Land Use Lesson 6 : Analyzing Agricultural Land Use Changes : Country
1. Vocabulary development.
This lesson builds on the previous lesson and therefore does not introduce many new vocabulary terms. However, it will be important that students understand the meaning of county. If students are not familiar with the term, draw their attention to a map of the United States and ask what the map shows. [The country, the United States of America.] What are the parts of the United States called? [States.] Which state do we live in? [Michigan.] Is Michigan divided into parts like the United States is divided into states? [Yes, it is divided into counties.] Explain to students that counties have governments that deal with many important issues, such as building and maintaining roads, enforcing the law in areas that are not part of cities, and planning for land use.
Show a map of Michigan’s counties (see http://quickfacts.census.gov/qfd/maps /michigan_map.html). Point out that Michigan has 83 counties, 68 in the Lower Peninsula and 15 in the Upper Peninsula. Help students locate their own county and surrounding counties on the map.
2. Review the graphs of the State of Michigan agricultural land use.
Ask students to review the graphs of agricultural land use in Michigan that they created in the previous lesson.
What did we learn about agricultural land use in Michigan? [That land used for farming is decreasing in the state.]
Do you think agricultural land use is changing in our county? [Accept all answers as possible. The following step will verify certain answers.]
3. Graph area of farms for 1987, 1992, 1997, 2002, and 2007 for the local county.
Distribute a copy of the County Land Use Data Bank to each pair of students along with a copy of the Acreage in Farmland by County student activity page. Working in pairs, have them complete a line graph for changes in agricultural land use in their county. Students will need to include the smallest value for the county at the bottom of the y-axis, the highest value at the top of the y-axis and then label the numerical gradations in between on the Acreage in Farmland by County student activity page.
Visually review each graph for accuracy and neatness. Remind students to put labels on the axes, title the graph, and label the increments. This graphing activity can lead to other graphing activities that require students to determine the proper intervals between the highest and lowest values. It may be easier to round the values to the nearest two- or three-digit number and then graph.
4. Analyze the graphs.
How has land use been changing in our county? [The graph may show either big changes in land use or show stability with few changes. If agricultural land is decreasing, then discuss the land use that is replacing it.]
What does the trend line on the graph tell us about changes in agricultural land use in the county? [The trend line is the general change that occurs over several time periods. For example, agricultural land may have been decreasing since 1992. The trend line shows fewer and fewer acres of farmland. Trend lines may increase or remain stable.]
Why are the changes shown by the graph of importance to people living in the county? [If there is less farmland, then it may mean more land is being used for housing. That increases the number of students to attend school, fast food restaurants, and shopping centers or malls.]
Have you observed evidence that land use is changing as you travel to and from school or as you travel with your families? [Additional information may be obtained from the local newspaper, county planning office, recorder of deeds, etc. Direct observation by the students is a useful way to collect the data and builds good skills.]
How can we learn about the land use changes in our community? [Talking to other people, reading the newspaper, watching local TV news programs, and visiting the governmental offices to read notices are all ways in which we become informed.]
Why is land use an important issue in our community? [The economy is often based on how we use the land. Land uses may affect whether the land is being polluted, for example, by too many herbicides and pesticides on suburban lawns. Open space may disappear so that people have fewer places to walk, jog, or play sports and there may be more streets and roadways with traffic. Land use is important to the tax base of a community and influences the number and quality of services that are provided.]
5. Graph data for two comparison counties.
Select two comparison counties from the data bank. The counties selected should be different from your county. For example, if your county is rural, choose an urban or suburban county for comparison. Locate the three counties you are studying on the Human World, Michigan County map.
With students working in pairs, follow the same graphing procedures used for graphing acreage in farmland in your local county. If graphing skills are adequate, it may be best to assign one of the students in each pair to one of the counties. All students should graph the same comparison counties. Be certain students use the same units on the vertical axis of all graphs, since that will make it easier to compare them. Label the three graphs as rural, urban, or suburban.
Once the graphs have been completed, place them side by side on the desk or table. Each pair of students should discuss the following questions.
Are the lines on the graphs similar or different? [Suburban counties are generally undergoing greater changes in land use, although some rural counties are changing rather quickly as well.]
Do the lines on the graphs indicate that there will be more, less, or about the same amount of agricultural land in our county in future years? [The most likely answer is less, but there may be some variation based on the counties graphed.]
6. Review
Discuss the following questions:
How has agricultural land use changed in our county since 1987? [Answers will vary.]
How is the land being used in our county presently? [Answers will vary.]
Are there changes underway that we can observe? [Answers will vary.]
Is land use in our county the same or different from the counties we have used for comparison? [Answers will vary.]
What do the three graphs show about changes in agricultural land use in urban, suburban, and rural counties? [Answers will vary.]