THE ATRAZINE DILEMMA
Virginia Kepley
Sullivan Elementary School
Ulysses, Kansas
 
Overview:
In the Governor’s Water Quality Initiative atrazine, a crop herbicide, was sighted as a major pollutant in the Kansas-Lower Republican Basin of north-central and northeast Kansas. A relatively inexpensive herbicide, it is the most widely used chemical in the control of broadleaf weeds and grasses for the production of corn and milo. Concern for water quality throughout the region is prompting farmers in this watershed area to try some new methods to keep atrazine on their fields and out of the streams and river systems.
 
Grade Level: 4th - 6th
 
Time Needed: 40 - 50 minutes
 
Geographic Theme: Human/environment interaction
 
Kansas Social Studies Standards of Benchmarks, Grade Level 5-K:
The student will understand the connections among people, places, and environments in the classroom, local school, community, Kansas, the U.S., and different regions in the world.
 
The student will understand the roles of government and civic ideals and practices in the classroom, school, community, Kansas, the U.S., and different regions in the world.
 
National Geography Standards, Grades K- 4:
#14
The geographically informed person knows and understands how human actions modify the physical environment.
Outcomes:
The student will know and understand how farming practices and the topography of a region can effect the health and safety of all living things.
 
Performance Objectives:
The student will:
  1. Review the definition of a watershed.
  2. Identify the rivers and reservoirs in the Kansas-Lower Republican Basin on a Kansas map.
  3. Compare the rainfall differences of western and eastern Kansas.
  4. List ten new vocabulary words connected with The Atrazine Game and prepare 10 vocabulary cards with one word/card plus the definition.
  5. Discuss how agricultural practices, the land topography, rainfall, and chemical application and timing can effect the environment of people who live many miles away.
  6. Brainstorm five solutions to the atrazine/water quality problem.
  7. Give examples of two government agencies involved with the atrazine problem.
Vocabulary
atrazine field sprayer pollutant
runoff cultivator
milo preemergence split applications
terraces herbicide
contour post emergence vegetable buffer strips
non point source pollution applied tillage
incorporate water quality  
 
Teacher Materials:
Preparation:
 1.
Make enlargements of game board. Plan a board for each group of 3 or 4 students.
 2.
Laminate game boards.
 3.
Copy, cut, & laminate Big “A” drawing cards.
 4.
Assemble game, The Atrazine Dilemma, with game board, drawing cards, corn playing pieces, game instructions, and one die in a box or bag.
 5.
Prepare bulletin board, Atrazine: Friend or Foe.
 
Student Materials:
Lesson Procedure:
 1.
Review watersheds.
 2.
Locate the Kansas-Lower Republican Basin on a Kansas map and discuss rainfall in this region as compared to the western portion of the state.
3.
Ask students to identify the plants to begin discussion about a farmer’s need to use atrazine.
4.
Read the introductory story for the Atrazine Dilemma Game. Divide students into groups of three or four. After students have read game instructions, clarify any questions.
5.
Allow students to play the game for 5-10 minutes. Remind them to look for activities which help to move or block Big “A”. As groups finish the game, they will develop a list of unfamiliar words. Each student will select 10 words and begin their individual vocabulary cards.
6.
Discuss new words with students developing definitions using atrazine bulletins, dictionary, and student knowledge.
7.
After students have an understanding of the new words and recommended management practices, brainstorm ideas for other solutions to the atrazine problem.
8.
Bring closure to lesson with how government agencies have been involved in the atrazine problem.
 
Assessment:
Atrazine Lesson Evaluation
Rate your participation from 1-10 points:
 

 Student / Teacher

Made 1 or more discussion contributions

 /
Located Kansas-Lower Republican Basin on map

 /
Classified plants as grain crop or weed

 /
Worked cooperatively w/group during game activity

 /
Turned in completed vocabulary cards

 /

Total Points

 /

 


Extensions:
Field trip to a farm to visit with an area farmer that uses terraces, cultivator, field sprayer. Local farmers cooperative may have a chemicals application department that could share about some of the regulations they have to meet.
 
Resources:
Books:
Teacher resources:
Student resources:
Bulletins and pamphlets:
Posters:
Contact: U.S. Geological Survey, Box 25286, Denver Federal Center, Denver, Co. 80225.
The Atrazine Dilemma Story
Once upon a time there was a farmer who lived in the Land of
Tall Corn. His rich and fertile field covered the landscape. He was known far and wide for his rows of beautiful tall corn. The rows of growing corn covered the rolling hills and river valley where no weed dared grow because Big “A” was on the loose.
Big “A” was the mighty ATRAZINE, the cheapest herbicide
around. The farmer depended on Big “A” to keep his fields free from those moisture grabbing pig weed and grasses.
Then it happened......the big boys from the state capitol said,
“We’ve got water quality problems with atrazine in our city’s water supply. Tests conducted by the Department of Health and Environment indicated that some traces of atrazine have been detected in the river that flows near your land and that of your neighbors. We can’t exactly locate the source of contamination but you must keep Big “A” on your fields and out of the streams and rivers.
The farmer agreed to try and the battle with Big “A” began. What
can the farmer do? How will he stop the atrazine from leaving his fields?

Have students read the directions to Atrazine Dilemma Game.

Directions For The Game:
1.
Each player places a piece of corn on a row of atrazine / water drops.
2.
Each player rolls the die and the player with the lowest number starts the game by rerolling the die.
3.
If the first player rolls numbers 1, 3, or 5, he/she draws a card form the Big “A” Blockers pile. The player reads aloud the farmer’s strategy solution and moves as directed on the card. If the player’s playing piece is located at the top of a row of drops, he/she may save the card to use after he/she has drawn and followed the instructions on a Big “A” Movers card.
4. If the player rolls number 2, 4, 6, he/she draws a card from the pile of Big “A” Movers cards. The player reads aloud the farmer’s problem and moves as directed toward the stream.
5. The game ends when all the cards have been drawn. Players that have remained on the farmer’s land win the game.

 
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