Ag in the classroom notes

10 Pages·1991·0.91 MB·English

by  United States. Department of Agriculture

Historic, archived document
Do not assume content reflects current
scientific knowledge, policies, or practices.
•fi'l
^ ^ the Classroom United States
Department of
aS533.A35 Agriculture
A bi-monthly newsletterfortheAgriculture in the Classroom Program. Sponsored bythe U.S. Dept, ofAgricultureto AUG/SEPT 1991
help students understand the important role ofagriculture in the United States economy. For information, contact:
ShirleyTraxler, Director, Room 317-A, Administration Bldg., USDA, Washington, D.C. 20250-2200. 202/447-5727 Vol.7, No. 5
Teachers Spend the Summer as ARS Scientists
“So much of teaching is interdisciplinary. Ferguson, Equal Employment Opportunity manager 0
Teachers need to learn as much as they can so forARS’ Pacific West Area. '>
they can bring that knowledge to their students,” “We’ve known that people do not always ^-=-‘'jP'
says Willie Karidis, a teacher from Fairbanks, associate agriculture with science. Even Agricul- T)
Alaska, who spent the summer as a teacher ture Science, the ARS publication, goes only to ag
fellow working in an Agricultural Research Service teachers, not to science teachers.” XT
(ARS) lab. Scientists at ARS research locations were
Karidis was one of seven teachers who took invited to develop proposals involving science
part in this year’s summerteacher fellowship teachers. Research topics included fruit flies,
program in the ARS Pacific West area, which germination of Medusahead grass, and soil nutrient
includes 25 research locations in eight western cycling. The ARS scientists served as mentors for
states. The goal was to better communicate the the teachers.
importance of agricultural research to science For many of the teachers, it was their first
teachers. “And through the teachers, we hope to exposure to professional scientific research. “My
develop a direct relationship between ARS and
their promising science students,” says Betsy continuedonpage2.
Carver’s Papers Go On-Line
at Agricultural Library
Nearly 50 years after his death, researcher
George Washington Carver remains in the van-
guard of agricultural science. USDA’s National
Agricultural Library (NAL) has selected a collection
of his papers for an experiment in electronic
information distribution.
NAL will use a microfilm collection of Carver’s
written materials from Tuskegee University to
test the feasibility of converting microfilm to
electronic page images that can be accessed by
microcomputer.
NAL will optically scan Carver’s papers, convert
them to electronic images, and then make them
available on high-capacity, laser-readable discs
continuedonpage2.
From the Editor:
Markyourcalendarsandlookformoreinformation
Followingare some announcements: in upcoming issues of “Notes.’’
TheU.S. DepartmentofAgricultureisgradually Dr. Charles E. Hess, whose strong support of
switching toanothertelephonesystem. Agin the Agin the Classroom wehaveenjoyedforthepast
Classroom’snewtelephonenumberis: 2021720- two years, is leaving hispost as AssistantSecre-
5727. PleasebeginusingthisnumberonOctober taryforScienceandEducationattheUnitedState
25, 1991. DepartmentofAgriculturetoreturntotheUniversity
June 6-9 is the date for our 1992 Ag in the ofCaliforniaatDavis. Ourthanksandbestwishes
Classroom National Conference. Many of you forcontinuedsuccess go with him.
indicated through this year’s conference evalua-
tions that you would like to see the conference Yours Truly,
move around the country from time to time.
Therefore, we have selected Orlando, Florida as
our 1992 site and willInclude The Landexhibitat
Epcot Centeras part ofour conference agenda.
continuedfrompage Teachers Spendthe Summer as ARS Scientists
1.
biggest surprise was the amount of sampling that approachable the ARS scientists were. “I didn’t
needs to be done to have accurate research,” see a single white coat all summer,” he reported.
Karidis says. The soil nutrient project he worked At the conclusion oftheir summer as scientists,
on with mentor scientist Elena Sparrow involved the teacher fellows took part in a two-day work-
over 2500 soil samples. Anotherteachertold shop. In addition to sharing their experiences with
Ferguson his biggest surprise was discovering how each other, the teacher fellows also learned about
many ofthe science education resources available
in the San Francisco Bay area. Tours included the
Dr. Greg Glenn explains
his wheatmilling Exploratorium, the Lawrence Hall of Science, and
research to teachersat the Lawrence Livermore National Laboratory.
anARS workshop, But for many of the teachers, the most valuable
Albany, California resource proved to be ARS itself. “Teaching is part
of dealing with a community,” says Charles Nuccio,
a high school science teacher who worked at the
Renewable Resource Center in Reno, Nevada. “If I
had students working on a project, could show
I
them that the same type of research is being done
right down the street from them. could visit the
I
lab for field trips. And I know that if I needed help,
could just come down here.”
I
continuedfrompage Carver’s Papers Go On-Line at Agricultural Library
1.
known as CD-ROM’s. In this format, the material Carver, who devoted his life to agricultural
can be used by agricultural and research libraries research, revolutionized agriculture for many small
worldwide. Southern farmers. By developing products from
According to project coordinator Judi Zidar, the such crops as peanuts, sweet potatoes, and
material chosen forthis experiment must be pecans, he provided new sources of income for
informative, visually interesting, and form a farmers who had previously grown only cotton.
cohesive subject collection that is valuable in its The Carver project is part of NAL’s National
own right. “The Tuskegee University microfilm Agricultural Text Digitizing Project (NATDP), an
collection of the papers and letters of Geroge ongoing investigation into using optical scanning
Washington Carver more than fulfilled these techniques to preserve and disseminate the
criteria,” Zidar said. “He is a major historical figure nation’s priceless agricultural knowledge. The
in agriculture who devoted himself to practical, Carver CD-ROM is expected to be available for use
hands-on agricultural research and education. The by agricultural and research libraries in December.
Tuskegee collection captures much of Carver’s
personality.”
3
AUG/SEPT1991
Alaska Teacher Turns Ag Researcher
Last spring, Willie Karidis was working with the should be done in a school system, “because
education department at University ofAlaska- that’s really where the end result will come.”
Fairbanks to design a continuing education course Karidis believes he can easily bring what he
forteachers. While doing the research, he learned learned overthe summer into the classroom. He
about the Agricultural Research Servi—ce (ARS) plans to include it whenever he is “talking to kids
summerteacher fellowship program and ended about where our food comes from and what
up in a continuing education program of his own. research is all about ... what the whole industry is
Karidis, who serves as a substitute teacher in all about.”
the Fairbanks system, has a degree in agricultural Karidis also plans to link the study of agriculture
economics. But the summer he spent in the ARS with other subjects that are important to his
Fairbanks lab was his introduction to agricultural students, including energy conservation and the
research. “It was great to help set up the project need for preserving the environment. “They’re all
and to really see what is necessary for research to tied together. Students who begin studying one of
be carried out,” he said. The precision and the these subjects can easily move into any of the
labor-intensive nature of Sparrow’s research were others,” he says.
also eye-openers for Karidis. “I was fortun—ate to be Continuing education is vitally important for
exposed to all the mechanics of research I have teachers, Karidis says. “The great strength of
gained an understanding of how research is teachers is their ability to integrate new information
conducted.” with what they have already learned ... and to make “The great strength
The soil nutrient project he worked on with that information come alive fortheir students,” he
of teachers is their
mentor scientist Elena Sparrow is nearing comple- says. “I know that everything I’ve learned this
tion. “Then ourjob will be to translate all ofthis summer will, in one way or another, enrich my ability to integrate
research, making it easy for kids to understand it lessons for students foryears to come.” new information
and be excited about it.” That, Karidis suggests. with whattheyhave
already learned
...
andto make thatin-
formation come
alive for their stu-
dents, ”
WillyKaridis (left) receivinga
certificateandcongratula-
tions from Dr. RayClark,
ActingAssociateDirector,
Pacific WestArea, ARS.
.
AUG/SEPT 1991
Ag in the Classroom and the National
Education Goals
Anationatriskmust One ofthe most thought-provoking presenta- America 2000 has four parts that will be
tions at this year’s National Conference focused on pursued simultaneously. The first track is for
become a nation of the National Education Goals and America 2000, today’s students. We must radically improve
students.... the strategy proposed by the President to help our today’s schools . . . Specific elements of this track
nation reach these ambitious goals. Following are include the new world standards, which require the
excerpts from a discussion by Mary Witten Neal, highest academic standards anywhere in the world
U.S. Department of Education, on this critical in the five core subjects of mathematics, science,
educational issue. English, history, and geography.
. . .
America 2000 is a long-term strategy to help The second track is fortomorrow’s students.
make this land all that it should be, in a nine-year We must invent new schools to meet the demands
crusade to move us toward the six ambitious of a new century. [America 2000 will bring] at least
National Education Goals that the President and 535 ofthese new schools into existence by 1996,
Governors adopted in 1990. The strategy antici- and 1000 by the decade’s end. . . The exciting
pates major cha—nge in our 1 10,000 public and thing here is that you have the opportunity to
private schools change in every community, develop a plan in your area which will bring the
change in every American home, change in our importance of agriculture to the forefront. There is
attitude about learning. nothing to say that you couldn’t develop a whole
America 2000 is a national strategy, not a school that is focused on what makes the commu-
Federal program. This is very important. As you nity and the geographical area prosper. . .
know, only six percent ofthe entire education Every Congressional District will have a school,
budget comes from the Federal government. every Senator will have a school. . . . The schools
The role of education remains primarily with the will actually be chosen . . . first by the Governor’s
communities and with the localities ... It recog- recommendation, then come to the Secretary of
nizes that real education reform happens commu- Education, where a panel here in Washington will
nity by community and school by school. determine the America 2000 schools. The
. . .
schools will be given a million dollars, which may
Mary Witten Nealspeaking
not be used for construction costs orfor the
atNationalConference.
facilities, but rather for developing the curriculum
and training the staff ....
The third track is ... for the rest of us,
yesterday’s students and today’s workforce. We
must keep learning if we are to live and work
successfully in today’s world. A nation at risk must
become a nation of students. America’s adults
. . .
must demonstrate that learning is lifelong by going
back to school to gain new skills for work or
additional knowledge for life.
The fourth track is on communities. For schools
to succeed, we must look beyond the classrooms
timcE to our communities and families. Ninety-one
percent of a child’s life is spent outside school. So
parents, families, neighbors, and other adults must
build relationships to nurture children.
....America's adults
must demonstrate
CVasstoo^j CVassroo/j, CVassroo/j,
that learning is life-
long by going back
to school to gain
new skills for work n
oradditionalknowl- rs'
edge for life.
ATO/SigT 1991
Oregon Teacher, Students Are Award Winners
When Bill Holloway entered Daphne Rice’s
fourth/fifth grade combination class at Milwaukie
Elementary School near Portland, Oregon, he knew OREGON
how to cook just three things: toast, boiled eggs,
and cold cereal. But, like most ten-year-olds, he COUNTY COOKBOOK
knew how to eat “absolutely anything.”
To introduce her students to the diversity of
Oregon agriculture. Rice asked them to find
recipes reflecting the state’s major agricultural
products. Rice asked her students to write to
adults involved in agriculture in each of the state’s
36 counties. They contacted extension agents,
chambers of commerce, school cooks, and
agricultural organizations. “They requested recipes
using the major agricultural products from that
region,” Rice says. “Cultural influences were also
taken into consideration.”
Once the recipes were received, the selection
process began. Sarah McKenzie, for example,
said, “I just picked some of the very weird ones
that had strange names.” Her contributions
included Chocolate Covered Potato Candy.
LisaThomas took a more poetic approach. Her
contributions included Ocean Fish a la Snow, Fir
Tip Jelly, and Deep, Dark Delicious Salad.
Stephanie Taylor choose a Never Fail Pie Crust
“because my mom always makes pie crusts and MRS. RICE’S
then she always messes them up.” Bill Holloway
FOURTH GRADE
tried Seafood Casserole Salad from Clatsop
County at home before adding it to the cookbook.
TherecipeswerecompiledintotheOregonCounty 1989-30
Cookbook, which the students presented to their
parents. Rice entered the cookbook in the Tabasco
Community Cookbook Awards National Competi-
tion. Ofthe 158entriesnationwide,thebookwasone
of 12 to receive special recognition. “We were really
surprisedto hearwewon.Theywerecompetingwith
museum guild cookbooks,” Rice said.
The cookbook project also proved to be a
winner in meeting learning objectives. Rice says
her students learned about social studies, writing
skills, art, and keyboarding.
AUG/SEPT 1991
Farm Facts Highlights Important Information
About Agriculture
— —
The amazing dairy cow Want to show students how much less Ameri- All that information and more is included in
cans spend on food than do citizens of other Farm Facts, a new publication bythe American
developed countries? Looking for a graphic way to Farm Bureau Federation. The booklet includes the
depict the efficiency and productivity ofAmerican facts and figures that can help provide an under-
farmers? Or are you simply browsing for interest- standing of modern-day agriculture. The informa-
ing facts to spark a discussion on agriculture? tion is presented in colorful charts and graphs that
make it easy to absorb ... and remember. “Farm
Facts is one way to tell the great American success
story and a little bit about the folks who make it
happen,” says Marcia Purcell, director of program
development for the Farm Bureau.
Farm Facts includes information on today’s
farm, agricultural production, trade, economics,
farming and the American consumer, and signifi-
cant events. A glossary explains important
agricultural terms.
The cover of the publication features a still-life
by internationally-known crop artist Stan Flerd.
Signed, numbered prints of the work, called “The
Harvest,” are available from the Nebraska Farm
Bureau Federation. Proceeds will benefit
Nebraska’s Ag in the Classroom program.
Copies ofFarm Facts are available as follows:
• 1 - 9 copies, $3.00 each.
• 10 - 200 copies, $2.75 each.
• More than 200 copies, $2.50 each.
Contact the Information Division, American
Farm Bureau Federation, 225 Touhy Avenue, Park
Ridge, IL 60068,[phone]. To orderthe
print, contact Cheryl Stubbendieck at the Nebraska
Farm Bureau Federation, [phone].
AUG/SEPT 1991 -
Volunteers Have Rights and
Responsibilities
Ag in the Classroom programs depend on the Rewards
active involvement of volunteers. To keep volunteer A volunteershouldexpect the following rewards:
interest and enthusiasm high, any program needs • to get satisfaction from a job well done
to understand the rights, responsibilities, and • to receive recognition, both public and
rewards that volunteers can expect. personal
• to learn new tasks, receive special training,
Rights and experience personal growth
A volunteerhas the following rights: • to meet new people, have some fun, and
• to be treated as equals with all other workers laugh a little
• to be given a suitable assignment • to gain increased respect from family and
• to know as much about the organization as friends
possible • to know you make a difference
• to receive training for the job
• to receive continuing education for thejob
• to be given sound guidance and direction
• to be given a variety of experience
• to be heard
• to be recognized
• to have time for home and family
Responsibilities
A volunteerhas the following responsibilities:
• to be sincere in the offer of service and believe
in the value of the job to be done
• to be loyal to the organization
• to carry out duties promptly and responsibly
• to accept the guidance and decisions of the
program coordinators
• to be willing to learn and participate in orienta-
tion, training programs, meetings
• to continue learning on the job
The National Education Goals
GOAL1: Readiness forSchool. By theyear GOAL 4: Science andMathematics. By the
2000, all children in America willstartschool year2000, U.S. students willbe firstin the world
ready to learn. in science andmathematics achievement.
GOAL 2: High School Completion. By the GOAL 5: AdultLiteracyandLifelong Learn-
year2000, the high schoolgraduation rate will ing. By theyear2000, everyadultAmerican will
increase to atleast90percent. be literate and willpossess the knowledge and
GOAL 3: StudentAchievementandCitizen- skills necessary to compete in a globaleconomy
ship. By theyear2000, American students will andexercise the rights andresponsibilities of
leave grades four, eight, and twelve having citizenship.
demonstrated competencyin challenging GOAL 6: Safe, Disciplined, andDrug-Free
subjectmatterincluding English, mathematics, Schools. By theyear2000, everyschoolin
science, history, andgeography; andevery America willbe free ofdrugs and violence and
schoolin America willensure thatallstudents will offera disciplinedenvironmentconducive to
learn to use theirminds well, so theymaybe learning.
prepared forresponsible citizenship, further
learning, andproductive employmentin our
modern economy.
7
AUG/SEPT 1991 Ag in the Classroom State Contacts
The individuals listed here Connecticut Kansas Montana Oregon Washington
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questions, wantto make re- 2Ha0r3t-f5o6rd6,-3C6T7106106 913-532-7946 Nebraska 503-627-0860 206-586-1427
Agmporagrattmiisn,o,ntcohoraeA2MMnb1solnCt0.noa1etalJubgeacBaotaendmtlesmleyarsARtmlyoorih.ouacoeedArrLoLfeesm3eo6tl1iapln1trofeowo’ri-s-ng: 222C3SMDDUDtrrn3004eae.o.i233l9mrvla--ArdGeSGlasw64.ref,la98swnrDeWir76Cea-untae--dTypWrbl30ForlyMe1o20anoafoa846cortmn36C2ekmino6HnneCR9iBnagb-dguue.a2rhlc0cewktD9a,haiE3uycJur1.t9934 93L5MRYMKLKo2t10asseoeu0t,.62niu1n1est--ivFMstu54isaaBc39ulCryiukl75ecdeeyan--ne,ks75tnlLFey80eKlaoar30neY.wr30PmeP4Knk0SBn2wug5y6lr06ee-7a08u7300 4R7MNPLNM1Nir0e0s2EOeen.n2.29cvo--4wFoBBE.48al5aoeln25rldxnNH,O13emalVna--8NDd45B0maHE846u2eVpm909lri965oslr06e981egnah5ri1etuni0ixeic1trFahe2eRd0de0r2ation 5CS48M7MEPR1x0o0hss31ehSe3..u1a79ntt-ot-m-9enCBah9b3rdaeGsm,47ereCtuy2p5roihoR--sllltuPI42bnMvnSl0s76ueoatat243lrrocyn8a29agreRi2,mnTdera2dp.aPilA17201 WW3WW6MRBM7Mrtri00au0ieV.,sd48c13ssci--k0.WDFcos48thieaBnoMo73lanroisnl23nVnnmni,ix--niisean28orsrmBW1i00ngaFul5SnA87l,ira6ai00n5er-bPkWi3aomAeeaV7uilnnB0t2u56rR2ed0a1u
22MDPM00seoO5.5on--ttBB22goor76oxfe21mnA--e3d2g5r3a68y3&17.6S12uIAnmLdmue3sr6tl1ni9ens3 CTMFLFarLLoll.-nolD2rsJae9ihoupadhmTtsanhesoerefMecCS,AaNegpFrreiivLetciiou3clyl2ets3u0r1eand 5MIPBMJ0saOa\.t4iFo-BBnna9oar2exrR2mbo-9auB65rgu20aer00.e0L4aaLunAgFl7ee0dye8r9a5t-i9o0n04 2C6MNNo0s9Hen.35c-wFSDp2ahor2rJden4me,e-nr1paBN9suGDH3rera4eyuv0asi3ues3l0lFR1edderation SS9CM1osCol.7uuDtBmR7eebuh3ptit4thla-Ce,o8aPdf8hSrg4EieoCd2bluBb2icls9dan2gta0.i1on W83MDro03y.u73go-GlB3mear5snia8,ae-ne5WPg8ReY2dx8t8o2n633
904-488-9780 Mr.CliffShaffer Ms.CindyEffron SouthDakota Ms.SueSherman
APMMUPnaralOi.ltavm-BTeesSroerksu,xdiatCA2ByoeK8lor8lfr99eyA9gl6ea4s5ka GMGMPesaeOo.coroBrgDnoiog.xaniGn7aFaA0a63rR8m1e2yBn9uo8rledasu SA2MMtu0aaag7itru-nisy2eot8lnaD9a,2e-n3p5Mdt8E0o0f04E3du3c3ation T6CNNr0JNee9n-Dw3te2o3p9n0Mt2,e-pN8xfJ8iA9g0c7r8oio6cr2ul56t3u3r-e7463 S6MPHu0sDOr.5o-FBGn3aoa,5rix2lmS-1DB6B4r7u25o3r6c71ek3a5u0 W2C3Exh02Yee71cy-9Due6teCn3ipan8vtre-ee,7oyDf3Wi5AAr5Ygvereci.t8co2ur0lWt0uA2rIeTC
907-745-9752 912/474-8411 Ms.LaurieGreen Mr.E.G.Blanton Ms.RobertaAnson Micronesia
A4M3sr4.i1zSouEneBarCaofafdevrrtayy MDHrea.pwtKaeoifniEKdaujciahtariaon A53Dne00np1aaH-rpa8tor4rlrr1iy.-ssS.5n8tTM9ro4DfumA2ga1nn4c0uP1lktwuyre 45LN20aM1s5-CFN5ra2uWr6cam-et5s&e5.r2L1NivMes8t8o0c0k1Bureau 6PPEi0KOed5rc-rBue2o,t2xi4Sv-5D©073D576i7r15e0c1tor AITC CKFDorTS.lAMoSRn/iu9Cab6.o9el4nPl1oeDngaaeyprioetrrviicronesia
Phoenix.AZ85040 49FunchalSt,J-306 691-320-2738
602-255-4456 Honolulu,HI96813-1549 Massachusetts NewYork Tennessee
808-373-3477 Mr.WayneHipsley Ms.BettyWolanyk Mr.BobbyBeets Guam
A36MPrr4h1.io02ze1-Ron4oniE7bax0e.EF-rlA0atv0rZrW8omio88ldB5su0or4ne0auFederation IMIPdsdOa.ahBhKooaoxDtheiUpetJoofhAngsnocnulture A42U1mn1ih31ve-erS5rst4stoi5.ct-ky2Mbo6rAf4i6dM0ga1es0sH0aa3cllhusetts C61Iot10hr17an-ceKa2l,e5ln5NUn-nY8ei1dv1e2y4r28sHi5atl3yl-5901 TC68B0o1eo1l5nx-u-nm33eb18si38sa-e,7e8TF7Na2r3m84B0u2r-e0a3u13 C6MUMnroa1i.ln7vlg-Veie7iragc3sleti4oot-o,ryf2AGo5Arf7ugt5Gae&rumoaL9imf6e9S2c3iences
TwinFalls.ID83303 Michigan NorthCarolina Texas
Arkansas 208-736-2188 Dr.EddieMoore Ms.JaniceShepard Mr.TadDuncan VirginIslands
GDrE.P3h1i0lipBesonen Illinois 4M1ic0hAiggraincuSlttautreeUHnalilversity NPOCBFoaxrm27B7u6re6au TPeOxaBsoxFa2r6m89Bureau MDre.ptE,riocfBEocuognhomicDevelopment
UFanyievtetresviitlyleo.fAARrk7a2n7s0a1s MIlsl.inoEilslFenarCmulBvuerreau E5a1s7t-3L5a5ns-i6n5g8,0Mi48824 9Ra1l9e-i7g8h.2-N1C70257611 8W801a27c--o7,7T2-X370637002-2689 &StACgrnociuxl,tVuIre00850
501-575-4270 FieldServicesDivision 809-778-0991
1701TowandaAve Ms.JulieChamberlain NorthDakota Utah
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Ms.JaneFutch
Missouri 4Dr-.HPYaouultChzaDrenvieelckoipment VPAOFBaorxm2B7u5r5e2auFederation
Ms.DianeOlson OklahomaStateUniversity Richmond,VA23261
JMPeiOfsfsBeorousrxoin6F5Ca8irtym,BMuOre6a5u102 4St0i5l-lw7a4te4r-,5O39K274078 225-7544
314-893-1400
Ag in the Classroom Notes
'J.S,OFFICI.fVr-MAI
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U.S. Department of Agriculture
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Washington, D.C. 20250-2200 >' s 0 .2 4 :
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