National Agricultural Literacy Curriculum Matrix
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Homes on the Range
6 - 8
Three 50-minute sessions
In this lesson students will design a board game that reinforces how rangelands provide habitat for livestock and wildlife while benefiting humans, animals, and plants. Students will also learn about the responsibilities of a range manager.
For the class:
- Document or overhead projector
For each group:
- 6-sided die (1 per group)
- File folder (1 per group)
- Colored paper
- Crayons, colored pencils, or markers
- Index cards
- Homes on the Range T-chart handout
- Rangeland Rescue Game (Instructions, Rescue Cards, Gameboard Spaces, Fact Cards, and Grading Rubric)
Essential Files (maps, charts, pictures, or documents)
rangeland: the vast natural landscapes that may exist in the form of grasslands, shrublands, woodlands, etc
pasture lands: land used for grazing livestock that is planted and maintained by farmers and ranchers
habitat: the natural home or environment of an animal, plant, or other organism
range managers: a career with responsibility in maintaining, protecting, and improving range resources such as soil, water, plants, and animal life
Did you know? (Ag Facts)
- Rangelands occupy 40-50% of the land area of the earth.1
- Rangelands support livestock for farmers and ranchers in addition to the wildlife indigenous to the area.1
- Rangeland managers typically have a Bachelor's degree.2
Background Agricultural Connections
Interest Approach – Engagement
- Begin a discussion with your students by asking them, "What is a rangeland?" Allow students to offer answers using their prior knowledge. Guide the discussion using the information found in the Background Agricultural Connections section and help students distinguish between a rangeland and pasture lands. Ask students,
- How are natural resources like public rangelands used in agriculture?
- How can agricultural use benefit rangelands?
- Inform your students that they will:
- design a board game about rangelands;
- learn about the responsibilities of a range manager;
- predict the outcome of an investigation;
- conduct an experiment to test a hypothesis;
- create a double bar graph; and
- use appropriate tools to measure length, width, depth, and perimeter.
- Prior to the lesson, replicate the Homes on the Range T-chart handout onto an overhead transparency (optional) or project it from a computer.
- Distribute the Homes on the Range T-chart handout to students. Lead a discussion with students to build background information about rangelands in your state.
- Optional: Use the attached PowerPoint, Homes on the Range, An Introduction to Rangelands to help students visualize and better understand what rangelands are.
- Demonstrate how students can use the graphic organizer to record notes. Classroom discussion should include the following:
- "What are rangelands?" (Rangelands are vast natural landscapes that include grasslands, shrublands, woodlands, forests, tundra, wetlands, and deserts. It is land that can be used for grazing, foraging, wildlife habitat, aesthetics, hunting, and a clean water supply.)
- "Who uses rangeland?" (Ranchers, hunters, hikers, scientists, wildlife, and livestock. Ask students to share ways they have personally used rangeland, emphasizing the value of rangeland to humans, animals, and plants.)
- How can grazing animals improve rangeland? Grazing animals…
- Reduce the amount of fuel (grasses and shrubs) for wildfires. Land that is grazed is less likely to experience severe fires.
- Increase aeration of the soil, facilitating better water absorption. Their hooves break up hard ground, adding beneficial air to the soil.
- Control the growth of the non-native grasses and plants so that other desirable plants (wildflowers and native grasses) can thrive.
- Increase the diversity of habitats available to wildlife species. Many species, including several threatened species, benefit from livestock controlling the growth of invasive plants.
- What role does a range manager have in the health of our land? The range manager makes decisions about how to carefully use and manage rangeland resources (plants, animals, soil, and water) to meet the needs and desires of society. When managed properly, rangelands provide habitat for livestock and wildlife while benefiting humans, animals, and plants.
- What does a range manager do? A range manager may work with ranchers, scientists, and others to monitor plant growth, create agreements among rangeland users, develop conservation plans to meet land goals, manage private livestock operations, and develop methods to protect the range from fire, unwanted wildlife, and poisonous plants.
- Introduce students to the game, Rangeland Rescue. Explain that in this activity, students will take on the role of range managers to help a game board manufacturer create a realistic board game about rangelands. The manufacturer has provided instructions and game board spaces. Students must use these resources to design their game board. Review the Rangeland Rescue Game Instructions out loud as a class. Tell students that this handout is their instructions for playing the game.
- Distribute and review the Rangeland Rescue Game Design handout. Tell students that this handout is their instructions for designing the game. Show students an example of the game board pictured below. Divide the class into groups of four. Distribute the necessary materials.
- Once game boards are complete, each student will evaluate another group’s game board, using the Rangeland Rescue Game Design Grading Rubric. Students should play the game completely prior to filling out the rubric. The teacher will review the completed rubrics and average the student-determined evaluation scores for grading.
- Debrief the activity to highlight significant discoveries. Use the Range Fact Cards to guide discussion and quiz students on the information they learned about rangelands and range managers.
Concept Elaboration and Evaluation
After conducting these activities, use the following questions to review and summarize key concepts:
- "Which Range Fact Card surprised you? Why?"
- "What skills are important for a range manager to have?"
- "Why is rangeland important?"
- "What would life be like without rangelands?"
- Have students use library, classroom, and Web resources to design their own Range Fact Cards. Each Range Fact Card must feature a question about rangelands. Questions may be true/false, multiple choice, or short answer. Students should print questions and answers neatly on index cards for use in the game. Use an electronic presentation to introduce the topic.
- Distribute the Homes on the Range t-chart electronically and have students fill them out on their tablet computer.
- Give students a copy of the lesson’s background information, which provides additional information about rangelands and range managers. Lead students in highlighting and annotating the text to identify important information.
- Use games such as Pictionary. or bingo to reinforce challenging new vocabulary words.
- The “Think-Pair-Share” technique increases student engagement and is an effective way to encourage English language learners to express new concepts in English. Give students time to write a response to a question on paper, additional time to discuss their ideas with their neighbor, and then solicit responses from the entire class.
Design product packaging and a commercial for the game. Include the box, instructions, and optional add-on packs. Create a video of actual game play to help build interest.
Have students explore the educational background and skills required to be a range manager.
Suggested Companion Resources
- Amazing Grazing (Book)
- Ranch Starter Kit (Kit)
- America's Heartland: Riding the Range on a Utah Cattle Drive (Multimedia)
- Careers in Agriculture Videos (Multimedia)
- Frontier House (Multimedia)
- TedTalk- How to Fight Desertification and Reverse Climate Change (Multimedia)
- Sprout 2 - Careers (Booklets & Readers)
Agricultural Literacy Outcomes
Agriculture and the Environment
- Discover how natural resources are used and conserved in agriculture (e.g., soil conservation, water conservation, water quality, and air quality) (T1.6-8.c)
- Discuss (from multiple perspectives) land and water use by various groups (i.e., ranchers, farmers, hunters, miners, recreational users, government, etc.), and how each use carries a specific set of benefits and consequences that affect people and the environment (T1.6-8.d)
Education Content Standards
Career Ready Practices
CRP.10.1Identify career opportunities within a career cluster that match personal interests, talents, goals and preferences.
Natural Resource Systems Career Pathway
NRS.01.02Classify different types of natural resources in order to enable protection, conservation, enhancement and management in a particular geographical region.
NRS.02.02Assess the impact of human activities on the availability of natural resources.
NRS.04.01Demonstrate natural resource protection, maintenance, enhancement and improvement techniques.
5-8 Geography Standard 14: How human actions modify the physical environment.
Objective 1Human modifications of the physical environment in one place often lead to changes in other places.
Objective 3The physical environment can both accommodate and be endangered by human activities.
5-8 Geography Standard 18: How to apply geography to interpret the present and plan for the future.
Objective 1Geographic contexts (the human and physical characteristics of places and environments) provide the basis for problem solving and planning.
Objective 2Change occurs in the geographic characteristics and spatial organization of places, regions, and environments.
MS-ESS3: Earth and Human Activity
MS-ESS3-3Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment.
MS-LS2 Ecosystems: Interactions, Energy, and Dynamics
MS-LS2-4Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations.
Common Core Connections
Reading: Anchor Standards
CCSS.ELA-LITERACY.CCRA.R.1Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
Speaking and Listening: Anchor Standards
CCSS.ELA-LITERACY.CCRA.SL.1Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.
Language: Anchor Standards
CCSS.ELA-LITERACY.CCRA.L.1Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.