Overview:

Why couldn't a 4600-acre farm support 2 families 20 years ago, when today it supports 38 employees and turns a profit? Back in the 1970s an oil crisis developed, and Americans looked to alternative methods for fuel. Mr. Reeves built an ethanol plant. Irrigation was the key, and it led to a diversified farming chain for the Reeve Cattle Company of Garden City.

Grade Level: 4 - 5

Time: 3 days

Geography Theme: Human-Environment Interaction

Kansas Social Studies Standards for Benchmarks, Grade Levels 5-K:

The students will understand the connections among people, places, and environments in the local school and community, Kansas, the United States, and different nations of the world.

The student will understand the effects of economics, science, and technology in the classroom, school, community, Kansas, the United States, and different nations of the world.

National Geography Standard, Grades K-4:

# 11 The student knows and understands the patterns and networks of economic interdependence on the Earth's surface.

Outcome:

To describe the cycle that is used to produce the various products at Reeves Cattle Company.

 

Performance Objective:

The student will illustrate a production cycle.

 

Vocabulary (see Glossary of Geographic Terms):

hydroponics, tilapia, milo, feed lot, and ethanol

 

Materials:

Markers, paper, magazines for cut-out, glue
The Reeves Ranch (Film available from the Kansas Geographic Alliance)
Numeroff, L. J. (1991). If you give a mouse a cookie. New York: Harper Collins Publishers.
Numeroff, L. J. (1991). If you give a moose a muffin. New York: Harper Collins Publishers.

 

Procedures:

1.	Read either of the books indicated in the resources.
2.	Discuss the concept of chain reaction.
3.	Hand out questions about the film (attached).
4.	View film on the Reeve Ranch. After viewing students should be able to answer the following questions:
	A. Why did corn production increase? B. What led to the development of ethanol? C. How did the fish farming begin? D. What were some of the problems connected with fish farming? E. Which grades of gasoline use ethanol? F. What is the next step after the fish farm? G. Do you have any suggestions for other uses of water and other by-products?
5.	Brainstorm as a large group on the chain reaction in the film.
6.	Divide into groups and select parts of the farming operation (irrigation, cattle, ethanol, fish, etc.).
7.	Illustrate the part selected.

Assessment:

Record students' on-task performance and participation as contributors to book project.

 

Extension:

If you live in the Garden City area, tour the ranch.
Look for a business operation in your area that illustrates a cycle and tour it.
Survey gasoline stations and check on ethanol content in gasoline.

Sample Questions to Answer When Viewing Film

1.	Why did corn production increase?
2.	What led to the development of ethanol?
3.	How did the fish farming begin?
4.	What were some of the problems connected with fish farming?
5.	What grades of gasoline use ethanol? In what percentages?
6.	What is the next step after the fish farm?
7.	Do you have any suggestions for other uses of water and other by-products?

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