AGRICULTURE
DISASTER ON THE PLAINS

Grade Level:
4^th-6^th

Standards Integration:
Minnesota:
Grades 4-5: Inquiry and Research-Living and Nonliving Systems
3. Cycles and patterns in living organisms, earth systems, and physical systems.
Grades 6-8: Scientific Concepts and Applications-Earth Systems
1. Formulating questions to be answered based on systematic observation.

North Dakota:
Grades K-4: Social Studies-Geography
4.6.5 Understand the interaction between the physical environment and human systems.
Science-Science Inquiry
4.2.2 Use simple scientific tools to gather information.
Grades 5-8: Science-Earth and Space Science
8.5.1 Understand the structure and processes of the Earth.

Materials:
(Found on website, www.agclassroom.org/teacher/pdf/prairie/2_5/4_losingGround.pdf)

Objectives:

	The students will determine ways to reduce soil erosion through brainstorming and conducting experiments.
	Understanding will be shown when students conclude why soil erosion occurs.

Background:
This activity describes the Dust Bowl of the 1930’s impact on the southwestern plains, but the information is relevant to this area as well. The erosion of soil in the Valley is an especially prominent issue because the crops produced here are used worldwide. Although the practice of sod busting (plowing under the sod to produce better crops) is no longer prominent, other problems create the likelihood of another Dust Bowl occurring in this region.

Pre-Visit Activity:
Have the students read the story, “The Dust Bowl”. Elicit various responses from them, and ask if they are familiar with the Dust Bowl of the 1930’s. Explain that although the Dust Bowl primarily affected the southwestern plains, it could easily happen here as well. Talk about factors that may affect whether a “Dust Bowl” hits the region. Complete Activity A from “Losing Ground”.

Post-Visit Activity:
Complete Activity B from “Losing Ground”. Discuss the important ways to protect soil from damaging winds. Have the students brainstorm possible effects of a Dust Bowl hitting the region. Be sure to encourage them to think of the economic aspects.