👩‍🏫 Teacher’s Guide

Objective
Evaluate a geographic decision using evidence, constraints, and uncertainty.

Vocabulary
yield, water budget, resource constraint

Suggested time
30-40 minutes, with optional practice across the week.

Teaching Notes

• Ask students to identify units and assumptions before calculating. Require a written explanation that separates observations, calculations, and conclusions.
• Introduce the study resource before assigning questions. Students can answer using this lesson without opening the source book.
• Use questions 1-4 for guided practice and the remaining questions for independent practice or discussion. Open responses may use different wording if the evidence supports them.
• Check the activity against its stated constraints and the answer bank. Revisit a missed concept before adding a new one.

🧒 Student Worksheet

Concept and Helping Material

Agriculture links land, water, labor, and food demand. A water budget compares the amount available with the amount required. A productive crop is not automatically the best choice for every place. These simplified fictional crops isolate one resource constraint; they do not describe actual crop recommendations. Use the evidence to judge a claim or recommendation. Explain which conditions your conclusion depends on and what the data leave unanswered.

Study Resource

A farm has 10 hectares and 30 water units for one growing period. Land can be left unplanted.

Vocabulary and Definition

• - the amount produced per unit of land
• - a comparison of water supply and use
• - a limit on a resource needed for an activity

Words to Learn

, ,

Sentences to Fill In

1. The term for the amount produced per unit of land is .
2. The term for a comparison of water supply and use is .
3. The term for a limit on a resource needed for an activity is .

🧪 Think & Respond Q&A

1. Does the mixed 5-and-5 plan fit both constraints?

2. Which plan produces more food: 10 hectares of A or the 5-and-5 mix?

3. Why can highest output per hectare differ from highest output per water unit?

4. Could the model alone determine the best crop for a real farm?

5. If the water supply falls to 20 units, does the 5-and-5 mix still fit?

6. Is this case an actual survey of a named real location?

7. What should an evidence-based answer include?

8. Which lesson word means "the amount produced per unit of land"?

9. Which lesson word means "a comparison of water supply and use"?

10. Which lesson word means "a limit on a resource needed for an activity"?

Hands-On Experiment or Activities

What You Need: Paper, pencil, and a calculator for checking arithmetic.

What You Do:

1. Use ten paper squares for hectares. Test allocations between crops A and B. Record land use, water use, and food output before choosing a feasible plan.
2. Share your result. Ask a partner to check the evidence and challenge one assumption.
3. Revise one part of your work after checking it against the lesson evidence.

Think and Talk: What evidence supports one choice in your work?

Reflection

• Which idea can you explain now?
• What would you still need to learn about a real place?

Teacher Check

Check accurate use of the study resource, correct vocabulary or units, and a reason supported by evidence. For open activities, accept more than one result when it follows the instructions. The companion CSV contains the same numbered Q&A bank shown above.

Curriculum Reference

Original Grade 6 extension, Unit 2, Lesson 3. Builds on the map, environment, population, and planning skills in the Grade 1-4 course; no Grade 6 source book was supplied. The explanations, practice data, diagrams, activities, and questions in this lesson are original. Fictional datasets are labeled in their study resources.