Art Integrated Project: Farming Futures – Learning Through Crops

The student will research and find about the agriculture of the state paired.
The areas of research will be as follows:
 major crops cultivated
 climatic conditions
 soil types
 soil conservation
 sustainable agricultural practices
 area of land (in hectares) used for each crop in the recent agricultural crop year
 average yield (in kilograms per hectare i.e. kg/ha or tonnes per hectare) over the
last 5 to 10 years for any one selected crop
 the importance of agriculture with regards to economy and culture

Activity 1: Science

Learning Outcomes:
The student will be able to:
1. explain the key principles of sustainable agriculture, including ecological balance,
resource conservation [Ap]
2. analyse the environmental impact of conventional agricultural practices and compare
them with sustainable methods [An]
3. discuss the benefits of crop rotation and organic farming in promoting sustainability
and resilience in agricultural systems [Ap]

Resources required:
 internet

Prerequisite knowledge:
 The student will research about the crops cultivated in the respective paired state.

Procedure:
1. Research: The student will research about sustainable agricultural practices in
their paired state. Their research should cover the following points:
 crops that are grown using sustainable agriculture practices
 key principles that define sustainable agriculture and why they are important
 the methods and benefits of organic farming as compared to conventional
farming practices
 how soil health affects crop yields and the practices that can improve soil
quality, such as crop rotation and composting
 analyse the effects of climate change on agricultural practices and how
sustainable methods can help mitigate these effects

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 investigate how technology, such as precision agriculture and hydroponics, is
changing sustainable farming practices
 advantages of sustainable farming methods over conventional farming
methods

2. PowerPoint Presentation
The student will:
 create a PPT using the above points
 use relevant images wherever required

3. Presentation:
 The student will present their PPT to the class.

4. Rubrics: Science (To be shared with the students before the activity.)
Sr. No. Criteria Maximum Marks Marks Scored

1. Scientific accuracy of 3
concepts
 Key principles that define
sustainable agriculture
and why they are
important
 Advantages of
sustainable agriculture
over conventional
methods.
 Effects of climate change
on agricultural practices
and how sustainable
methods can help
mitigate these effects.

2. Creation of the PPT 1

3. Presentation of the PPT with 1

relevant images using the
above points

Total 5 marks

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Activity 2: Computers

Learning Outcomes:
The student will be able to:
1. design a poster in GIMP to present information about sustainable farming
practices [C]
2. integrate text and images to communicate a message on sustainable farming
practices [C]

Materials required:
1. internet for researching and collecting relevant images, infographics, and text
information related to sustainable farming practices
2. GIMP software should be installed on computers to design and create the poster

Procedure:
The student will:
1. collect the relevant images and infographics highlighting the key features of
sustainable farming practices.
2. open a new image in GIMP and set its dimensions to that required for the poster.
3. use a suitable background colour/background image on a layer and name it.
4. import the images and infographics on different layers and give suitable names
to these layers.
5. use layer resizing options to resize the images as required.
6. use informative text or slogans on sustainable farming.
7. apply special effects to the various layers using filters.
8. save the poster in GIMP's native format (XCF) to keep the layers editable, and
then, export the poster as a JPEG file.

Support Resources:
Website: https://www.youtube.com/watch?v=UxyJorlTwTQ
https://www.edengreen.com/blog-collection/hydroponics-vs-traditional-farming

Rubrics: Computers
Sr. No. Criteria Maximum Marks Marks Scored

1. Relevant content and images 2

2. Use of multiple layers with 3

appropriate names

3. Use of image editing tools 3

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 4. Use of filters 1

5. Creativity and originality 1

Total 10 marks

Activity 3: Mathematics

Learning Outcomes:
1. collecting, organizing, and analysing data on crops grown in the paired state [An]
2. creating different types of graphs (pie chart and line graph) using the collected
data [C]
3. drawing conclusions based on the graphical representation of data [An]

Materials required:
1. the student will research information on crops grown, area of land used for each
crop and average yield over the time (in years) in the paired state (refer to online
resources, agricultural databases, reference books)
2. graph paper
3. chart paper
4. sketch pens, markers, coloured pencils
5. ruler and compass

Procedure: Divide the entire class into groups of 3 to 4 students.

1. Data Collection:
The student will collect data on paired state assigned to them on the basis of:
● Major crops grown: Example: rice, wheat, maize, sugarcane, cotton, jowar
(sorghum), and so on.
● Area of land (in hectares): Used for each crop in the most recent year.
● Average yield (in kilograms per hectare i.e. kg/ha or tonnes per hectare) over
the last 5 to 10 years for any one selected crop.
Example: Sample data for the state of Sikkim is available on: Agriculture
(sikenvis.nic.in)
2. The student will create the following graphs based on the data:
A. Pie Chart (Crop Area Distribution):
● Data required: The area of land (in hectares) used for each major crop.
● Steps for Pie chart creation:
o Convert the land area for each crop into a percentage of the total area.
o Draw a circle and divide it into sections representing the percentage
share of each crop.

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 o Label each section with the crop name and percentage.
B. Line Graph (Yield Over Time)
● Data required: The yield (tonnes per hectare or kilograms per hectare) of
any one selected crop over the last 5 to 10 years in the paired state.
● Steps for Line graph creation:
o On the X-axis, plot the years.
o On the Y-axis, plot the yield (tonnes per hectare or kilograms per
hectare).
o Plot points for each year's yield and connect them with a line.
(Note: Students can also make a line graph on ‘Temperature Recorded versus
Months of the Year’ or ‘Rainfall Recorded versus Years’ for any region in the
paired state. Accordingly, the questions for the interpretation will change.)
3. Plotting and Presentation:
● The student will use chart paper and graph paper to neatly draw the pie chart
and line graph respectively.
● Ensure each of them have appropriate labels and titles. (Example: Add
appropriate titles like ‘Crop Distribution in State’ and ‘Yield of Sugarcane over
Time in the State’.)
● While drawing the Pie Chart and Line graph, round off the values, if required
for ease of calculation.
4. The student will design and create a large, visually engaging poster or chart. The
poster should include the graph and pie chart created in Step 2.
5. The student will use colours and artistic techniques to enhance the visual appeal
and readability of the poster, and incorporate elements like borders, background
designs, and images of crops.
6. Interpretation:
Groups will present their posters to the class, explaining the data, graphs, and the
artistic choices made in their presentation. Students will interpret the graphs.
Sample questions are given below for the same:
A. Pie Chart (Crop Area Distribution):
● Which crop covers the largest area in the given paired state? Give reasons.
● Which crop covers the least area in the given paired state? Give reasons.
B. Line Graph (Yield Over Time):
● Which year had the highest yield for the selected crop?
● How much yield resulted in the year when there was a least production for
the selected crop?
● How does the trend in the yield change over time?
7. Facilitate a class discussion where students reflect on the process, the
mathematical concepts used, and how art helped in visualizing the data.

Support Resources:
Website:

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● https://data.desagri.gov.in/website/crops-apy-report-web
● https://desagri.gov.in/wp-content/uploads/2023/05/Agricultural-Statistics-at-a-
Glance-2022.pdf
● https://mausam.imd.gov.in/responsive/agromet_adv_ser_state_current.php

Rubrics:
Sr. No. Criteria Maximum Marks Marks Scored

1. Accuracy of data representation 1

2. Clarity and creativity of graphs 1

3. Interpretation of the mathematical 2

concepts applied.

4. overall artistic presentation 1

Total 5 marks

Activity 4: Social Science and Hindi

Activity: Cultural Farming Festival

Learning Outcomes:
The student will be able to:
1. identify and explain the relationship between climate conditions, soil types, and
the crops grown in the paired state, demonstrating how these factors influence
agriculture. [E]
2. enhance their creative skills through role-play, and costume design. [C]

Materials required:
1. computer and web links for research
2. traditional farmer attire (example: dhoti, any particular hat or headgear, and so
on)
3. props for role play (example: baskets, straw hats, tools, and so on)
4. chart paper

Procedure:
1. Divide the class into different groups of 5 students, depending on the class size.

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2. Based on data collected on major crops of the assigned paired state in Activity 2
(Mathematics), each group selects a particular crop. Example, one group might
choose rice, while another might select wheat.
3. The student will research the ideal soil type and climate conditions for their
chosen crop. For instance, rice thrives in clayey soil with a hot, humid climate and
heavy rainfall, whereas wheat grows best in loamy soil under cooler, drier
conditions.
4. Based on the information provided, the student will create a visually appealing
chart.

Hindi/Second Language:
5. Dress up in the traditional attire of a farmer and use props such as baskets,
farming tools, and others to make the presentation engaging.
6. Begin the class with the role-play or skit (in Hindi/Second Language) by
Student 1 who introduces the group as farmers from the paired state.
Example: "Hello, we are farmers from [paired state, example: Assam]. The crop we
grow in our fields is [crop name, example: tea]."
● The rest of the group members will take turns explaining the following points:
● Student 2 will speak about Soil requirements for the crop. Example: tea plants
grow best in well-drained, slightly acidic soil rich in organic matter. In Assam, the
soil in the hilly regions provides the perfect conditions for growing high-quality
tea leaves.
● Climatic conditions necessary for the crop's growth. Example: tea requires a
warm, humid climate with plenty of rainfall. Assam's tropical climate, with
temperatures ranging between 20°C and 30°C and high humidity, is ideal for tea
cultivation. The state also experiences heavy monsoon rains, which help the tea
plants thrive.
● Soil conservation techniques used in farming. Example: farmers in Assam use
terracing in the hilly regions to prevent soil erosion. They also plant shade trees
to protect the tea plants from direct sunlight and reduce water loss from the soil.
Mulching with organic material helps retain moisture and enrich the soil.
● The importance of agriculture for the paired state’s economy and culture.
Example: tea farming is central to Assam's economy. The state is one of the
world's largest producers of tea, and Assam tea is famous globally for its rich
flavour. Agriculture provides employment to thousands of people in the region,
and tea production contributes significantly to both the state’s income and India's
exports.

Support Resources:
Website:
https://krishijagran.com/
https://mausam.imd.gov.in/responsive/agromet_adv_ser_state_current.php

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https://www.agrifarming.in/

Rubrics: Hindi/Second Language

Sr. No. Criteria Maximum Marks Marks Scored

Social Science

1. Thorough research and content 4

accuracy: In-depth information
on soil types and climate
conditions, soil conservation
techniques and importance of
agriculture in the economy of
the paired state.

2. Creativity in presentation: 1
Engaging and visually appealing
representation in write-up.

Total 5 marks

Hindi

1. Creativity in presentation: 1
Engaging and visually appealing
representation of the farming
process.

2. Use of traditional attire and 1

props: Relevant to the farming
practices of the paired state.

3. Participation and coordination 1

among group members.

4. Clarity, confidence, and 2

communication during the skit
or role-play.

Total 5 marks

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Activity 5: English (Analytical Paragraph Writing on Sustainable Farming)

Students will write a short analytical paragraph based on data from Social Science
and Mathematics. The data will focus on crops, climate, soil types, and sustainable
farming practices in the paired state.

Learning Outcomes:
By the end of the task, students will be able to:
1. analyse data about crops, soil, and climate from different sources [An]
2. write a clear paragraph using evidence from charts, graphs, and research [C]
3. connect data to farming practices and sustainability [Ap]
4. use proper structure in writing, including topic sentences, supporting details,
and conclusions [R & U]
5. present conclusions based on the data provided [E]

Materials Required:
● Data and graphs from Mathematics and Social Science:
○ Pie Chart (crop area distribution)
○ Line Graph (crop yield over time)
○ Research on soil types and climate from Social Science
○ Sustainable Agricultural practices from Science
● Writing materials (notebook, digital device)

Procedure:
Step 1: Introduction to Paragraph Writing
● The teacher will explain how to structure a paragraph:
○ Topic Sentence: Main idea
○ Supporting Data: Evidence from graphs and research
○ Explanation: Explain how the data supports the idea
○ Conclusion: Summarize the main point
Step 2: Using Data from Mathematics and Social Science
● Mathematics:
○ Use the pie chart to explain which crops are grown most.
○ Use the line graph to show changes in yield over time.
● Social Science:
○ Use information about soil and climate to explain why certain crops are
successful.
○ Discuss sustainable practices like soil conservation and how they impact
yield.
Step 3: Writing the Analytical Paragraph
● Students should write one paragraph that:
○ Uses the pie chart to talk about which crops are grown.

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 ○ Uses the line graph to discuss how yields have changed.
○ Explains why these crops grow well in that region, based on soil and climate
data from Social Science.
Example Topic Sentence: In (the paired state), rice is the main crop due to the rich
soil and favourable climate.
Step 4: Peer Review
● Students exchange paragraphs with a classmate for feedback.
o Check if the paragraph has clear data, a good explanation, and proper
structure.

Success Criteria (to be shared with the students)

Criteria Excellent Good Satisfactory Needs
Improvement

Correct use Data from both Data from Some data No data from
of data from pie chart and both graphs is from charts is graphs or
graphs and line graph is used, with used, but is charts is used,
charts accurately minor unclear or or the data is
used, with clear inaccuracies or lacks specifics. incorrect.
mention of missing
specific specific details.
numbers or
trends.

Clear and Clear and well- Mostly clear Explanation is Little or no

logical developed explanation, somewhat explanation
explanation explanation but lacks full clear, but may provided, or
of the data that logically depth or not fully the
connects the connection to connect to the explanation is
data to farming data or confusing and
sustainable practices. farming unclear.
farming practices.
practices.

Proper The paragraph The paragraph Paragraph has Lacks clear

paragraph has a clear is mostly some structure structure,
structure topic sentence, structured well but may be making it hard
(topic, supporting but may lack missing key to follow or
details, details, and smooth elements or understand.
conclusion) conclusion transitions or have weak
with smooth, one element organization.
logical flow.

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 (example:
conclusion).

Grammar Very few or no Minor Several errors Many errors

and errors, with grammar or that mildly that make the
punctuation correct punctuation impact paragraph
grammar and errors that do readability. hard to
punctuation. not interfere understand.
with
understanding.

Overall Paragraph is Mostly clear, Some parts of Lacks clarity

clarity and easy to read, but may have the paragraph and flow,
flow with a logical, weak flow or are unclear or making it
clear occasional difficult to difficult to
progression of lapses in follow. understand
ideas. clarity. the ideas
presented.

Rubrics: English
Sr. No. Criteria Maximum Marks Marks Scored

1. Correct use of data from graphs and 1

charts

2. Clear and logical explanation of the 1

data

3. Proper paragraph structure (topic, 1

details, conclusion)

4. Grammar and punctuation 1

5. Overall clarity and flow 1

Total 5 marks

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