.
ThisunitwillhavethestudentsreviewingthelifeofNormanBorlaugandthengoingindepthintohis
childhood.Thisgetsthestudentswonderingwhatitwaslikeonthechildhoodhomeandthisunitgives
abackgroundonit.Thisunitiscomprisedofdifferentactivitiesthatwillhelpthestudentdeveloptheir
coreskills.TheseactivitiescorrespondwiththeIowaCoreCurriculumdevelopment.
References
Thefollowingarereferencesusedinthisunit:
HeroinaHurrybyLoraSwanson
Borlaug:TheMildManneredMaverickwhofedaBillionPeopleVolume1:RightofftheFarm
1914-1944.ByNoelVietmeyer
Objectives
• StudentswilllearnaboutNormanBorlauglifefromchildhoodtotheWorldPeacePrize.
• StudentswillbegiventheopportunitytovisittheChildhoodHomeofNormanBorlaugthenext
day.
TimeAllotment
Dependingonthenumberofactivitiesselectedthetimecouldrangefromthirtyminutesormore.
ResourcesNeeded
HeroinaHurrybook(Optional)
Penand/orPencil
Paper
FallenPhrasePuzzle(Optional)
Procedures
Thefollowingquestionsshouldbeaskedassoonasthelessonstarts:
WhendoyouthinkNormanBorlaugwasborn?1914
Ifhewasalivetodayhowoldwouldhebe?96yearsoldin2010.
Wheredidhegotoschoolat?
ThefollowingisasummaryofkeypointsfromHeroinaHurry
Norman’sEarlyYears
• BorninCrescoin1914.
•
•
Wenttoaoneroomcountryschool-wasalwayscuriousaboutplants.
Captainofthefootballteam,memberofthewrestlingteam.
University
• WenttotheUniversityofMinnesota,wasgoingtobeonthefootballteambutwastoosmallso
decidedtogobeapartofthewrestlingteam.
• BachelorsdegreeinForestry.
• MastersandPhDinPlantPathology.
Family
•
•
•
•
MarriedMargaretGibson
NormaJean-Daughter
Billy-Son
StartedLittleLeagueinMexicoCity
Work
• DuPontChemicals-chemicalfungicide
• MexicanProject
o Wheatspecialist
o Growalmostanywhere
o Worldsfoodsupply
o Oldestdomesticatedcrop
• JapanDwarfWheat-Norin10
InventingShuttleBreeding
• Shuttlingwheatseedsfromonelocationtoanother.
• Greatyieldandimmunity:Mexicohadtwoclimatesanddifferentelevations.
• 1956Mexicobecameselfsufficientinwheat.
• 1963harvestwassixtimesthatof1944.
• GreenRevolutionwasnamedofNormanBorlaugworks.
GreenRevolutionMovesOn
• IndiaandPakistan-Mexipak-Mexicancommercialseeds
NobelPeacePrize
• KingofNorwaypresentedNormanBorlaugwithhisprize.
• Worldknownprize.
• SpeakforundernourishedandfortheRolefoodplayedinworldpeaceandstability.
• Firstagriculturalscientisttoreceiveaward.
• Greatestprideisn’tinhonorsorprizes,butintrainingyoungscientiststosolvefoodproduction
problemsandtoseebigchangestheyachieve.
Controversy
• RiotsinIndia-gotredwheatinsteadofrice.
•
•
DuPontchemicals-targetedbyenvironmentalgroups.
TestifiedbeforeCongressaboutDDTtoeradicateMalaria.
Sasakawa
• WantedBorlaugtoHelpAfrica.
• NormanBorlaugwas71yearsoldatthetimethatheundertooksavingAfrica.
WorldFoodPrize
• Fighthungerandpoverty.
• DesMoines,Iowa.
• YouthInstitute.
• Youhavetheopportunitytohaveaneight-weekinternship.
Borlaug-informationfromBorlaug:TheMildManneredMaverickwhofedaBillionPeopleVolume1:
RightofftheFarm1914-1944.ByNoelVietmeyer
Thefollowingiskeypoints:
BorlaugwenttoschoolattheNewOregonRuralDistrictSchoolNumber8
ManydiseaseswerewidespreadinBorlaug’schildhooddaysthesediseasesincluded:
• ScarletFever
• Diphtheria
• Measles
• Mumps
• WhoopingCough
• Croup
• Grippe
• ChickenPox
• SmallPox
• Tonsillitis
• Tuberculosis
• Infantileparalysis
• Appendicitis
OutofeveryonethousandAmericanbabiesbornin1915,onehundredneverenjoyedasinglebirthday.
Outatthefarm,NormanBorlaug’sfamilyraisedagarden.Theyalsohadarootcellarthatheldcarrots,
turnips,cabbages,potatoes,andonionsintubsofsandtomakesurethattheyhadfoodforthewinter
timebecauseofthesnowkilledallplants.InthegardentheBorlaug’splanted:radishes,potatoes,
sweetcorn,tomatoes,carrots,peas,stringbeans,lettuce,andmore.
Duringthewarmseason,theBorlaug’spickedblackberries,raspberries,chokeberries,currents,and
gooseberries.Duringthefall,theypickedapples,cherries,andplums.Topreservethefruitsand
vegetablesfortheharshwintertime,theyboiledbigpotsofproduceandsealedthefruitandvegetables
inMasonJars.Thiswascalledcoldpacking.Butsometimes-coldpackingfailedtoeliminateapowerful
poisoncalledClostridiumBotulinum.
Backin1910-1920’s,theaverageAmericanManwas5foot7inchesandweighedonehundredand
thirtyfivepounds.
NormanBorlaug’sParentsworkedtirelesslyandwithoutcomplaint.HismotherClarawasfivefoottall
andwaseventemperedandkind.Hisfather,Henrywas6’1’’aboutsixinchesabovetheaverage.He
wasprivatesoft-spokenself-effacingfarmerwithoutenvyorambition.HehadtwosistersPalmabornin
1916,andCharlottebornin1919.
WhenNormanwassevenyearsold,hehadtomoveoutofthehousesthathelivedwithhis
grandparentsandparentsbecauseofthelackofroom.Hemovedinwithhisfather’syoungerbrother
NedandhiswifeNettie.TheywerelikesurrogateparentstoBorlaugbecauseofthetightfamily.But
thisdidn’tlastlong,ayearlater;hisparentstookoutalltheirlifesavingsfromCrescobankandbuilta
two-storyhouse,andhad56acresthatwerenexttotheancestralhomestead.Thiswasin1922when
Henrybuiltasix-roomfarmhouse.Thelandwaslowhillsandhadshallowvalleyswithatinystream
throughtimberedhollow.
Theplacehasatwo-storyhousethathadahedgeofspireaandbedofpeonies.Thehousehadno
familyroom,diningroom,orbathroom.Theirbathroomwasanouthouse.Ontheproperty,therewasa
longsquatbarnthatheldthreehorses,tenbeefcattle,andtwelvedairycattleinthewintertime.There
wasalsoaslatsidedstructurethatwasusedpartlyasagranaryforoatsandpartcribforcorn.There
wasalsoaroughcoopforthechickensandaboxyshedforsmokedbaconandham.
TheBorlaug’smainincomewasfromsellingpigsandcattleeveryyear,alongwithcansofcreamto
Saude.TheyalsosoldbutterthatendeduponChicagodinnertables.
In1932,notonefarmintenwaselectrified,becausethepowercompaniesrefusedtohookupmore.
Theinventionofindividualpackagingin1920swasaninnovationthathelpedsavedpeople’slives
becausekeptouttheinsectsandpestoffthefood,andstoppedthestoreownerfromgivingyouless
thanyoudeserve.
Musclepower(musclesofhumansoranimals)accomplishedthecooking,heating,cooling,lighting,
lifting,pumping,chopping,vacuuming,spreading,ironing,washing,ordrying.Forfood,thecommon
summerdaysconsistedofdinner,whichwasthemainmealoftheday.Mostofthetime,itwasfried
chicken,boiledpotatoes,freshpeas,lettuce,andradishes.Supperwasmainlyleftoversfromdinner.
In1915,6.5millionAmericanfarmersownedmorethan21millionhorsesandmules.
TherewerecompetitionsinsevendifferentstatesbecauseHenryWallacehelpedcreatethisevent.The
eventwascalledCornHuskingChampionships.TheyevenhadaNationalCornHuskingChampionship
withthewinnerreceivingagoldmedal,$50andbib-overallsdonatedbyOshKoshB’Gosh.
Borlaug’ssophomoreyear,theygotaVocationalAgricultureteacherbythenameofHarryShroderfrom
theIowaStateCollegeandhewaspresentingtheideaofusingfertilizertothestudents.Moststudents
didn’tthinkthatitwaspossibletogetmoreyieldoutofthecorn,soHarryhadtrialplotsinorderto
showthekidsthedifferences.Thedifferencewasremarkable.
Borlaugcompetedinwrestling,football,andwasevenamemberofabaseballteam.
HavetheChildrenwriteonapieceofpapertwoquestionsthattheywouldwanttoknowabout
NormanBorlaug.Alsoyoucanhavethechildrenwriteaboutwhattheyaremostexcitedtoseeatthe
ChildhoodhomeofNormanBorlaug.
Assessments
StudentsshouldbeabletounderstandabriefhistoryaboutNormanBorlaug.
StudentsshouldbeabletounderstandNormanBorlaug’schildhood.
Appendix
Thisisahorizontalmessage,readlefttoright,willcomeoutwithasayingaboutNormanBorlaug.
Thismessagehasnovertical(upanddown)message.
AnswerKey
NormanBorlaug
EducationalCurriculum
Day6:VisittoNormanBorlaug
ChildhoodHome
Day6:VisittoNormanBorlaug
ChildhoodHome
Background
ThisunitisDay6intheNormanBorlaugCurriculumfromtheBorlaugHeritageFoundation.In
Day6of11days,thestudentswillfinallygetthechancetovisittheNormanBorlaugChildhood
homeandexperiencethingsthewayhedid.Duringthisvisitthestudentsshouldremember
whattheyhadlearnedthroughthefirstfivedaysofthiscurriculum.Theywilldiscoverdifferent
thingsaboutNormanBorlaugandevenwhattheycandointhefuture.Placestheywillvisit
includetheoneroomschoolhouse,Borlaug’shome,andbarn.Thisunitiscomprisedof
differentactivitiesthatwillhelpthestudentdeveloptheircoreskills.Theseactivities
correspondwiththeIowaCoreCurriculumdevelopment.
References
Thefollowingarereferencesforthisunit:
TeachersandTourGuidesattheNormanBorlaugchildhoodhome
Objectives
• StudentswillbeabletovisittheNormanBorlaugchildhoodhomeandtheschoolhouse.
• Studentswillbeabletoseewildlifeandbeabletodefinethebiomes.
• Studentswillbeabletomakeaconnectiononwhattheylearnedaboutfivedaysprior
totheBorlaugvisit.
TimeAllotment
DependingonthenumberofactivitiesorstationattheNormanBorlaugChildhoodHome,this
eventcouldtakebetweenahalf-a-dayorafulldaydependingontheschools,teachersand
presentersneeds.
ResourcesNeeded
TeachersandTourGuides
Paper
PencilorPens
Procedures
TheNormanBorlaugHeritageFoundationwouldliketowelcomeyoutotheChildhoodhomeof
NormanBorlaug.Theyhaveplannedaneventfuldaythatwillencouragelearningforthe
students.Therearemanydifferentstationstobeinvolvedinandeachhasadifferentaspectof
agricultureandNormanBorlaug.
Afterthevisit,thestudentsshouldreflectontheirexperiencebywritingtwothingsthatthey
didn’tknowbeforecomingouttothefarmandthentheirfavoritestation.Thestudentscan
alsowritepoemsabouttheirtimeattheBorlaugFarmormakeadrawingabouttheirfavorite
thingatthefarm.
Assessments
StudentsshouldlearnmoreaboutNormanBorlaugthroughhischildhoodhomeand
schoolhouse.
Studentsshouldhavebeenabletorecognizedifferentbiomes.
Appendix
NormanBorlaug
EducationalCurriculum
Day7:NormanBorlaug’sUniversityDays
Day7:NormanBorlaug’sUniversityDays
Background
ThisunitisDay7intheNormanBorlaugCurriculumfromtheBorlaugHeritageFoundation.InDay7of
11days,thestudentswillgetamoreindepthlookatNormanBorlaugafterhischildhooddaysinCresco,
Iowa.TheStudentswilllearnabouthiscollegedaysandalsoabouthisfirstjobatDuPontChemicals.
Thisunitiscomprisedofdifferentactivitiesthatwillhelpthestudentdeveloptheircoreskills.These
activitiescorrespondwiththeIowaCoreCurriculumdevelopment.
References
Thefollowingarereferencesusedinthisunit:
Borlaug:TheMildManneredMaverickwhofedaBillionPeopleVolume1:RightofftheFarm
1914-1944.ByNoelVietmeyer
Objectives
• StudentswillresearchmoreindepthinformationaboutNormanBorlaug.
• StudentswillbeabletofinishawordsearchaboutNormanBorlaugandkeyitemsrelatedto
him.
TimeAllotment
Dependingonthenumberofactivitiesselectedthetimecouldrangefromthirtyminutesormore.
ResourcesNeeded
WordSearchPuzzle
PencilorPen
Paper
DoublePuzzle(Optional)
Procedures
Thefollowingquestionsshouldbeaskedrightafteryoustartthelesson:
WhatdidyoulearnatBorlaugChildhoodhome?
DoyouthinkNormanBorlaughadaroughchildhood?
Couldyoulivewithoutelectricityandradio?
ThefollowingisasummaryofthebookMildManneredMaverickwhofedaBillionPeopleVolume1:
RightofftheFarm1914-1944,byNoelVietmeyer.
Onedegenerateplantwasmatedwithanotherdegenerateplantandthatleadtoapowerfulhybrid,
thatHenryWallaceandPioneerseedsstartedselling,manypeopledidn’tbuytheseedsthefirstyear
becausethentheywouldhavetobuyseedseveryyearandcouldn’tplanttheirown.(Degeneratemeans
becomeinferiortootherplants.)Theaverageyieldforcornwentfromanormal30bushelsperacreto
75bushelsperacre.AlsohelpingwastheFordcarthatcouldgouptofivemilesperhourandcarry
moreloadthanhorsescouldcarry.Nextatractorwasinventedthathelpeddoublefoodandgrain
productionandthenlatercameanattachmenttohelppickcorn.
NormanBorlaugwasenrolledinTeachersCollegebutdidn’tgoinsteadhewenttoMinnesotaUniversity
duetosomeofhisclassmatesthatweregoingtobeplayingfootballatMinnesota.TheTwinCitieswere
locatedaboutonehundredandsixtymilesfromIowaandCresco.HadtogotoMinnesotaJunior
College,becauseheflunkedtheentranceexam,butafterayearBorlauggottobeintheUniversityof
Minnesotaandinthecollegeofagricultureasforestrymajor.
EleanorRooseveltandFranklinDRoosevelthelpcreatetheNationalYouthAdministrationthathelped
needystudentsstayinschool.Borlaugwasoneofthosestudentswhogotajobthatwouldhelppayfor
tuitionandfoodthroughthisprogram.Heworked15hoursperweek,eighteencentsperhour.Sohis
workwas21hoursatthesororityforallthefoodhecouldeatandthen15hoursattheNationalYouth
Administration.
Hegotstrepthroatanditwashardtocurebecausetherewerenodrugs.Hefinallygotbetteraftera
while.Butamemberofthewrestlingteamdiedfromstrepthroatafterawrestlingmatch.Hehelped
recruitawrestlingcoachaftertheirsquitanditwashisoldCrescowrestlingcoach.Thentheytraveled
aroundthestateofMinnesota.
Inthe1930s,farmerandotherruralresidentsreceivedelectricityandthereforechangedtheworld.
HelpedwiththeCivilianConservationCorpsthatPresidentFranklinDRoosevelthelpcreateinorderto
makehelppeoplethatwerehurtingfromthegreatdepression.Kidsweregiventhirtydollarspermonth
inwhichtwenty-fivedollarswenttotheparents.
BorlauggotajobinConnecticutinNewHavenfor$100permonth.HewasassignedtotheNorthwest
cornerofMassachusetts.ThenBorlaugwenttofightfiresintheforestandthenhecamebackforhis
senioryearofcollegeattheUniversityofMinnesotaundergraduate.HemarriedMargaretGibson.Then
hehappenedtogotoDrStakman’slectureonrustinwheatvarieties.Hehadajobofferasajunior
foresterbuttheydidn’thaveanyfundstoprovideforhimsohestayedinMinnesota.
HedidhispostgraduatedegreefromtheUniversityofMinnesotainplantpathologybecausehewas
toldbyDrStakmantogetawiderangeofeducation.HegotajobwithStakmanlookingthrough
microscopeforthestemrustsporesthisleadtohimgettingpermanentdamageinhisrighteye.Hewas
thenaninstructoratgeneralcollegeforbasicbiologyandnaturalresources.Hewasalsoawrestling
coachattheUniversityFarmSchool.
BorlaugthenwentontodoresearchinflaxseedsforhisPhD,becausehedidn’twantanythingtodo
withrustandwheat.Butthroughhisresearchwithflax,helearnedmoreabouttherustandStakman
lectureshelpedtoo.HethenwasapproachedbyaforestryprofessorabouttakingajobatDuPont
ChemicalsinwhichhewasresearchingaboutLacticAcid.Healsogottobeinvolvedintheuseand
testingofDDTthathelpedfightdiseasesandpeststhroughthewar.HewasalsoaBoyScoutleader,
becausetheleadershadgonetowar.
WhileworkingatDuPontchemicals,hedidalotoftestingondifferentpackagingandmaterialsandhow
molds,fungus,andotherthingsbreakthemdown.Hefoundthatcelluloseacetatewasapackagingthat
didn’tbreakdownasfast.
HeandhiswifeMargarethadadaughterNormaJean.HewenttosomeclassesattheUniversityof
Pennsylvaniatogetsomechemistrylessons.Intheend,hewasofferedtohelpfighthungerand
povertyinMexico.SohelefthispostatDuPont.
Assessments
StudentsshouldreceiveanunderstandingaboutNormanBorlaug’sUniversitydaysthroughhisjobat
DuPont.
StudentsshouldbeabletorecitesomeinformationaboutNormanBorlaugthattheyfindinteresting.
Appendix
NormanBorlaug
EducationalCurriculum
Day8:NormanBorlaug’sWork
Day8:NormanBorlaug’sWork
Background
ThisunitisDay8intheNormanBorlaugCurriculumfromtheBorlaugHeritageFoundation.InDay8of
11days,thestudentswillcontinuetogetabetterunderstandingofwhoNormanBorlaugisandwhathe
didfortheworld.Thisunitiscomprisedofdifferentactivitiesthatwillhelpthestudentdeveloptheir
coreskills.TheseactivitiescorrespondwiththeIowaCoreCurriculumdevelopment.
References
Thefollowingarereferencesusedinthisunit:
Borlaug:WheatWhisperer1944-1959Volume2,ByNoelVietmeyer.
Objectives
• StudentswillbeabletorecitesomehistoryaboutNormanBorlaug.
• StudentswillbeabletofinishacrosswordpuzzleaboutthehistoryofNormanBorlaug.
TimeAllotment
Dependingonthenumberofactivitiesselectedthetimecouldrangefromthirtyminutesormore.
ResourcesNeeded
Penciland/orPen
Paper
CrosswordPuzzle
Puzzle#2(Optional)
Procedures
Thefollowingquestionscouldbeaskedassoonasyoustartthelesson:
WheredoyouthinkNormanBorlaugwenttoafterworkingforDuPontChemcials.
WhatdoyouthinkhisworkconditionswerelikeinMexico?
Wouldyouleaveeverythingandgotoanothercountry?
ThefollowinginformationisfromBorlaug:WheatWhisperer1944-1959Volume2byNoelVietmeyer
Whatfollowsisasummaryofwhatthebooksaid.
Borlaug’sfutureworksitehadnogreenhouse,lab,equipment,technicians,fieldhands,orevenfields.
Allithadwasacrudeadobecabinthatwasbuiltin1943.
Borlaughadtocleanupshrubbrush,levelplantingareas,smoothexposedearth,installroads,fences,
waterlines,anddrainageditches.Duringthistimetheywerelaborersandnotscientists.
BorlaughadasonnamedScott,butthesonhadhealthproblemswiththespine.MargarettoldNorman
togobackandshewouldcome.
Hetookcareofcornandbeans;nexthewasaskedtotakecareofthewheat.HewentagainstHarrar
forwantingtotraveltoYaquiValley.Hedidtrialsofcornandsoybeansandkeptallthegoodseedsto
beplantedlater.Healsokeptdetailedinformationinnotebooksabouteachplant.Therewasastorm
andhelostallthepapersandtheseedsthathehadkept.
McFaddensentseedsfromhistest,thereweresixdifferentseedpacketsthathesent,onlytwosurvived
andBorlaugcalledthemFronteraandSupremo.
HewenttoSonoraandhadnohelp,notractor,noequipment,nosanitation,norunningwater,andno
stove.Buthegottohavetwogrowingseasonwiththewheatperyearandtwoclimateswithabilityfor
therusttogettheplantstwice.BorlaughadsomebirdproblemswiththewheatsohehiredtheBird
Patrolofsmallboystoscarethebirdsawayfromthewheat.
MargaretgavebirthtoWilliamGibsonsoontobenamedBillyBorlaug.
Borlauggothelpfromacattleman,becausehiscattleweredestroyedduetodiseasethroughout
Mexico.Healsogotoneofhisbirdpatrolboystohelpbreedwheat.ThisyoungmanhelpedBorlaug
withbreedingandevenfoundamoreefficientwayofbreedingthatdidn’ttakethemaslong.Theother
scientistsdidn’tlikehowhewasshuttlingwheatfromoneplacetoanother;theythoughtheshouldjust
doitinoneplace.
Borlaug’swheatvarietieswillprovethegreatestproducersunderthegreatestrangeofconditionsany
wheathadeverfacedbecauseheshuttledthewheatseedsaroundandplantedindifferentareasand
differentseasons.SoontherecameanewrustformintheUnitedStatesfromtheNewYorkarea.
Borlaugbeganlookingforanewwheatplanttobreedtohisrustresistantplantsbecausetheseeds
weregettingtoheavyfortheplantandlodging(fallingtothegroundbeforeready)toofast.
BorlaugwasveryconcernedaboutthenewrustformthatwascomingfromtheUnitedStates,itwas
15BanditfinallycametoMexico,someoftheplantBorlaughadtostartagainwithdiseaseresistance.
Hefoundoutthattherewasawheatplantthatwouldonlygrowveryshortanditwasdwarf.Hewas
skepticalatfirstbecauseitwasfromJapan.Buthesentforsomeseedstohopefullybreedwithhis
diseaseresistancevarietiesthathadsurvivedthenewrust.
HehelpedcreateLittleLeagueinMexicothatstartedoutwithfourteamsandtheyweredubbedthe
AztecLittleLeague.TheseasonstretchedfromMarchthroughJune.Afterthefirstseasontheyfound
sponsorsforthefourteams.
InMexico,BorlaughelpedscientistandpeopleintheUnitedStatesbyhousingtheInternationalStem
RustNurseryinwhichheplantedthewheatseedssothattheindividualswouldhaveanother
generationbeforeplanting.Hedidthisfornochargeanditwasunmentionedinhispapers.
250acreswereavailableforresearchwithintendaysbecauseoftheformergovernorandwantingto
helpbecauseofwhathewasshownthatdaybyBorlauginthefields.Thenlaterthefarmer-support
group“patronato”purchasedsixhundredmoreacresforfutureexpansion.
Therewasanothernewstrainofrustcoming;itwasRustRace139andacombinationof15BsoBorlaug
hadtobegintobreedhisplantstostopthesenewrusts.HecameupwiththeFabulous5(Chapingo52,
Mexe52,Chapingo53,Bajio53,andBonza55).
BorlaugactedasanextensionagenttomanyofthelocalfarmerstohelpthebettermentofMexico’s
foodsupplyinwheat.Hetaughtthemhowtodothingssuchasplant,fertilization,andotherthings.
WhenhereturnedhefoundmagnificentfacilityknownasCentrodeInvestigacionesAgricolasdel
Noroeste.(CIANO).BorlaugstartedinconfinementinacoolerthelasteightNorinseedsthathehad
gottenandgrewthemundergrowlampsdeepinsidethebuildingsothattherustcouldn’tgettothese
cropsbecausethosewerethelastpetiteplants.
TheSecondAmericanStemRustConferencewasmovetoSonoraMexico,andpeoplesawwhatBorlaug
andothersweredoingwiththewheatvarietiesandrust.ItcameonethousandmilesfromMinnesota.
Thelittleleaguethathecreatednowhadfourteenteams.Thatwasupfromthefourteamsthathe
startedwith.Atfirst,theleaguewasmostlyAmericansthatcametoMexico.Duringthistime,one-half
oftheplayerswereMexicans.
Borlaugwasstilllookingforthewheatplantthatwasfastmaturity,climateadaptability,andimmunity
torustandwasasmallstalktonothavelodgingfromtheseeds.Nextinhisareatheycreatedthe
WheatQualityLaboratorythattestedBorlaug’swheatinitsbreadmakingability.
TheInternationalStemrustNurseryexpandedtofourteenlocationsbetweenCanadaandArgentina.In
1958UniversityofManitobahostedtheFirstInternationalWheatGeneticsSymposiumandBorlaug
attended.ThenationalproductionofMexicohadincrease14foldsincehisarrivalonwheatproduction.
Mostimportantingredientinupliftingfoodsuppliesforawholecountryisresearch.Whenhearrived
Mexicohadtwentytwomillionnowtheyhaveaboutonehundredmillionpeoplesoitishardertofeed
allofthosethatarehungry.
Assessments
StudentsshouldbeabletorecitefactsaboutNormanBorlaugfromhisdaystoDuPontuptohisMexican
projects.
StudentsshouldbeabletounderstandthehardshipsthatNormanBorlaughadtoendurethroughthe
lackoftrustandlackofequipment.
Appendix
NormanBorlaug
EducationalCurriculum
Day9:NobelPeacePrize
Day9:NobelPeacePrize
Background
ThisunitisDay9intheNormanBorlaugCurriculumfromtheBorlaugHeritageFoundation.InDay9of
11days,thestudentswillgetanunderstandingoftheNobelPeacePrize.Thestudentswillalsogetanin
depthlookatwhoaretheyoungestandoldestpeopletoreceivetheNobelPeacePrize,UnitedStates
citizensandpeopleinthecountrythatreceivedthisaward,andwhenNormanBorlaugreceivedhis
award.Thisunitiscomprisedofdifferentactivitiesthatwillhelpthestudentdeveloptheircoreskills.
TheseactivitiescorrespondwiththeIowaCoreCurriculumdevelopment.
References
Thefollowingarereferencesusedinthisunit:
http://nobelprize.org/nobel_prizes/peace
http://nobelprize.org/nobel_prizes/peace/laureates/
Objectives
• StudentswilllearnabouttheNobelPeacePrize.
• StudentswillresearchandpresenttotheclassaboutdifferentNobelPeacePrizewinners.
TimeAllotment
Dependingonthenumberofactivitiesselectedthetimecouldrangefromthirtyminutesormore.
ResourcesNeeded
Pencil/Pen
Paper
NobelPeacePrizeworksheet
Internet
Procedures
Thefollowingquestionsshouldbeaskedassoonasyoustartthelesson:
HaveyouheardabouttheNobelPeacePrizebefore?
WhendoyouthinkNormanBorlaugreceivedtheNobelPeacePrize?
DoyouthinkyouwilleverwintheNobelPeacePrize?
NobelPeacePrize
http://nobelprize.org/nobel_prizes/peace
CreatedbyAlfredNobelasaspecialengagementinpeacemovement;thisprizeforpeacewasthefifth
andfinalprizearea.Nobelmentionedinhislastwillandtestamenton27November1895.Thefive
areasare:
1. Physics
2. Chemistry
3. PhysiologyorMedicine
4. Literature
5. Peace
NobelPeacePrizeCalendarYear
February:Deadlineforsubmissionofnomination.
March-May:Preliminarycandidatesarechosen.
June-August:writingofreportswithrecommendations.
September:committeessubmitfinalcandidates.Nominationformsfornextyeararesentout.
October:NobelLaureatesarechosen.
December:NobelLaureatesreceivetheirprize.
ThefirstNobelPeacePrizewasgiventoHenryDunant,whowasthefounderoftheRedCross,andhe
sharedthefirstprizein1901withFredericPassy,aleadinginternationalpacifistofthetime.
PeacePrize:61individuals;28-2Laureates;1-3Laureates
90Prizesgivenoutand19yearswithoutprizes
120Laureates,23organizationsand97individuals
Yearsnotgiven:1914-1918,1923-1924,1928,1932,1939-1943,1948,1955-1956,1966,1967,1972
NobelPeacePrizeWomen
1905:BaronessBerthaSophieFelicitavonSuttner,neeCountessKinskyvonChinicundTettau
1946:EmilyGreeneBalch
1976:MaireadCorrigan/BettyWilliams
1979:MotherTheresa
1982:AlvaMyrdal
1991:AungSanSuuKyi
1992:RigobertaMenchutum
1997:JodyWilliams
2003:ShirinEbadi
2004:WangariMutaMaathai
YoungestPeacePrizeWinner
Age
Name Year Birth 32
MaireadCorrigan
1976 27January1944
33
BettyWilliams 1976 22May1943
33
RigobertaMenchuTum
1992 9January1959
OldestPeacePrizeWinner
Age
Name Year Birth
87
JosephRotblat 1995 4November1908
85
FerdinandBuisson
1927 20December1841
ComitieInternationaldeLaCroixRouge:OrganizationwontheNobelPeacePrizein1917,1944,and
1963.
OfficeoftheUnitedNationsHighCommissionerforRefugeeswontheNobelPeacePrizein1954,and
1981.
LeDucTho-1973declinedtheNobelPeacePrize.LeDucThogottheprizewithUnitedStatesSecretary
ofStateHenryKissingerfornegotiatingVietnampeaceaccord.Hedeclinedtheprizebecausehewas
notinpositiontoaccepttheprizeduetocitingsituationinVietnamashisreason.
TheNobelPeacePrizeAwardCeremoniesarelocatedinOslo.
TheNobelPeacePrizewinnerscanbelookeduponthiswebsite:
http://nobelprize.org/nobel_prizes/peace/laureates/
UnitedStatesNobelPeacePrizeWinners
ThislistisoverNobelPeacePrizewinnersthatwereeitherbornintheUnitedStatesorwereUnited
StatesofAmericaresidenceatthetimeoftheaward.
1906:TheodoreRoosevelt
1912:ElihuRoot
1919:WoodrowWilson
1925:CharlesDawes
1929:FrankKellogg
1931:JaneAddams
NicholasMurrayButler
1945:CordellHull
1946:EmilyGreeneBalch
JohnRMott
1947:AmericanFriendServiceCommittee(Quakers)
1950:RalphBunche
1953:GeorgeCMarshall
1962:LinusPauling
1964:MartinLutherKingJr
1970:NormanBorlaug
1973:HenryKissinger
1985:InternationalPhysiciansforthePreventionofNuclearWar
1986:ElieWiesel
1997:InternationalCampaigntobanLandmines
JodyWilliams
2002:JimmyCarter
2007:AlGore
2009:BarackObama
NominationsforNobelPeacePrizein2010were237nameswith38differentorganizations.
Nominationsaren’tgivenouttothepublicforfiftyyears.
Assessments
StudentsshouldbeabletounderstandhowtheNobelPeacePrizewascreated.
StudentsshouldbeabletorecitewhenDr.NormanBorlaugreceivedhisNobelPeacePrize.
StudentsshouldbeabletofindandtellpeopleabouttheirNobelPeacePrizewinner.
Appendix
Name: _______________________
Date: ________________________
The following information can be found on http://nobelprize.org/nobel_prizes/peace and
http://nobelprize.org/nobel_prizes/peace/laureates/
Question 1: Who created the Nobel Peace Prize along with four other prizes to give to the best in
each area?
Question 2: Who was the first person to receive the Nobel Peace Prize in 1901?
Question 3: Who are some of the Nobel Peace Prize Winners that are women? (Give 3 examples)
Question 4: Who is the youngest Nobel Peace Prize Winner?
Question 5: Who is the oldest Nobel Peace Prize Winner?
Question 6: Who are some of the Nobel Peace Prize Winners from United States? (Give 4
examples)
Question 7: When did Norman Borlaug win the Nobel Peace Prize? Why did he win?
Now that you have completed the questions pick one of the Nobel Peace Prize Winners and write
3 or 4 sentences on who he/she is, and why he/she is important. (Write on the back if more space
is needed).
NormanBorlaug
EducationalCurriculum
Day10:WorldFoodPrize
Day10:WorldFoodPrize
Background
ThisunitisDay10intheNormanBorlaugCurriculumUnited States BorlaugHeritageFoundation.In
Day10of11days,thestudentswillgetanunderstandingoftheWorldFoodPrize.Inthisunit,students
willgetanunderstandingofwhohasreceivedtheWorldFoodPrize,whatcountrytheyarefromand
howtheprizegotstarted.Thisunitiscomprisedofdifferentactivitiesthatwillhelpthestudentdevelop
theircoreskills.TheseactivitiescorrespondwiththeIowaCoreCurriculumdevelopment.
References
Thefollowingarereferencesusedinthisunit:
http://www.worldfoodprize.org/index.cfm?nodeID=25293
Objectives
• StudentswilllearnabouttheWorldFoodPrize.
• StudentswillbeabletofindoutaboutdifferentWorldFoodPrizewinners;thecountrythey
representandtheircontributionstotheworld’sfoodsupply.
TimeAllotment
Dependingonthenumberofactivitiesselectedthetimecouldrangefromthirtyminutesormore.
ResourcesNeeded
Penand/orPencil
Paper
WorldFoodPrizeworksheet
Internet
Procedures
Thefollowingquestionsshouldbeaskedassoonasyoustartthelesson:
HaveyouheardabouttheWorldFoodPrize?
WheredoyouthinktheWorldFoodPrizeislocated?
WhocreatedtheWorldFoodPrize?
WorldFoodPrize
http://www.worldfoodprize.org/index.cfm?nodeID=25293
TheWorldFoodPrizewascreatedwiththevisionofNormanBorlaugtoadvancehumandevelopment
byimprovingthequality,quantity,oravailabilityoffoodintheworld.
Anyfieldrelatedtoworldfoodsupplyislookedatforthisaward,possiblefieldsare:
• Foodandagriculturalscienceandtechnology
• Manufacturing
• Marketing
• Nutrition
•
•
•
•
Economics
Povertyalleviation
Politicalleadership
Socialsciences
Thisprizeemphasizestheimportanceofanutritiousandsustainablefoodsupplyforallpeople.
TheWorldFoodPrizewascreatedin1986,andtheeventandbuildingsarelocatedinDesMoines,Iowa.
WorldFoodPrizealsohasayouthinstitutethatwasestablishedin1994bytheWorldFoodPrize
Foundationinordertogetyouthinvolved.ThisinstituteisforIowayouthandisconductedforthree
daysinOctober.Theyouthalsopartnerupwithamentor.
TheWinnersoftheWorldFoodPrizesinceitscreationin1986,thefirstyearoftheawardwasgivingout
in1987.
1987:MSSwamination(India)
1988:Dr.RobertChandler,Jr(Ethiopia)
1989:Dr.VergheseKurien(India)
1990:Dr.JohnSNiederhauser(UnitedStates)
1991:Dr.NevinSScrimshaw(UnitedStates)
1992:DrEdwardFKnipling(UnitedStates
DrRaymondCBushland(UnitedStates)
1993:HeKang(China)
1994:DrMuhammadYunus(Bangladesh)
1995:Dr.HansRudolfHerren(Switzerland)
1996:HenryMBeachell(Ethiopia)
Dr.GurderSinghKhush(Ethiopia)
1997:Dr.PerryLAdkisson(UnitedStates
Dr.RayJSmith(UnitedStates)
1998:BRBarwale(India)
1999:Dr.WalterPlowright(UnitedKingdom)
2000:Dr.EvangelinaVillegas(Mexico)
Dr.SurinderKVasal(India)
2001:Dr.PerPinstrupAndersen(Denmark)
2002:Dr.PedroASanchez(UnitedStates)
2003:CatherineBertini(UnitedStates)
2004:ProfessorYuanLongping(China)
2004:Dr.MontyJones(SierraLeone)
2005:Dr.ModaduguGupta(India)
2006:EdsonLobato(Brazil)
Dr.AColinMcClung(UnitedStates)
AlyssonPaolinelli(Brazil)
2007:Dr.PhilipENelson(UnitedStates)
2008:Hon.RobertDole(UnitedStates)
Hon.GeorgeMcGovern(UnitedStates)
2009:Dr.GebisaEjeta(Ethiopia)
2010:DavidBeckmann(UnitedStates)
JoLuck(UnitedStates)
Assessments
StudentsshouldbeabletolisttwonamesofpastWorldFoodPrizeWinners.
StudentsshouldbeabletounderstandwhytheWorldFoodPrizewascreated.
StudentsshouldbeabletotellwhocreatedtheWorldFoodPrize.
Appendix
Name: _______________________
Date: ________________________
The following information can be found on
http://www.worldfoodprize.org/index.cfm?nodeID=25293
Question 1: Who created the World Food Prize?
Question 2: Who was the first person to receive the World Food Prize in 1987?
Question 3: Who are some of the World Food Prize winners? (Give 3 examples)
Question 4: When was the youth institute founded at the World Food Prize?
Question 5: What fields that related to the worlds food supply are looked at for the World Food
Prize? (Give 2 examples)
Now that you have completed the questions pick one of the World Food Prize Winners and write
3 or 4 sentences on who he/she is, and why he/she is important. (Write on the back if more space
is needed).
NormanBorlaug
EducationalCurriculum
Day11:HowareyoulikeNorman
Borlaug?
Day11:HowareyoulikeNorman
Borlaug?
Background
ThisunitisDay11intheNormanBorlaugCurriculumUnited States BorlaugHeritageFoundation.In
Day11of11days,thestudentswillunderstandthedifferencebetweenthemselvesandNorman
Borlaug.Inthisunit,studentswillalsoseehowtheyarelikeNormanBorlaugandhowtheycanplana
courseofactiontobejustlikehim.Studentswillalsogettheopportunitytodeveloptheircareer
intereststhroughvariousactivities.Thisunitiscomprisedofdifferentactivitiesthatwillhelpthestudent
developtheircoreskills.TheseactivitiescorrespondwiththeIowaCoreCurriculumdevelopment.
References
Thefollowingarereferencesusedinthisunit:
Objectives
• StudentswillbeabletounderstandthedifferencesandsimilaritiesbetweenNormanBorlaug
andthemselves.
• StudentswillplanacourseofactiononhowtheycanbelikeNormanBorlaug.
• Studentscandiscoverwhatcareerstheyarethinkingaboutinthefuture.
TimeAllotment
Dependingonthenumberofactivitiesselectedthetimecouldrangefromthirtyminutesormore.
ResourcesNeeded
Pencil/Pen
Paper
Procedures
Thefollowingquestionsshouldbeaskedassoonasyoustartthislesson:
Whatwasyourfavoritelesson?
HowdoyouthinkNormanBorlaugwouldhavehandledtoday’sproblems?
WhydoyouthinkNormanBorlaugnevergaveup?
HungerFighters-NormanBorlaug:HisLifeandTimes
Lesson3-5:Doyouhavewhatittakes?
HowareyoulikeNormanBorlaug?
HowareyounotlikeNormanBorlaug?
Havethestudentswritetwotothreesentencesonhowtheyarelikeandnotlike,havethemsharewith
theclassabouttheirfindings.
WhatkindoftraitsandqualitiesdoyouthinkNormanBorlaugpossessed?
ComeupwiththreetofivetraitsthatNormanBorlaughadtohaveinordertogetthingsdone.These
wordscanbeanywherefromcooperativetorespectfultocaring.Thenhavethestudentscreatealistof
fivetraitsthatdescribethemselves.Nextthestudentsshouldcomparetheirtwolistsinordertosee
whatkindofsimilaritiesanddifferencesareontheirlists.
Havethestudentsdeterminewhattheissuesthatarehappeningrightnoware.Havethestudents
determineissuesforthefollowing:
Local
State
UnitedStates
World
Thenhavethemdeterminewhattheycoulddotohelptheseissues.Weretheseissuesbackwhen
NormanBorlaugwasyourage?
EveryonecanbelikeNormanBorlaug,youjustneedtofindwhatbestsuitsyouasapersonandtake
action.Fightinghungerandpovertycanbedoneonasmallscaleaswellasabigscale.Forexample,
youcanbelikeNormanBorlaugandfightdiseasethatwillaffectthewholeworld,oryoucouldjust
donatesomefoodormoneytoalocalfoodpantry.Savingonepersonatatime.Youhavethetoolsthat
willhelpyousetoutandyouwillbethenextlittleNormanBorlaug.
WorldFoodProgramme
AccordingtothelatestFoodandAgricultureOrganization(FAO)statistics,therearemorethanone
billionhungrypeopleintheworldand915millionofthemareindevelopingcountries.
Theyaredistributedlikethis;
642millioninAsiaandthePacific
265millioninSub-SaharanAfrica
53millioninLatinAmericaandtheCaribbean
42millionintheNearEastandNorthAfrica.
Eachyear,almost11millionchildrendiebeforereachingtheageoffive,malnutritionisassociatedwith
53percentofthesedeaths.
By2001-2003,thetotalnumberofundernourishedpeopleworldwidehadrisento854millionandthe
latestfigureis1.02billion.
http://www.wfp.org/hunger/stats
GlobalHunger(FAO)
•
•
•
•
•
1.02billionpeopledonothaveenoughtoeat-morethanthepopulationsofUSA,Canada,and
theEuropeanUnion.
907millionpeopleindevelopingcountriesalonearehungry.
AsiaandthePacificregionarehometooverhalftheworld’spopulationandnearlytwothirdsof
theworld’shungrypeople.
Morethan60Percentofchronicallyhungrypeoplearewomen.
65percentoftheworld’shungryliveinonlysevencountries:India,China,theDemocratic
RepublicofCongo,Bangladesh,Indonesia,PakistanandEthiopia.
ChildHunger(UNICEF)
•
•
•
•
•
Morethan70percentoftheworld’s146millionunderweightchildrenunderagefiveyearslive
injust10countries,withmorethan50percentlocatedinSouthAsiaalone.
10.9millionChildrenunderfivedieindevelopingcountrieseachyear.Malnutritionandhungerrelateddiseasescause60percentofthedeaths.
ThecostofundernutritiontonaturaleconomicdevelopmentisestimatedatUS$20-30billion
perannum.
Oneoutoffourchildren-roughly146million-indevelopingcountriesareunderweight.
EveryyearWFP(WorldFoodProgram)feedsmorethan20millionchildreninschoolfeeding
programsinsome70countries.
Malnutrition
•
•
•
•
•
•
•
•
Itisestimatedthat684,000childdeathsworldwidecouldbepreventedbyincreasingaccessto
vitaminAandzinc.
Undernutritioncontributesto53percentofthe9.7milliondeathsofchildrenunderfiveeach
yearindevelopingcountries.
LackofVitaminAkillsamillioninfantsayear.
Irondeficiencyisthemostprevalentformofmalnutritionworldwide,affectinganestimated2
billionpeople.Eradicatingirondeficiencycanimprovenationalproductivitylevelsbyasmuchas
20percent.
Irondeficiencyisimpairingthementaldevelopmentof40-60percentchildrenindeveloping
countries.
Vitaminadeficiencyaffectsapproximately25percentofthedevelopingworld’spreschoolers.It
isassociatedwithblindness,susceptibilitytodiseaseandhighermortalityrates.Itleadstothe
deathofapproximately1-3millionchildreneachyear.
Iodinedeficiencyisthegreatestsinglecauseofmentalretardationandbraindamage.
Worldwide,1.9billionpeopleareatriskofiodinedeficiency,whichcaneasilybepreventedby
addingiodinetosalt.
WFP-supporteddewormingreached10millionchildrenin2007.
FoodandHIV/AIDS
•
•
•
•
Inthecountriesmostheavilyaffected,HIVhasreducedlifeexpectancybymorethan20years,
slowedeconomicgrowth,anddeepenedhouseholdpoverty.
Insub-SaharanAfricaalone,theepidemichasorphanednearly12millionchildrenagedunder
18years.
WFPandUNAIDSprojectsthatitwillcostonaverageUS$0.70centsperdaytonutritionally
supportanAIDSpatientandhis/herfamily.
AssistancefororphansandvulnerablechildrenisestimatedatUS$0.31perday.
AidSpending
•
•
•
Ina1970UNresolution,mostindustrializednationscommittedthemselvestotacklingglobal
povertybyspending0.7percentoftheirnationalincomesoninternationalaidby1975.Only
Norway,Sweden,Luxembourg,theNetherlands,andDenmarkregularlymetthistarget.
The22membercountriesoftheOECD(OrganizationforEconomicCo-Operationand
Development)AssistanceCommittee,theworld’smajordonorsprovidedUSD103.9billioninaid
in2006-downby5.1percentfrom2005.
ThelargestdonorsweretheUnitedStates(US$24billion),Japan(US$18billion),theUnited
Kingdom(US$13billion),GermanyandFrance(US$12billioneach),theNetherlands(nearlyUS
$6billion),SpainandItaly(justoverUS$4billioneach)representing80percentofthetotal.
AsofJuly29,2016thereare7.34billionpeopleintheworldand324,119,200intheUnitedStates.
http://www.census.gov/main/www/popclock.html
WorldVitalEventsPerTimeUnit:2010
TimeUnit……………………Births………………………Deaths……………………………..NaturalIncrease
Year 132,397,530
56,167,829 76,229,701
Month 11,033,1284,680,652 6,352,475
Day
362,733 153,884 208,848
Hour 15,114 6,412
8,702
Minute
252
107
145
Second
4.2
1.8
2.4
Toptencountriesandareasrankedbypopulationin2010
1. China:1,330,141,295
2. India:1,173,108,018
3. UnitedStates:310,232,863
4. Indonesia:242,968,342
5. Brazil:201,103,330
6. Pakistan:184,404,791
7. Bangladesh:156,118,464
8. Nigeria:152,217,341
9. Russia:139,390,205
10. Japan:126,804,433
Assessments
Studentsshouldbeabletodefinesomeissuesfacinglocal,state,national,andworldtoday.
StudentsshouldbeabletocreatealistofwordsthatdescribeNormanBorlaug.
StudentshouldbeabletocomparewordsaboutthemselvesandNormanBorlaug
Appendix