Overview .......................................................................................................................................2

Getting Started .............................................................................................................................3

Period 1: Introduction ..............................................................................................................5

Period 2: Nutrients ..................................................................................................................... 13

Quick Reference on Nutrients: .................................................................................................. 16

Student Handout 2: Word Search ............................................................................................. 19

Student Handout 3: Cross Word Puzzle ................................................................................... 20

Student Handout 4: Matching Activity ....................................................................................... 23

Period 3: Water ........................................................................................................................... 25

Period 4: Economy..................................................................................................................... 29

Period 5: Land-use & Geography ............................................................................................. 31

Land-use Activities ................................................................................................................... 32

Geography Activities ................................................................................................................. 34

Period 6: Careers & Summary ................................................................................................... 35

Career Activities ....................................................................................................................... 35

Summary Activities ................................................................................................................... 36

Follow Up .................................................................................................................................... 38

Appendix .................................................................................................................................... 39

Glossary of Key Terms ............................................................................................................. 39

Three-Point Approach for Words and Concepts ....................................................................... 42

How Much of the World can we Grow Food on? ....................................................................... 44

Agriculture Innovations & Best Management Practice Examples .............................................. 45

Contact Us: ................................................................................................................................. 46

The goal of Journey 2050 is to engage your students in positive discussions about the importance of

sustainable agriculture, best management practices and innovations. Feeding the world is the responsibility

of all. We need to think about the ways we act now so that future generations and our natural environment

may prosper.

Food is life. Sustainable food is our future.

STEP-BY-STEP

TEACHER GUIDE

V2

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Overview With global population numbers projected to increase by 2 billion over the next 35 years, the question of

“How will we sustainably feed 9 billion people in 2050, while protecting the environment and improving

the quality of life around the world?” becomes one of the great challenges of the 21st Century. This needs

to be accomplished in a way that meets the needs of the present without compromising the needs of

future generations.

The Food and Agriculture Organization (FAO) section of the United Nations has identified 2050 as a key moment in time when the world’s population is expected to reach 9 billion. Unfortunately, over 25% of our current food supply is wasted. In developed countries food is thrown out and over consumed, and in developing countries food is lost to unreliable storage and transportation. Hunger is often caused by food waste and inequality of distribution, not scarcity. As a result, food production needs are expected to increase by 60%.

At the heart of this is sustainable agriculture: the belief that social equity, economic growth and protection

of the environment must be a part of future agricultural advancement.

With a growing urban population, fewer people have access to real-life farms. This program is an

opportunity for students to learn about where their food comes from and the importance of agriculture.

What is Sustainable Agriculture?

Sustainable agriculture is the efficient production of food and fibre (fiber) in a way that optimizes economic, social and environmental factors for long term success.

These factors are composed of many interdependent elements, such as soil health (environment), infrastructure (social) and employment (economic). A community is only as successful as the least developed sustainability factor. We must continually improve the weakest one.

Sustainability varies across the globe with each factor facing different opportunities and challenges.

Agriculture is the foundation for life and every one on earth needs to contribute.

Agriculture: the science or practice of farming – cultivating the

soil, producing crops, raising livestock.

Sustainability: meeting the economic, social and environmental

needs of the present without compromising the needs of the

future

Sustainable Agriculture: using best farming practices to grow the

most food and fibre on the land for long term economic, social and

environmental success.

3

Backgrounder: Journey 2050 was developed by Agrium in collaboration with the Calgary Stampede and Alberta Canola

Producers Commission as a sustainable agriculture education program. It is cutting edge and is constantly

evolving to ensure it is science-based, factual and fun.

It is imperative that everyone understands how our present-day decisions impact our future lives and to

showcase the importance of agriculture. There are thousands of opportunities, a constant stream of new

innovations and a network of people who will help us feed the world by 2050. Social activation is a unique

component of the program. Donation credits to charities helping sustainable agriculture, volunteer

opportunities, fund-raisers and much more will be shared with the students as follow-up activities.

Schools around the world will experience agriculture like it’s never been taught before. Teachers do not

have to have an agriculture background to teach Journey 2050. Step-by-Step guides, lesson plans,

curriculum connections, aggie news and much more is provided in a systematic way to teachers and club

leaders who register for the program online.

The basic program can be completed in less than 5 hours and requires all students have access to a

computer and internet.

This program uses an inquiry based approach to encourage students to make decisions and adjust them

as they see their impact on social, economic and environmental factors at a local and global scale.

The program was developed with teachers and sustainability experts to complement curriculum and

provide the critical thinking skills needed to address global food sustainability issues. The strongest ties are

with science and social standards aimed at Grade 7-12 and higher.

Animated videos, interactive video games and detailed speaking notes ensure this program is Monday-

morning ready. The program uses agriculture sustainability as the foundation to teach topics on soil health,

water conservation, markets and economy, land-use, geography and careers.

Questions: At any time if you have questions or would like to speak with a professional agricultural expert such as an

agronomist feel free contacting us. We have a network of organizations excited to visit with you and your

students about agriculture! E: Journey2050@agrium.com, Ph: 1-403-225-7000 (ask for Sustainability &

Stakeholder Relations)

Getting Started

Download the Journey 2050 game on each student’s

device BEFORE you begin the program. Tips for

downloading are provided online in the “Begin Program”

Section of the website.

http://journey2050.rnp.io/teachers/online/activities_and_reso

urces#getting-started

Due to the game-play focus of the presentation please have

one computer per student.

TIP: If students enter your teacher’s code before they play each level it will generate reports at the end.

Step-by-Step Guide - Quick Check List:

Period 1 Intro (Core: Introduction PPT, Introduction video, Level 1 Game, Pre-lesson 1)

Period 2 Nutrient (Core: Pre-lesson 2, Nutrients video, Level 2 Game)

Period 3 Water (Core: Water video, Level 3 Game)

Period 4 Economy (Core: Economy video, Level 4 Game)

Period 5 Land-use & Geography (Core: Land-use PowerPoint, Land-use video, Where in the World video, Level 5 Game)

Period 6 Careers & Summary (Core: Career PowerPoint, Level 6 Game, Summary PowerPoint)

Follow-Up (Core: Get Involved, Donation Credit)

5

Summary of Outcomes: Introduction Expectations •Define the terms “sustainable”, “agriculture” and “sustainable agriculture.” •Discover the three elements of sustainability and the sustainability barrel. •Understand the core question of the program and begin to think about the challenges and opportunities. Nutrient Expectations •Investigate agriculture practices that may enhance or degrade soils. •Recognize the role of nutrients in the production of abundant, healthy foods and the health of individuals. •Investigate and identify consequences of using best management practices that help growers enhance sustainability performance. •Investigate and describe characteristics of different soils. •Recognize that nutrients are essential to life and sustainability. However, when applied inappropriately can cause environmental issues and increased costs reducing sustainability. Water Expectations •Identify how much water is available and of that what percentage is required for agriculture. •Define practical problems each region faces with regards to water. •Identify positive and negative effects we all have on water quality and quantity. •Explore examples of responsible water management in agriculture around the world. (i.e, drip irrigation, pivot irrigation) •Examine how future technologies and techniques will assist with the increasing demand of water in the future.

Economy Expectations •Define markets. •Examine agriculture’s connection to local and global economic growth and social stability. •Identify the economic and social ripple effects of agriculture locally as well as globally. •Recognize that accessibility to food is directly linked to physical and emotional wellness. •Educating and empowering smallholder farmers, many of whom are women in underdeveloped countries is important to the world’s ability to feed the population. Where in the World Expectations Land-use: •Understand the importance of land use choices. •Understand the impact our choices make on achieving a sustainable future. •Understand the amount of land we have to grow our food. Geography: •Show an awareness of the diversity of agricultural practices used by societies around the world, specifically in India, Kenya and Canada. •Identify challenges in growing crops and raising livestock in the different climates. •Develop an understanding of different perspectives and cultures. Career Expectations •Explore the multitude of careers contributing to agriculture. •Identify personal interests within an agriculture related field. •Listen to the perspectives of experts in the field of agriculture. Summary Expectations •Recap the key learnings and terms. •Share ideas on world food sustainability. •Get involved in the community to promote economic, social and environmental sustainability.

“Journey 2050 is that multimedia experience needed to

really ‘hook’ today’s learners. Students are very driven by

competition and media gaming experience and Journey

2050 really drove home the sustainability point for urban

and rural students.”

Sue Meggers, Grade 8 teacher, Iowa, USA

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Period 1: Introduction Quick Links: Period 1 Intro, Period 2 Nutrients, Period 3 Water, Period 4 Economy, Period 5 Land-use & Geography, Period 6 Careers & Summary

Time

45 minutes

Activity Expectations

Students will be able to:

Define the terms “sustainable”, “agriculture”, and “sustainable agriculture”.

Discover the three elements of sustainability and the sustainability barrel.

Understand the core question of the program and begin to think about the challenges and opportunities.

Materials Introduction PowerPoint

Introduction video https://www.youtube.com/watch?v=42JEkYvi4cc

Sustainability Farming Game Level 1 Demo

Student Handout 1: World Population Growth

Supplementary Videos: 60 second snippets pulled from the Introduction video

Sustainability - https://youtu.be/X6HX8D3eZXY

Best Management Practices -https://youtu.be/wE9zoEZejkQ

Ripple Effect - https://youtu.be/LQuCAYTH0Vw

[J.2050 Web Teacher Section] Go to the Teacher Resource section/Online Experience/Begin Program/Step-by-

Step Guide and click on each link as you need them.

Key Terms

Sustainability, Agriculture, Sustainable Agriculture, Social, Economic,

Environment

Activities 1. Put up the Introduction PowerPoint on the board. Speaking notes

are included in the PowerPoint ‘NOTES’ section. You will be required

to play a video during the PowerPoint. Total estimated time is 20

minutes.

7

Speaking Notes:

The following slides are included:

1) Introduction

Today is a special day because today we get to play

Journey 2050!

Journey 2050 is a really fun education program where

we get to hear from farm families from around the

world and share ideas about the importance of

agriculture.

The cool part of this program is we will get to watch

animated videos and play video games that let us

virtually farm in Kenya, India and Canada. There are

also games where we get to build an Avatar and

answer questions about where in the world our food,

fibre (fiber) and fuel comes from!

First, two quick questions!

- Does anyone know what the current population in

the world is right now? (7 billion)

- Does anyone know what the population will be in

the year 2050? (9 billion).

2) Why 2050?

If it is [insert current year] right now, how many years

until we reach the year 2050?

So, why is 2050 important? Scientists and world

leaders have identified this as a key moment in time

when the world’s population will be approximately 9

billion – that is 2 billion more than today.

How old will you be in the year 2050?

You will be adults! And, in charge of decisions that

impact everything from what is taught in schools to

what you buy at the grocery store.

To feed 2 billion more people, it is predicted we will

need to produce 60% more food than we currently

are today, on the same amount or even less land.

There is more pressure on the earth’s natural

resources and there will be even more pressure on

farmers due to things like unpredictable weather

(climate change, hail, flooding, droughts), pests that

eat and destroy crops and even changes in what

consumers want to eat (there is a rise in the demand

for meat)

3) How will we sustainably feed 9 billion people by

the year 2050?

The entire program is focused on one BIG QUESTION.

HOW WILL WE SUSTAINABLY FEED 9 BILLION

PEOPLE?

We don’t just want to feed the world, we want to feed

the world SUSTAINABLY. What does Sustainability

mean? – for example – do we want to feed the world

in the year 2051, or are we finished after 2050? We

want to be able to feed the world by the year 2050

and beyond.

The goal is to feed the world in a way:

- that is profitable (nobody works for free)

- that supports a healthy quality of life

- that protects our land, air and water

A North American farmer in the 1900’s produced

enough food for 10 people. Today’s farmer feeds

over 120 people and tomorrow’s farmer will have to

feed even more.

By 2050, our growing population will require the

equivalent of all the food grown in the last 500 years

put together.

4) What is Sustainable Agriculture?

Let’s explore the word sustainability a bit more. [Do

your best to probe students in gaining understanding

of ‘sustainability’ relate it to students and break down

the word to “sustain” to encourage understanding.

Have them give you their best idea. Put up the

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definition of sustainability].

Now tell me what you think the word agriculture

means? What products do you get from agriculture

(food, fibre (fiber), fuel and millions of by-products

such as lipstick, medicines and car tires). [Have

students give you their best idea. Put up the definition

of agriculture].

What crops and livestock are in this area? [A quick

reference for agriculture in Canada http://www.aitc-

canada.ca/en/ or USA http://www.agclassroom.org/

As more food is grown it is vital that we protect our

environment. Sustainable agriculture helps protect

natural landscapes (such as rainforests) from being

converted into farmlands by growing more on existing

lands using technology and best management

practices - which is the best way to do something for

long term success.

5) Sustainability Factors

Before we watch the Introductory video, I would like

to introduce you to a unique way to remember

sustainability. Picture a “sustainability barrel”. The

pieces that make up the barrel are made up of 3

different factors: – Economic, Social, and

Environmental. These three different things are key

parts of sustainability. In our Journey to 2050, we will

be looking at some of these different elements

individually and discovering how they are important to

sustainability.

Examples of economic factors include (click & read).

Social examples (click and read). Environmental

factors (click and read).

For example, in order to be able to grow enough food

to feed the world sustainably, we have to make sure

that the soil stays healthy, that we have enough water

to grow the food, and that we don’t destroy natural

habitats in doing so. In growing the food we want the

farmer to make a profit, so that he and his children

can be educated and benefit the community.

6) Limiting Factor

A community is only as successful as the least

developed sustainability factor. We call this our

‘limiting factor’ - We must continually improve the

weakest part of our sustainability – whether it is

education or soil health – they all impact our ability to

feed the world. In the Sustainability Farming Game,

the sustainability barrel is what we use to keep score.

Our score will only be as high as our limiting factor, so

we have to pay attention to everything, and be careful

with the choices we make if we want to farm

sustainably. Sustainability varies across the globe with

each factor facing different opportunities and

challenges.

7) Introduction video

As the video plays watch for the sustainability barrel

and the factors that make it up.

https://www.youtube.com/watch?v=42JEkYvi4cc

[AFTER THE VIDEO] Are you excited to feed the world?

There is a lot of information in that video that we will

look more closely at in different areas today. Does

anyone remember seeing the Ripple Effect? Can you

explain what it means?

How about Best Management Practices?

[There is a teacher lesson plan and 60 second video

for each of these key learnings. Go to the Teacher

Resource Section Follow-Up Activities to learn more

Sustainability - https://youtu.be/X6HX8D3eZXY, Best

Management Practices -

https://youtu.be/wE9zoEZejkQ,

Ripple Effect - https://youtu.be/LQuCAYTH0Vw

8) Brainstorm potential challenges (enrichment slide

best for Grade 9+)

There are many challenges in our journey. As a class,

lets brainstorm:

POTENTIAL challenges as a country faces hunger:

- Malnutrition and health care risks

- Violence and thievery

- Vulnerability to markets and storage

- Decline in education attendance

- Political distress/corruption

- Decline in infrastructure, investment in technology

and innovation

- Risk of unsustainable practices across industries

POTENTIAL challenges as a countries wealth

increases:

- Food waste and obesity

- Increasing calorie-intake (eating more per meal)

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- Rise in Western-style diets and need for food from

other places (increased markets, infrastructure)

- Shift to more urban population which can result in

disconnect with life on the farm

- Increased competitiveness for labor

- Consumer demands and perspectives influence food

value chain (Genetically modified seeds (GMOs),

organic, free range vs barn raised animals, herbicides

and pesticides, food labels, country of origin

traceability, safety/security, animal care, food

preparation and sanitation, packaging, materials and

sizes, preservatives...)

- Technology, innovation and research investments

required

[POST LESSON for higher grades – how can

governments be involved in food security?

Regulations, policies, education programs, low interest

loans, investment in research and development,

sharing practices with other countries. But, what

happens when there is corruption or huge gaps

between the rich and poor]

9) Topics of Journey 2050

We know there are a lot of challenges ahead but we

are going to focus in on 6 of them for now. Soil

Nutrients, Water, Economies, Geography, Land-use

and Careers. We have 4 hours of game play and

animated videos ahead of us!

First, we are going to play the Sustainability Farming

Game. You will get a chance to virtually farm and

experience the lives of 3 real-life farm families in

Kenya, India, and Canada. As you interact with each

family pay attention to the role of best management

practices, technology and community investments.

Remember, agriculture is the foundation for life and

its success creates ripples locally and around the world

that will determine if we can meet the challenge. The

Farming Game is available for FREE in the App Store

on iPads and iPhones. The Geography Game is a

really fun game with questions about where in the

world everything is. It has matching, fill in the blanks

and short answer. There are clues to help you along

the way. The last game is an Avatar Career Game. It

features real people working in agriculture and is a fun

way to see what jobs you might like when you get

older.

10) Did you Know (enrichment best for Grade 9+)

Sustainable agriculture is critical in the global effort to

eradicate hunger and poverty.

There are an estimated 1.4 billion people living in

extreme poverty and nearly 900 million people that

are hungry, malnourished and food insecure

(difficulty acquiring food).

Unfortunately, over 25% of our current food supply is

wasted. In developed countries food is thrown out

and over consumed and in developing countries food

is lost to unreliable storage and transportation.

Hunger is often caused by food waste and inequality

of distribution, not scarcity.

How often do you throw food out and what could you

do with it if you didn’t eat it all? [Make sure you are

only making or ordering what you NEED to eat,

compost, save it as leftovers to eat later etc.]

11) Food for Thought (enrichment for Grade 9+)

Over 1 billion people (1 in 3 of eligible workers) work

in agriculture either directly as a producer or in

agribusiness and services. Educating and empowering

smallholder farmers, many of whom are women in

underdeveloped countries, will make a powerful

difference. At the global level, women are more active

in the agricultural sector than men – some 38 per cent

versus 33 per cent. Growing employment

opportunities, infrastructure, political stability,

education and health care are also important for

food security. Investment drives growth and

development. Spending money on new machinery,

infrastructure, and technology enables an economy to

improve productivity and efficiency. To feed 9 billion

people we need to reduce food waste and help our

land reach its full potential with technology and best

management practices.

12) Summary

As you play each game think of other ways we can

feed the world sustainability.

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2. Write on the board a reminder of what the sustainability barrel includes: a. Social: food, education, infrastructure, healthcare

b. Economy: profits, income, jobs, community

c. Environment: habitats, soil health, water, greenhouse gases

3. Open the Sustainability Farming Game DEMO Level 1 on each student’s computer.

Speaking Notes:

Introduce the Sustainability Farming Game. The students will be virtually farming in Kenya,

India and Canada, and will be required to make choices about things such as the crops they

are going to plant, investments they can make and best management practices they will use.

All of these choices will affect their score in the game.

Explain the importance of the sustainability barrel in their score. S. E. E (Social, environment,

economy). This assists students in understanding the significance in ‘balancing’ the pillars of

their sustainability barrel throughout the game (i.e. Investments in soil health produce better

crops, investments in roads allows products to travel easier). Explain to the students that it is

very important that they listen to you as they will have to stop and wait every time they finish a

level. Every student must start and end the game (roughly) at the same time to ensure your

class time flows smoothly.

The first level is a demonstration of the game to learn how to play. Students will be in Kenya and

will play one round. The game stops after they have completed each teaching moment (such as

how to plant, water and harvest).

Once time is up help them understand what the ripple effect screen is showing them. They will

then move on to the investments page. Encourage them to invest to help the ripple effect. Once

their score stops going up they can press continue and will be finished the demo level.

4. Pre-Activity Lesson 1 – MOVE THIS ACTIVITY TO PERIOD 2 IF YOU RUN SHORT ON TIME

This is a paper and pencil activity to learn about world population growth. After the Introduction PowerPoint your students should now be familiar with the terms and will have watched the introduction video.

11

Student Handout 1: World Population Growth

1. When did the world’s population reach 1 billion? 2. When did the world’s population reach 2 billion? 3. How many years did it take for the population to double (go from 1 billion to 2 billion)? 4. When did the world’s population reach 3 billion? 5. How many years did it take for the population to go from 2 billion to 3 billion? 6. When did the world’s population reach 4 billion? 7. How many years did it take for the population to go from 3 billion to 4 billion? 8. When did the world’s population reach 5 billion?

9. How many years did it take for the population to go from 4 billion to 5 billion? 10. When did the world’s population reach 6 billion? 11. How many years did it take for the population to go from 5 billion to 6 billion? 12. When did the world’s population reach 7 billion? 13. How many years did it take for the population to go from 6 billion to 7 billion? 14. If the population reaches 8 billion by 2025, how many years will it have taken to go from 7 billion to 8 billion? 15. If the population reaches 9 billion by 2050, how many years will it have taken to go from 8 billion to 9 billion?

16. Why do you think the population has increased and is predicted to continue increasing?

0

2

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1800 1850 1900 1950 2000 2050 2100

Po

pu

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on

(b

illio

ns)

Year

World Population Growth from 1800-2100

Name: _______________

Date: ________________

Answers:

1. _______

2. _______

3. _______

4. _______

5. _______

6. _______

7. ________

8. ________

9. ________

10. ________

11. ________

12. ________

13. ________

14. ________

15. ________

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Answer Key Student Handout 1: World Population Growth Did You Know? It took until 1830 for the global population to reach one billion people,

the second billion took only 100 years to 1930; three billion occurred 60 years later in

1990; another billion arrived in 23 years by 2013. The Global population is now

growing by more than 1.5 million per week.

1. When the world’s population reach 1 Billion? (A. 1804) 2. When did the world’s population reach 2 billion? (A. 1927) 3. How many years did it take for the population to go from 1 billion to 2 billion? (A. 123 years) 4. When did the world’s population reach 3 billion? (A. 1960) 5. How many years did it take for the population to go from 2 billion to 3 billion? (A. 33 years) 6. When did the world’s population reach 4 billion? (A. 1974) 7. How many years did it take for the population to go from 3 billion to 4 billion? (A. 14 years) 8. When did the world’s population reach 5 billion? (A. 1987) 9. How many years did it take for the population to go from 4 billion to 5 billion? (A. 13 years) 10. When did the world’s population reach 6 billion? (A. 1999) 11. How many years did it take for the population to go from 5 billion to 6 billion? (A. 12 years) 12. When did the world’s population reach 7 billion? (A. 2011) 13. How many years did it take for the population to go from 6 billion to 7 billion? (A. 12 years) 14. If the population reaches 8 billion by 2025, how many years will it have taken to go from 7 billion to 8 billion? (A. 14 years)

15. If the population reaches 9 billion by 2050, how many years will it have taken to go from 8 billion to 9 billion? (A. 25 years) Why do you think the population has increased and is predicted to continue increasing? (A. A few ideas to consider: better healthcare, increased agriculture production and market access, cures for diseases, better education on health and nutrition, children are growing up to have children) Activity Reference: "Source: Worldometers (www.Worldometers.info) Elaboration of data by United Nations, Department of Economic and Social Affairs, Population Division. World Population Prospects: The 2012 Revision. (Medium-fertility variant)."

Milestones:

1 Billion: 1804

2 Billion: 1927

3 Billion: 1960

4 Billion: 1974

5 Billion: 1987

6 Billion: 1999

7 Billion: 2011

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Period 2: Nutrients

Quick Links: Period 1 Intro, Period 2 Nutrients, Period 3 Water, Period 4 Economy, Period 5 Land-use & Geography, Period 6 Careers & Summary

Time

45 minutes

Activity Expectations

Students will be able to:

Define the terms used throughout Journey 2050.

Investigate agriculture practices that may enhance or degrade soils.

Recognize the role of nutrients in the production of abundant, healthy foods and the health of individuals.

Investigate and identify consequences of using best management practices that help growers enhance sustainability performance.

Investigate and describe characteristics of different soils.

Recognize that nutrients are essential to life and sustainability. However, when applied inappropriately can cause environmental issues and increased costs reducing sustainability.

Materials First, please complete at least one of the following activities:

Student Handout 2: Word Search

Student Handout 3: Cross Word Puzzle

Student Handout 4: Matching Activity

Appendix A: Glossary of Key Terms

Appendix B: Approach for Words and Concepts

Next, please complete the following:

Nutrients video (https://www.youtube.com/watch?v=3vZ0-haxe68)

Sustainability Farming Game Level 2 Nutrients [J.2050 Web Teacher Section]

Key Terms

Terms used in agriculture may be difficult for students to understand if they don’t have an agriculture

background. The list of terms is available in the Appendix. It is not all encompassing but it offers a

foundation for understanding.

14

Activities 1. Classroom Discussion

Speaking Notes: First, we will do a fun activity to learn about some of the key words described in the introduction and words that will be used as we move through this program. Next, we will dive into a really important topic related to feeding the world – Nutrients!

2. Pre-Activity Lesson 2 (10 mins per activity) a) Have students work through the student handouts – at least one

activity out of the three will help reinforce the key terms.

b) Reference to Appendix A for definitions related to the key terms.

3. Nutrients video (6 mins) Speaking Notes: Successful agriculture relies on healthy soil. The soil beneath our feet is one of our most precious resources. It is one of the reasons we are able to live on earth. It is much more than just dirt! Soil is composed of sand, silt, clay, plant nutrients, organic material, bacteria, crawling critters, oxygen, water and much more. Crops have to eat, just like you and me. What do you think they eat? Nutrients - just like us but they eat them in a different form. Let’s watch this video to learn how nutrients impact our ability to feed the world. Watch the nutrients video. [In the video they use an analogy of a bank and storing nutrients. You can use a fridge analogy and how we have to restock the fridge when we run out of food just like after we cut down (harvest) a crop we need to ‘restock’ the soil with the nutrients that were used as the crop grew so that the next crop can reach its full potential]. Quick refresher before we play the next level of the game. What is in the soil to keep it healthy? (combination of healthy soil has sand/silt/clay (loam), worms, air, water, organic material, bacteria and nutrients to name a few) It’s important to understand the type of soil in order to know what will grow the best. Where do nutrients come from? Nutrients come from NATURE (Fertilizer, manure, organic sources/compost).

15

Plants need 17 nutrients to grow can anyone remember what the 3 primary ones were? N…, P…, K…(Nitrogen, Phosphate, Potassium) We can grow more plants on the same piece of land if we use the right nutrients, at the right time of year, in the right amount (too much is just as bad as too little) and we spread the nutrients on the right place on the field. HUNGRY? Fertilized wheat = 70+ loaves of bread Wheat with no nutrients added = 48 or less loaves of bread By giving the plant EXACTLY what it needs to eat it will produce more food. Science and agriculture go hand-in-hand.

16

Quick Reference on Nutrients: Where do nutrients come from? (Fertilizer, manure, organic sources/compost). All of these types of nutrients are natural and good for the earth. In fact, fertilizer and crop nutrients are one and the same! The main nutrients plants need are: N…, P…, K…(Nitrogen, Phosphorus, Potassium) We can grow more plants on the same piece of land if we use the right nutrients, at the right time of year, in the right amount (too much is just as bad as too little) and we spread the nutrients on the right place on the field. Nutrients are like vitamins for plants. They help the plants make food from sunlight, protect them from insects and diseases and keep them strong during cold nights and days. Nitrogen helps plants stay green, healthy and strong. Nitrogen helps the plants we eat become good for us by adding proteins we need to grow and be strong. Where do you think Nitrogen fertilizer comes from? Here’s a clue: “Take a deep breath of fresh air.” (Deep breath) Congratulations. You just took a deep breath of fresh fertilizer. That’s right. Nitrogen — the world’s most common fertilizer and the nutrient that makes up 16% of the protein in our bodies — comes from the air; 78% of the air we breathe is nitrogen. Now, you may wonder … if so much nitrogen is in the air, why do we need to produce nitrogen fertilizers? Well, the funny thing about nitrogen is that while it surrounds everything, it’s not in a form that most crops can use. Only legumes — like soybeans and alfalfa — can draw nitrogen directly from the air. Other crops need to have nitrogen delivered in a “digestible” form. That’s where conventional fertilizers come in. Fertilizer companies take nitrogen from the air, and mix it with natural gas to form the base of all nitrogen fertilizers. Phosphorus (P) uses the sun's energy to make food (photosynthesis). Plants also need P to grow healthy root systems. Where do you think Phosphorus in fertilizer comes from? Here’s a clue: This comes directly from Nature, too. Anyone want to guess?

Phosphate is nothing more than fossilized sea creatures mined from rock deposits in the Earth. We could call it “fish fossils.” Do you know what one of the most common “by-products” is during the phosphate mining process? Shark teeth. North Carolina, Florida, Idaho and Tennessee are the common North American places that have Phosphate rock but not all of the places are known for finding fossils. Potassium - known by the letter ‘K’ is often called the Protector. Potassium protects our plants against diseases and helps them stay healthy when it is cold or dry. It also helps plants move nutrients and water in the plant to where it’s needed most so the plant doesn’t wilt. Where do you think Potassium fertilizer comes from? Potash is a salt, and it’s mined from evaporated oceans. Potash is also called potassium chloride, a substance used as a salt substitute. So it’s actually edible. However, the Potash you see in fertilizer is plant food, not human food. You get your potassium by eating foods like….bananas! And Potash really doesn’t change a heck of a lot from the time it’s mined from 3,000 feet below the face of the Earth. You heard me: 3,000 feet deep. That’s over half a mile! So instead of “making” potash, it’s actually pulled out of the ground, washed and resized into granules that farmers spread on their fields. Food produced with organic or fertilizer nutrients have the

same health and nutritional benefits, however, fertilizers

can produce as much as 50% more crop on the same land

used. Fertilizers are responsible for 40-60% of the world’s

food supply - feeding billions of people.

It’s important to remember that farmers are incredibly

smart. They won’t apply (and pay for) more fertilizer

than the crop requires. Farmers are some of the best

environmentalists in the world. Farmers not only live on

the land, they rely on it for their livelihood. It is important

for them to test their soil so they know what nutrients

they need to add to ensure their crop has the food it needs

to grow.

Best practices, technology and innovation help make

agriculture precise.

17

4. Sustainability Farm Game Level 2 Nutrients (15 mins) Open level 2 on each student’s computer. Explain that they are now

going to play in all three countries and they will now have to apply

nutrients. They will also get to choose what nutrient management

practice they are going to use. Advise them to use best

management practice every time if they can afford it.

Point out to the students that as they farm they will be asked if they

want to make investments that will cost them money but will be

used to improve the roads, research new seed varieties etc. Explain

that these are real-life investments in each country.

Circulate the room while students are playing and help them as they play. When they finish one

country they can move on to the next right away. Once they finish Canada they will be done

level 2. Have them stop here.

5. Classroom Discussion (5 mins)

Have a discussion with the group about strategies for the game. Have the students who got a

high score that round share some of their strategies. This will help those who didn’t get a high

score learn more about the game and how it works.

Ask the students to explain how nutrients helped their crops grow and what nutrient practise

did they use (none, standard, best management)

Fun Facts:

Depending on the size of the loaf and quality of grain:

1 bushel of fertilized wheat = 60lbs (27 kg) = at least 70

loaves of bread – in countries like Kenya where soil is

depleted of nutrients applying fertilizer will double if not

triple the crop yields.

1 bushel of wheat grown without nutrients added = 40lbs (18 kg) = 48 loaves of bread

[Bushel: A large basket about the size of a round laundry

basket is the unit used to measure yield or the amount of

a crop produced. While a bushel container might look the

same for apples, potatoes or wheat, the weight changes

because of a product’s size and density.]

Today an acre is equal to 43,560 square feet. That’s

about the size of a football field, not including the two

end zones.

A modern combine can harvest 1,000 bushels (60 pounds

= one bushel of wheat) per hour.

18

Student Handout 2: Word Search

G H T B S N L X N O I T A C U D E X Z W

I J S I T L L F U F T W Y D V H P P H A

K R E I U X X S B U E I T X U E Y Y V P

Y E U K P W T J L G B N I I E A S V J I

U D Q C N H H R A T E F R L C L E G P H

T L I R I V B L Y M J R L O O T T B J S

F O N A I H L G N B I A N F N H A I F D

K H H F J I A O Y G E S S G O C M L U R

R E C E T H R B A W E T W F M A I L V A

L K E Y S I X T I R G R B T I R L I A W

W A T K V I I P V T E U J S C E C O D E

A T I N C O C E P B A C P O V R W N P T

T S E C N Z L E Q U K T R I V W Y R T S

E E Z R O S M Z R C G U S L G H P R T P

R P X K O S I N H P S R Z K K F I P X R

S U T G I L M C I T N E I C I F F E Y O

H W I A L S U S T A I N A B I L I T Y T

E A G R I C U L T U R E X S D L E I Y E

D T I F O R P R L L T R C R O P S K O C

I Y K A H R T N E M T S E V N I A T C T

ENVIRONMENT

STEWARDSHIP

WATERSHED

CONSERVE

CLIMATES

HABITATS

PROTECT

SUSTAINABILITY

AGRICULTURE

IRRIGATION

INPUTS

CROPS

Hint: Words are forwards, backwards and diagonal

SOIL

YIELDS

PRECISE

TECHNIQUES

PROFIT

BILLION

SOCIAL

EDUCATION

ECONOMIC

EFFICIENT

INVESTMENT

19

Answer Key: Student Handout 2: Word Search G H T B S N L X N O I T A C U D E X Z W

I J S I T L L F U F T W Y D V H P P H A

K R E I U X X S B U E I T X U E Y Y V P

Y E U K P W T J L G B N I I E A S V J I

U D Q C N H H R A T E F R L C L E G P H

T L I R I V B L Y M J R L O O T T B J S

F O N A I H L G N B I A N F N H A I F D

K H H F J I A O Y G E S S G O C M L U R

R E C E T H R B A W E T W F M A I L V A

L K E Y S I X T I R G R B T I R L I A W

W A T K V I I P V T E U J S C E C O D E

A T I N C O C E P B A C P O V R W N P T

T S E C N Z L E Q U K T R I V W Y R T S

E E Z R O S M Z R C G U S L G H P R T P

R P X K O S I N H P S R Z K K F I P X R

S U T G I L M C I T N E I C I F F E Y O

H W I A L S U S T A I N A B I L I T Y T

E A G R I C U L T U R E X S D L E I Y E

D T I F O R P R L L T R C R O P S K O C

I Y K A H R T N E M T S E V N I A T C T

ENVIRONMENT

STEWARDSHIP

CONSERVE

CLIMATES

WATERSHED

HABITATS

PROTECT

SUSTAINABILITY

AGRICULTURE

IRRIGATION

INPUTS

CROPS

PROFIT

BILLION

SOCIAL

EDUCATION

ECONOMIC

EFFICIENT

INVESTMENT

Hint: Words are forwards, backwards and diagonal

SOIL

YIELDS

PRECISE

TECHNIQUES

TILLAGE

20

Student Handout 3: Cross Word Puzzle

1

2 3

4

5

6

7 8

9

10 11

12

13

14

15

16

17

18

19 20

21

22

23 24

25

26

27

28

29

Sustainable

Agriculture

Tillage

Crop

Yields

Inputs

Nutrients

Environment

Native Species

Wetlands

Riparian Area

Conservation Technologies

Habitat

Bacteria

Social

Malnourished

Healthcare

Infrastructure

Economic

Market

Efficient

Deplete

Innovation

Techniques

Name: _______________

Date: ________________

21

Student Handout 3: Cross Word Puzzle Across

2. The ability to achieve desired results without wasting

materials, time or energy

5. The preparation of the land for growing crops. Farmers use

conservation _______ to minimize soil erosion and moisture

loss.

7. Humans consume plants and animals to obtain nourishment

from these.

10. A health condition resulting from not eating enough food or

not eating enough healthy food.

15. The place where a plant or animal naturally lives.

18. The upper layer of the Earth that may be dug up or plowed,

and in which plants grow.

19. Meeting the economic, social and environmental needs of

the present without compromising the needs of the future.

21. Different kinds of the same type of seeds that can be

planted to grow crops more successfully in different climates.

23. The basic equipment and structures (such as roads and

bridges) that are needed for a country, region or organization

to function properly.

25. Tiny living things that are found in almost all environments

including soil, water, organic matter, and living bodies; most

are harmless and many are beneficial.

26. A new idea, practice or product.

27. These marshy bodies of water are the kidneys of the

environmental wetlands filtering excess nutrients and helping

water levels during floods.

28. The natural world (associated with soil health, habitats,

water and Green House Gas emissions)

29. Plants that naturally grow in or animals that naturally live in

an area. For example, deer are a native species in Canada,

zebras are not! We need to be careful not to introduce non-

native species to an area as they can become invasive meaning

they take away habitat and resources from native species.

Down

1. To produce or provide something. A measurement of the

amount of crop that was harvested per unit of land. (eg. If 3

grains are harvested for each grain planted it is 1:3)

3. Scientific or technical ways to sustainably use and protect

natural resources in order to prevent loss or waste

4. To use most or all of something; to greatly reduce the

amount of something.

6. The process by which a plant turns water and carbon dioxide

into food when the plant is exposed to sunlight.

8. A space between the land and the waterway ideally filled

with native grass, bushes and trees.

9. Ways of doing things by using special knowledge or skill.

10. A place where products are bought and sold.

11. Relating to people or society in general; the welfare of

human beings as members of society (associated with food,

education, health and infrastructure).

12. Things that are put into a machine or system such as fuel,

seed and fertilizer.

13. The science or practice of farming; cultivating the soil,

producing crops or raising livestock

14.Natural plant nutrients manufactured so farmers can

provide exact minerals crops need to grow; the primary

nutrients being nitrogen, phosphorus and potassium

16. The usual weather conditions in a particular place or region.

17. Efforts to maintain or restore a person’s health especially

by trained and licensed professionals. Nurses and doctors work

in this industry.

20. The artificial application of water to the land or soil to assist

plant growth.

22. Plants that are grown by farmers, such as wheat, barley,

peas, corn, and canola.

24. Relating to the process or system by which good and

services are produced, sold, and bought (associated with

profits, jobs, incomes, and community)

22

Answer Key: Cross Word Puzzle

Y

E F F I C I E N T

I

O

E

D

N

T I L L A G E

P

S

N U T R I E N T S

T

D

P

H

E

I

E

S

M A L N O U R I S H E D

P

I

C

A

A

E

T

V

O

A

F

N

H

G

R

T

O

A

C

R

E

P

N

R

K

E

S

T

I

I

R

U

I

I

E

Y

I

A

H A B I T A T

Q

C

T

N

O

L

C

N

I

S

U

U

H

T

N

L

L

E

L

E

H

S O I L

A

I

S U S T A I N A B L E

T

M

R

Z

U

R

L

S E E D V A R I E T I E S

R

R

T

I

C

T

A

R

E

I

H

S

H

C

E

G

C

I N F R A S T R U C T U R E

A

A

O

O

C

B A C T E R I A

L

P

O

I

E

O

I N N O V A T I O N

O

G

O

W E T L A N D S

E N V I R O N M E N T

M

E

I

N A T I V E S P E C I E S

C

23

Student Handout 4: Matching Activity

1 Sustainable a. the ability of a business owner (eg farmer) to sell their goods to other people or companies

2 Agriculture b. an item that is purchased with the hope that it will generate income in the future.

3 Economic c. scientific or technical ways to sustainably use and protect natural resources in order to

prevent loss or waste

4 Social d. the simple planting of a seed starts a chain of events that help the farmer, community and

eventually the world

5 Healthcare e. the best way of doing something. In farming _____ enable us to grow more with less.

6 Investment f. a space between land and the waterway, ideally filled with native grass, bushes and trees

7 Infrastructure g. the emission into the Earth's atmosphere of various gases, especially carbon dioxide, that

contribute to the warming of the Earth’s surface and the air above it.

8 Soil h. the preparation of the land for growing crops. Farmers use conservation __________ to

minimize soil erosion and prevent moisture loss.

9 Habitat i. these marshy bodies of water are the kidneys of the environment wetlands filtering excess

nutrients and helping water levels during floods

10 Yields j. meeting the economic, social and environmental needs of the present without compromising

the needs of the future

11 Wetlands k. efforts to maintain or restore a person's health especially by trained and licensed

professionals. Nurses and doctors work in this industry.

12 Irrigation l. the place where a plant or animal naturally lives

13 Tillage m. the upper layer of the Earth that may be dug up or plowed and in which plants grow

14 Conservation

technologies n.

the process by which a plant turns water and carbon dioxide into food when the plant is

exposed to sunlight

15 Market Access o. relating to the process or system by which goods and services are produced, sold, and bought

(associated with profits, jobs, incomes and community)

16 Riparian Area p. humans consume plants and animals to obtain nourishment from these

17 Seed varieties q. the basic equipment and structures (such as roads and bridges) that are needed for a

country, region, or organization to function properly

18 Bacteria r. tiny living things that are found in almost all environments including soil, water, organic

matter, and living bodies; most are harmless and many are beneficial

19 Nutrients s. a new idea, practice or product

20 Innovation t. different kinds of the same type of seeds that can be planted to grow crops more successfully

in different climates

21 Fertilizer u. the artificial application of water to the land or soil to assist plant growth.

22 Photosynthesis v. a measurement of the amount of a crop that was harvested per unit of land. (e.g. If 3 grains

are harvested for each grain planted it is 1:3_______)

23

Best

management

practices

w. natural plant nutrients manufactured so farmers can provide the exact minerals crops need

to grow; the primary nutrients being nitrogen, phosphorus, and potassium

24 Ripple Effect x. the science or practice of farming; cultivating the soil, producing crops and raising livestock

25

Greenhouse gas

emissions y.

relating to people or society in general; the welfare of human beings as members of society

(associated with food, education, health and infrastructure)

24

Answer Key: Matching Activity

1 j. Sustainable a. the ability of a business owner (eg farmer) to sell their goods to other people or companies

2 x. Agriculture b. an item that is purchased with the hope that it will generate income in the future.

3 o. Economic c. scientific or technical ways to sustainably use and protect natural resources in order to

prevent loss or waste

4 y. Social d. the simple planting of a seed starts a chain of events that help the farmer, community and

eventually the world

5 k. Healthcare e. the best way of doing something. In farming _______ enable us to grow more with less.

6 b. Investment f. a space between land and the waterway, ideally filled with native grass, bushes and trees

7 q. Infrastructure g. the emission into the Earth's atmosphere of various gases, especially carbon dioxide, that

contribute to the warming of the Earth’s surface and the air above it.

8 m. Soil h. The preparation of the land for growing crops. Farmers use conservation _________ to

minimize soil erosion and prevent moisture loss.

9 l. Habitat i. these marshy bodies of water are the kidneys of the environment wetlands filtering excess

nutrients and helping water levels during floods

10 v. Yields j. meeting the economic, social and environmental needs of the present without compromising

the needs of the future

11 i. Wetlands k. efforts to maintain or restore a person's health especially by trained and licensed

professionals. Nurses and doctors work in this industry.

12 u. Irrigation l. the place where a plant or animal naturally lives

13 h. Tillage m. the upper layer of the Earth that may be dug up or plowed and in which plants grow

14 c. Conservation

technologies n.

the process by which a plant turns water and carbon dioxide into food when the plant is

exposed to sunlight

15 a. Market Access o. relating to the process or system by which goods and services are produced, sold, and bought

(associated with profits, jobs, incomes and community)

16 f. Riparian Area p. humans consume plants and animals to obtain nourishment from these

17 t. Seed varieties q. the basic equipment and structures (such as roads and bridges) that are needed for a

country, region, or organization to function properly

18 r. Bacteria r. tiny living things that are found in almost all environments including soil, water, organic

matter, and living bodies; most are harmless and many are beneficial

19 p. Nutrients s. a new idea, practice or product

20 s. Innovation t. different kinds of the same type of seeds that can be planted to grow crops more successfully

in different climates

21 w. Fertilizer u. The artificial application of water to the land or soil to assist plant growth.

22 n. Photosynthesis v. a measurement of the amount of a crop that was harvested per unit of land. (e.g. If 3 grains

are harvested for each grain planted it is 1:3 ________

23 e.

Best

management

practices

w. natural plant nutrients manufactured so farmers can provide the exact minerals crops need

to grow; the primary nutrients being nitrogen, phosphorus, and potassium

24 d. Ripple Effect x. the science or practice of farming; cultivating the soil, producing crops and raising livestock

25 g. Greenhouse gas

emissions y.

relating to people or society in general; the welfare of human beings as members of society

(associated with food, education, health and infrastructure)

25

Period 3: Water Quick Links: Period 1 Intro, Period 2 Nutrients, Period 3 Water, Period 4 Economy, Period 5 Land-use & Geography, Period 6 Careers & Summary

Time 45 minutes

Activity Expectations Students will be able to:

Identify how much water is available and of that what percentage is required for agriculture.

Define practical problems each region faces with regards to water.

Identify positive and negative effects we all have on water quality and quantity.

Explore examples of responsible water management in agriculture around the world. (i.e, drip

irrigation, pivot irrigation)

Examine how future technologies and techniques will assist with the increasing demand of

water in the future.

Materials Water PowerPoint [J.2050 Web Teacher Section]

Props - Rain jacket, hat, bucket of water, eye dropper

Picture - Maintaining Water Quality: Urban [J.2050 Web Teacher Section] Map of local watershed (optional)

Water video (https://www.youtube.com/watch?v=zdrzktN0Q4c)

Sustainability Farm Game Level 3 Water [J.2050 Web Teacher Section]

Supplementary videos:

What is a watershed? https://www.youtube.com/watch?v=QOrVotzBNto

Why should you care about our watersheds?

https://www.youtube.com/watch?v=1fB2N7chZlU

Watershed contest: https://www.youtube.com/watch?v=rd-Bk2VHNlE

Key Terms Conserve, Protect, Conservation Tillage, Riparian Area, Wetland, Watershed,

Native Species, Irrigation, and Crop Residue

26

Activities 1. Classroom Discussion (10 minutes)

Speaking Notes: If this 18L (4.76 gallons) bucket were to represent all the water on earth, I’m going to dump how much is fresh water in a useable form on your head. [Ask for one volunteer. Dress them in rain gear including a rain hat. Have a full bucket of water] If this bucket were to represent all the water on earth, I’m going to dump how much is fresh water

in a useable form on your head. Pick up the bucket of water and pretend to dump…stop…set it down

and grab a table spoon. Drop three tablespoons on the students head (Environment Canada, 2014)

Over 70% of the earth is covered in water but only a small amount is fresh water.

Only 2.5% is freshwater and

Only a small drop - 0.3% of this is accessible because the rest is trapped in groundwater, the

atmosphere, glaciers and ice caps.

We can access the groundwater the easiest but that still leaves us with over 68% that is salt

water or un-accessible.

In small groups brainstorm ways we can conserve and protect water.

- Home – Outside [use the image on the following page to get the kids started]

- Home – Inside [5 minute showers, don’t dump medicine in toilets as treatment plants might not

be able to filter them, turn off water while brushing teeth]

- School – [rain gardens, sensor bathroom taps, water fountains vs water bottles, low flow toilets]

- Local Industry (such as Oil & Gas, Forestry, Manufacturing) - [re-use water in processing, clean

water used before returning it to the rivers]

- Farm – [wetlands, drip irrigation, cell phones that turn irrigation on and off depending on

weather]

[Bring up a map of your local watershed so students can see where water flows from and to in their

area.] Every action you take impacts our community and our neighbours downstream. In some

countries they can’t drink water from the tap because it is contaminated. Every day we must protect

and conserve water.

If students are struggling with this exercise start the video as it will introduce water conservation

ideas, especially ones related to agriculture.

27

[J.2050 Web Teacher Section has a PDF for printing]

28

2. Play the Water video

Pause in the following places:

a. Point out that not everyone has access to a reliable fresh water source.

i. Daily Water Use, 2014: Argentina – 500 litres (132 gallons) per person a day North America - 330 litres (87 gallons) per person a day Australia 200 litres (53 gallons) per person a day Germany 122 litres (32 gallons) per person a day Africa 10-20 litres (3-5 gallons) per person a day

b. Clarify that the amount of water needed to make a loaf of bread or a pair of jeans

includes ALL the water required to grow the raw materials, process them and

manufacture the final product.

c. Talk about pivot irrigation. Has anyone seen these? Explain how they work off of a

sophisticated program of sprinklers and a lot is controlled by the farmer.

d. Talk about conservation tillage. Explain what crop residue is. Explain why farmers don’t

plow up their fields in the fall and why they use an air seeder (device that precisely

plants the seeds at equal distances and proper depth in the soil and then covers them)

in the spring.

e. Stop to point out what an air seeder looks like and explain how it works.

f. Explain what a riparian area is. Use a local riparian area as an

example for them.

3. Play level 3 of the Sustainability Farming game.

Speaking Notes:

In this level you will manage your water use. There will be a water meter on

the left side that you will have to keep an eye on.

The game is now in the year 2030. Please stop when you finish Canada.

4. Classroom Discussion (5 minutes) Who was the high score? Anything you can share about your experience? Which country do you

think is the easiest to farm and why?

29

Period 4: Economy Quick Links: Period 1 Intro, Period 2 Nutrients, Period 3 Water, Period 4 Economy, Period 5 Land-use & Geography, Period 6 Careers & Summary

Time

30-40 minutes

Note: This lesson is shorter than the rest to allow for any overrun in time spent on Period 1, 2 & 3. If you

finish this lesson early, start on Period 5 as it is a bit longer than the rest.

Activity Expectations Students will be able to:

Define markets.

Examine agriculture’s connection to local and global economic growth and social stability.

Identify the economic and social ripple effects of agriculture locally as well as globally.

Recognize that accessibility to food is directly linked to physical and emotional wellness.

Educating and empowering smallholder farmers, many of whom are women in underdeveloped

countries is important to the world’s ability to feed the population.

Materials Print: Ripple Effect Chart [J.2050 Web Teacher Section] Economy video (https://www.youtube.com/watch?v=LGrTnTdBVBU)

Sustainability Farm Game Level 4 Economy [J.2050 Web Teacher Section]

Supplementary video:

What do people in New York think the world will look like in 2050:

https://www.youtube.com/watch?v=LOnMWSJBQ70

[Note: the ideas shared in this supplementary video are not a reflection of the Journey 2050 program and

are to be used at your discretion]

Key Terms Markets, Economy, Infrastructure, Global Citizen and Ripple Effect

Activities 1. Classroom Discussion:

First we are going to form small groups of 3 or 4 people and answer the following questions:

30

What does the word citizen mean? [a person’s membership of a nation, belonging to a community] What does the word global citizen mean?

What would it look like to be a good local citizen? [helping a neighbour/those in need, volunteering for community events, picking up garbage, following laws…]

What would it look like to be a good global citizen? [learn about and respect other cultures, care for the environment, become active in your community so that it can be a better contributor to the world, purchasing products from other countries that aren’t made with child labor…] [Give them 5 minutes to brainstorm their ideas. Then have each group share one idea. As they give you their answers you can discuss further with them or expand on their ideas.] During the introduction the ‘Ripple Effect’ was discussed but we are going to take a closer look at how the planting of a seed creates a ripple across the farm, community and country and the role that we all play in the ripple effect in our own community.

2. Play the video

Pause the video when they talk about ripple effects and explain what this is. Print and distribute

the chart below (optional).

3. Play the Sustainability Farm Game Level 4 Economy

Students will have investment opportunities to further the ripple effect in

the community. Remind the students that these are real-life investments

in each country.

This is the last round for the game.

4. Classroom Discussion (5 minutes) Who was the high score? Anything you can share about your experience? What investments did

you do? Why are investments important?

[Print file available

on J.2050 Web]

Teacher Section]

31

Period 5: Land-use & Geography Quick Links: Period 1 Intro, Period 2 Nutrients, Period 3 Water, Period 4 Economy, Period 5 Land-use & Geography, Period 6 Careers & Summary

Time

45-60 minutes Note: This is the longest lesson. If you are short on time view the Where in the World video in Period 6

and/or play the Where in the World game until your class period ends. It is fine if the student’s do not

get through every question.

Activity Expectations Students will be able to:

Land-use:

Understand the importance of land use choices.

Understand the impact our choices make on achieving a sustainable future.

Understand the amount of land we have to grow our food. Geography:

Show an awareness of the diversity of agricultural practices used by societies around the world, specifically in India, Kenya and Canada.

Identify challenges in growing crops and raising livestock in the different climates.

Develop an understanding of different perspectives and cultures.

Materials Land-use:

Props: Appendix: Apple Demonstration - apple, knife, cutting board

Props: Globe (optional)

Print: Land-use Map [J.2050 Web Teacher Section]

Print: Country Comparison Map (will help answer questions in Where in the World) [J.2050 Web Teacher Section]

Land-use PowerPoint [J.2050 Web Teacher Section]

Land-use video (https://www.youtube.com/watch?v=7jR9K47rIIY)

Video on BMPs pulled from Journey 2050 Introduction: https://youtu.be/wE9zoEZejkQ

Geography:

Where in the World video (https://www.youtube.com/watch?v=QDL4UE5Cl1w)

Where in the World game [J.2050 Web Teacher Section]

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Print (optional): Where in the World Clue Book [J.2050 Web Teacher Section]

Print: Where in the World Teacher Answer Key [J.2050 Web Teacher Section]

Supplementary activities:

Journey 2050 Follow-up Lesson: Land-use Game [J.2050 Web Teacher Section]

TedTalks on Desertification and Cattle: https://youtu.be/vpTHi7O66pI

Eliminating food waste - The ugly carrot: https://www.youtube.com/watch?v=EswyKGgk_Dc

Key Terms Currency, Population Density, Habitat, Best Management Practices, Agriculture, stakeholder

Land-use Activities 1. Print the Land-use Map and Country Comparison Map for a quick reference.

2. Put up the Land-use PowerPoint on the board. Speaking notes are included in the PowerPoint

‘NOTES’ section. You will be required to play a video during the PowerPoint. Total estimated time is

30 minutes.

The following slides are included:

1) Introduction: The Earth was formed approximately 4.54 billion years ago! Since the earth was formed, how much do you think humans have influenced the land’s surface? Raise your hand if you think we’ve changed the land a little. Ok, now raise your hand if you think humans have changed the land A LOT. [answer: A LOT] 2) What is our land used for? Land is one of our most precious resources. How do people, animals and weather impact the land? There are many things that influence how it is used and what it is used for. Our choices impact nature, agriculture, urban & businesses. 3&4) How much of the Earth? Appendix: Apple Demonstration - Over 70% of the earth is covered in water and that’s not ideal to grow food on. - A portion of our land is covered in mountains, Arctic, Antarctic and deserts. - A portion is covered in cities, land that is too dry/wet/rocky that it isn’t ideal. - Less than 10% of the total land is ideal for growing crops. 5) Land-use Video Watch the video on land-use to get students thinking about

what choices they are going to have to make. This will help them brainstorm ideas for the questions on the following slides. https://www.youtube.com/watch?v=7jR9K47rIIY 6) Questions Have students work in small groups (3-4 students) to answer these questions. Name the top 10 countries with the greatest populations. Which country do you think has the most space per person? 7) Population Statistics Let’s take a look at some population statistics to see where in the world the majority of population growth will be, and also to see how our three farm families’ countries compare to the rest of the world. Note: Use the statistics that are suited to the age level of the students. 8) Compare Human Settlement to Best Soils Farmers are stewards of the land and have actually been able to use nearly 40% of the earth’s surface for agriculture – raising livestock on land that is too hilly or rocky for crops, growing urban gardens, planting seeds that grow in tough conditions like drought and using technology to grow more food on the same amount of land.

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However, it is estimated that a hectare of productive land (roughly the size of two football fields) is lost every 8 seconds to erosion, urban sprawl, industry expansion, climate change, deforestation, desertification and much more. The reality is we are building our homes and business in the areas that have the best growing soils! It makes sense why this happened – because back in the 1900s people settled where the best soil, water and weather was. Now, we are facing a challenge because the urban footprint is expanding into areas we need for nature and agriculture. How do we improve our land-use choices so that we can feed the world and still have homes to live and places to play? 9) We need to use Best Management Practices. = the best way to do something In school, if you attend class you’ll hopefully pass the monthly tests but the Best Management Practice - the best way to get an A on a test - is to attend class, do your homework AND study. We can also think about the best ways to protect and improve our land-use choices in 3 categories: Nature, Agriculture & Urban. Background: Natural lands include: Savanna (tropical, open canopy trees, scattered) Grasslands (dominated by grass, not used for agriculture production) Forests (land spanning 0.5 hectares with trees higher than 5 metres, also includes reforested areas, national parks, and shelter belts but does not include tree stands used for agriculture fruits and trees in urban parks and gardens). Agricultural lands include: Arable land: temporary crops, meadows and pasture, market or kitchen gardens, or fallow; Permanent Crops: long term crops that do not have to be replanted, e.g. coffee, cocoa; and Permanent Meadows and Pastures: land used permanently to grow forage crops, cultivated or wild. Urban lands are human-made space in which people live, work, and enjoy recreational activities on a day-to-day basis. 10) Nature BMPs Replace what you use and clean-up the environment. If trees are cut down to build homes, ensure only the

necessary amount is cut and what is used is replanted. The tallest tree in the USA is a Coast Redwood growing in northern California’s Redwood National Park. It is 369 feet tall and over 2000 years old! Plant native species and remove invasive species. Prevent soil erosion by planting native cover plants that hold the soil and minimize soil disruption. Research what grows naturally in your area so you don’t risk introducing a new species that could take over. Invasive weeds and plants should be removed. Don’t just talk about stewardship, take action. If you go for a hike with friends in a natural area never leave your trash. If you see trash pick it up and ensure it gets properly disposed of or recycled. Every day is Earth Day. 11) Agriculture BMPs Use technology to improve crop input use. Global Position Systems (GPS) is a great example of precision agriculture. Tractors literally drive themselves (under supervisions of course), rows are exact and the application of seed and nutrients is pretty much perfect. Improve soil health to grow more on the same land. Use science to explore the soil and understand exactly what the crop will need to grow. Use the 4R Nutrient Stewardship model and conservation tillage or no-till to ensure optimal soil health. Sustainably use land already in production – Rather than converting more land for agriculture, look for previously abandoned agricultural lands and lands not reaching their full potential. Did you know that livestock like sheep and cattle will graze in areas that aren’t suitable for farming because it might be too rocky or hilly. And, their manure will naturally fertilize and thus help re-vegetate the area. In places that are facing desertification they are actually bringing in livestock to help bring the grass back. 12) Urban & Businesses BMPs: Retain urban wetlands and riparian areas – these areas are really important for things such as filtering nutrients and pollution, helping control floods, providing habitats to many plants and animals. Remember we share our planet with billions of other species and they need a place to live and eat too. Reduce food waste. As mentioned earlier in the introduction to Journey 2050, over 25% of our current food supply is wasted. Over eating, throwing food out, poor storage of crops, poor transportation of food…countries face

34

different challenges with food waste but no matter where you live, food waste needs to be reduced. Build businesses and homes up. Not out. This will reduce the environmental footprint of our buildings. If we continue to put cement over our soils we have to give up land used for nature and agriculture. It’s important that developers minimize expansion of buildings on fertile soils and ensure

they know what other stakeholders are using the land for so they aren’t impacting you and your neighbors. 13) Summary As the world population grows, we must balance the land-use needs of Nature, Agriculture, Urban & Businesses. Best Management Practices are key to our future

Geography Activities 1. Where in the World video

This is a combined video on Where in the World and Careers. You can play it now or wait until Period 6 depending on time.

Stop and ask them if they have ever been to Kenya or India, or maybe they are from there.

Stop to highlight the population density comparison between Canada and India. Highlight the fact that this just the average. There will be areas with more than these numbers but also areas with less. [In Canada there are roughly 4 people per km2 and in the United States there are roughly 35 people per km2 whereas in India there are roughly 400 people per km2]

Stop when the Kenyan farmer is saying he grows maize. Ask them what maize is. If they have already played the sustainability game they will know it is corn.

Stop and ask them if they have considered a career in agriculture?

2. Prepare students for the Where in the World game. This is a Q & A style game that has clues embedded as ‘hints’ in each question. Print or project the Land-use Map and Country Comparison Map for a quick reference.

Before the game begins ask the kids what their favourite (favorite) foods are,

sports, music, places to travel, and things that they love about their country.

Explore where some of their favourite (favorite) things came from and how

trading goods around the world allows us to enjoy those things.

In the game, spelling counts!

Game takes about 15 minutes to complete.

3. Post activity reflection.

Ask students what questions they struggled with and go over the answers together. A Where in the

World Teacher Answer Key is available online. [J.2050 Web Teacher Section]

Ask students to give specific examples and stats about what they learned.

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Period 6: Careers & Summary Quick Links: Period 1 Intro, Period 2 Nutrients, Period 3 Water, Period 4 Economy, Period 5 Land-use & Geography, Period 6 Careers & Summary

Time

45 minutes

Activity Expectations Careers: Students will be able to:

Explore the multitude of careers contributing to agriculture.

Identify personal interests within an agriculture related field.

Listen to the perspectives of experts in the field of agriculture. Summary: Students will be able to:

Recap the key learnings and terms.

Share ideas on world food sustainability.

Get involved in the community to promote economic, social and environmental sustainability.

Materials Careers:

Career PowerPoint [J.2050 Web Teacher Section]

Where in the World video (https://www.youtube.com/watch?v=QDL4UE5Cl1w)

Who’s Who game [J.2050 Web Teacher Section]

Agriculture Innovations Poster [J.2050 Web Teacher Section]

Print (optional) Career Profiles [J.2050 Web Teacher Section]

Career Video produced by Agriculture in the Classroom - Optional

Summary:

Summary PowerPoint [J.2050 Web Teacher Section]

Key Terms Career, Agronomist, Information Technology

Career Activities 1. Put up the Career PowerPoint on the board. Speaking notes are included in the PowerPoint ‘NOTES’

section

36

The following slides are included:

1) Did you know that less than 2% of North American’s farm?

In the 1900’s it was 25%. In Canada and the USA the urban

footprint is very large.

Yet, in developing countries like Kenya the majority of the

population (75% work in agriculture) is directly producing

food and most of them are women.

2) Remember in the Where in the World video it said that

over 1 billion people (1 in 3 of eligible workers) work in

agriculture/agribusiness? What do you think they are doing if

they aren’t farming? What other jobs are there in

agriculture?

Option: Video produced by

Agriculture in the Classroom

3) These are photos of real people

in agriculture. What careers look

fun to you?

4) Play the Career game. Open

Level 6 on each student’s

computer.

Explain that this game will have them creating an avatar and

answering questions about their interests (favourite (favorite)

subjects, work environment preferences etc). The computer

will then generate a career choice that relates to agriculture.

Be sure to mention that this career is just an option to the

many careers they may be interested in.

Once they are given their career they will open up a real-life

profile of the career they got and learn about it. They will

then write in their own response to what that career involves

and how it helps to feed the world.

5) All of people profiled in the game are real people who

work in agriculture.

Once students are finished the game, have them tell you

about the different careers they chose. Be sure to ask them

how their career relates to agriculture and feeding the world

if they don’t explain it when telling you about their career.

Continue asking for different careers until no more are left, or

as time permits.

Summary Activities 1. Put up the Summary PowerPoint on the board. Speaking notes are included in the PowerPoint ‘NOTES’

section. Total estimated time is 30 minutes.

The following slides are included:

1) Introduction:

Through the Journey 2050 program we explored world food

sustainability and both the challenges and opportunities within

it. Diving into topics like soil nutrients, water health, economic

influence, land-use, geography and careers it’s clear to me and

hopefully to you that our journey is big.

Learning about “sustainability” and “agriculture” is the first

step in being informed decision makers and getting involved.

Today’s summary lesson is going to be about self-reflection –

what did you learn in Journey 2050 and why is this important.

2) Record Your Ideas as a Group:

In groups of 3 or 4, write down as many Best Management

Practices and NEW IDEAS to answer the question: “How will

we sustainably feed 9 billion people in the year 2050?”

Think of realistic solutions happening right now and also think

outside the box!

[If you want to discuss other cool agriculture innovations and

practices that improve sustainability, print the

Ag Innovations poster]

37

3) Share Your Ideas:

Pick one person in your group to share at least two ideas your

team came up with to feed the world.

[If you wouldn’t mind recording the ideas and emailing them

to Journey2050@agrium.com all of the ideas are reviewed and

the top ones are shared with the public. No student names will

be shared without guardian consent].

4&5) Recap of Key Learnings:

- Best Management Practices are very important (such as 4R

Nutrient Stewardship)

- Soil health plays a huge role in crop yields

- Water must be conserved and protected

- The Ripple Effect starts on the farm and spreads to

communities, countries and the world

- Land-use choices must be balanced

- Respect different cultures and ideas

- Reduce food waste

- Employ smart, creative people who want to help feed the

world

- Educate the public so they can make better choices

- Educate, share knowledge and empower farmers - especially

women in developing countries

- Investment drives innovation and technology

6) Get Involved

Brainstorm ways you can make a difference in sustainability –

not only in agriculture but across all sectors!

Consider: volunteering to help a charity in need, making

changes at home to be more sustainable, fundraising for

charities contributing to sustainability, and educating others

about the challenges we face in feeding the world.

Every day is Earth Day on a farm!

Tweet this…“how do we sustainably feed 9 billion people by

the year 2050?” #journey2050 #feedingtheworldresponsibly

7) Read as a class

7H1S M3554G3 53RV35 70

PROV3 H0W OUR M1ND5

C4N D0 4M4Z1NG 7H1NG5.

1NN0V4710N 1N 4G D035

4M4Z1NG 7H1NG5 3V3RY D4Y!

7H4NK 7H3 F4RM3R5 F0R F33D1NG Y0U.

___________________________________

THIS MESSAGE SERVES TO

PROVE HOW OUR MINDS

CAN DO AMAZING THINGS.

INNOVATION IN AG DOES

AMAZING THINGS EVERY

DAY

THANK THE FARMERS FOR

FEEDING YOU.

Remember, even the biggest journey begins with a single step.

What do you want your world to look like in 2050? Imagine

it, get involved and help us achieve world food sustainability.

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Follow Up Quick Links: Period 1 Intro, Period 2 Nutrients, Period 3 Water, Period 4 Economy, Period 5 Land-use & Geography, Period 6 Careers & Summary

On Journey2050.com the Teacher Section has some great follow-up activities to continue the discussion on world food sustainability. As shared in the Summary there is also an opportunity to Get Involved in sustainable agriculture. In-kind Donation of Time – Take Action

Brainstorm ways you can make a difference. Here are some of our favourite (favorite) initiatives:

volunteer to help a charity contributing to sustainability such as food banks, school meal programs, and environmental stewardship groups,

make changes at home to be more sustainable such as composting, recycling and home gardens,

job shadow or interview agriculture industry experts to learn and appreciate how they help feed the world,

educate others about the challenges we face in feeding the world with fun facts on social media and sharing the Journey 2050 games,

participate in other great community programs such as a Earth Day, National Ag Day, learning gardens (check out the materials offered through Little Green Thumbs) or environmental action projects (great resources found here Caring for our Watersheds).

Check out more in the Student Action, Part 4 section

Follow us on Facebook and twitter! Win $$$ to Donate Classrooms that participate in the Journey 2050 Online Experience and complete the follow-up survey will be entered into a bi-annual draw for a $100 donation credit to give to a charity contributing to sustainability! There will be 25 names randomly drawn each time on Dec. 1st and June 1st. The 50 winning teachers will be notified by the Program Coordinator. Check out the Journey 2050 charities and donate to your favourite (favorite): https://journey2050.benevity.org/community

Individual $$$ Donations Schools, businesses and individuals are welcome to donate to these charities on their own. Fundraising campaign ideas available online: Learn more here. This is a unique opportunity for the participants to think as global citizens and give back to those who work hard to improve social, economic and environmental performance.

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Appendix Quick Links: Period 1 Intro, Period 2 Nutrients, Period 3 Water, Period 4 Economy, Period 5 Land-use & Geography, Period 6 Careers & Summary

Glossary of Key Terms

Term/Key Concept

Definition Crossword (A: Across D: Down)

Matching Word Search

4R Nutrient Stewardship

Helps farmers apply the right source of nutrients at the right rate, time, and place on their field

Agriculture The science or practice of farming; cultivating the soil, producing crops or raising livestock

D13 X Yes

Bacteria

Tiny living things that are found in almost all environments including soil, water, organic matter, and living bodies; most are harmless and many are beneficial.

A25 R Yes

Best Management Practices

The best way to do something. Best management practices and technology enable us to grow more with less.

E

Billion 1 000 000 000 Yes

Climate The usual weather conditions in a particular place or region. D16 Yes

Conserve To keep something safe from being damaged or destroyed Yes

Conservation Technologies

Scientific or technical ways to sustainably use and protect natural resources in order to prevent loss or waste

D3 C

Conservation Tillage

Involves leaving at least 30% of the soil’s surface covered with crop residues left after harvesting the previous crop. This helps slow water movement reducing the risk of erosion. It also provides more organic matter and helps improve soil health. If the soil’s health is improved it will hold more moisture and grow better crops.

H (tillage)

Crops Plants that are grown by farmers, such as wheat, barley, peas, corn, and canola.

D22 Yes

Deplete To use most or all of something; to greatly reduce the amount of something.

D4

Economic

Relating to the process or system by which good and services are produced, sold, and bought (associated with profits, jobs, incomes, and community)

D24 O Yes

Education Refers to teaching or learning Yes

Efficient The ability to achieve desired results without wasting materials, time or energy

A2 Yes

Environment The natural world (associated with soil health, habitats, water and Green House Gas emissions)

A28 Yes

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Fertilizer

Natural plant nutrients manufactured so farmers can provide exact minerals crops need to grow; the primary nutrients being nitrogen, phosphorus and potassium

D14 W

Greenhouse Gas Emissions

The emission into the Earth’s atmosphere of various gases, especially carbon dioxide, that contributes to the warming of Earth’s surface and the air above it.

G

Global Citizen To have a worldview that thinks, feels and takes action for everyone’s humanity and the Planet

Global Positioning System (GPS)

Machinery is guided by satellites to precisely place nutrients, seed and crop protection products.

Habitat The place where a plant or animal naturally lives. A15 L Yes

Healthcare Efforts to maintain or restore a person’s health especially by trained and licensed professionals. Nurses and doctors work in this industry.

D17 K Yes

Infrastructure The basic equipment and structures (such as roads and bridges) that are needed for a country, region or organization to function properly.

A23 Q Yes

Innovation A new idea, practice or product. A26 S

Inputs Things that are put into a machine or system such as fuel, seed and fertilizer.

D12 Yes

Irrigation The artificial application of water to the land or soil to assist plant growth.

D20 U Yes

Investment An item that is purchased with the hope that it will generate income in the future.

B Yes

Limiting Factor

A social, economic or environmental factor that is the least developed. A community is only as successful as the least developed factor. We must continually try to improve the weakest one.

Malnourished A health condition resulting from not eating enough food or not eating enough healthy food.

A10

Market A place where products are bought and sold. D10

Market Access The ability of a business owner (eg. farmer) to sell their goods to other people or companies.

A

Native Species

Plants that naturally grow in or animals that naturally live in an area. For example, deer are a native species in Canada, zebras are not! We need to be careful not to introduce non-native species to an area as they can become invasive meaning they take away habitat and resources from native species.

A29

Nine Billion 9 000 000 000 is the estimated world population by the year 2050. Yes (Billion)

Nutrients Humans consume plants and animals to obtain nourishment from these. A7 P

Organic Relating to living things; made without the use of artificial chemicals.

Photosynthesis The process by which a plant turns water and carbon dioxide into food when the plant is exposed to sunlight.

D6 N

Precise To be exact; to be accurate. Yes

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Protect To care for; to watch over. Yes

Riparian Area A space between the land and the waterway ideally filled with native grass, bushes and trees.

D8 F

Ripple Effect (short version)

The simple planting of a seed starts a chain of events that help the farmer, community and eventually the world.

D

Ripple Effect (long version)

Describes how greater crop yields feed the farm family and allow them to invest in farm supplies and best management practices, which can produce higher yields. When farmers prosper, their communities benefit through investments in education, medical care, infrastructure and environmental improvements. As economic, environmental and social factors improve in a community, opportunities are created throughout the region, country and eventually the world. The ripple will need to go all around the world if we are to sustainably feed the population.

D

Profit Money remaining after all expenses have been paid. Yes

Seed Varieties Different kinds of the same type of seeds that can be planted to grow crops more successfully in different climates.

A21 T

Social

Relating to people or society in general; the welfare of human beings as members of society (associated with food, education, health and infrastructure).

D11 Y Yes

Soil The upper layer of the Earth that may be dug up or plowed, and in which plants grow.

A18 M Yes

Stakeholder

A person or group that has an interest or concern in an area. For example, a business’ stakeholders would be customers, employees, investors and government. Your parents, teachers and you are all stakeholders in your education.

Yes

Stewardship The management or care of something. Yes

Sustainable Meeting the economic, social and environmental needs of the present without compromising the needs of the future.

A19 J Yes

Sustainable Agriculture

Using best farming practices to grow the most food and fibre (fiber) on the land for long term economic, social and environmental success.

Techniques Ways of doing things by using special knowledge or skill. D9 Yes

Tillage The preparation of the land for growing crops. Farmers use conservation tillage to minimize soil erosion and moisture loss.

A5 H Yes

Watershed

All of the land that drains to the same location or body of water. People tend to think only of water bodies such as rivers, lakes and wetlands as being part of their watershed. However, any upland, whether it be a park, field, schoolyard, or even a parking lot, is also included. Watersheds know no political borders, whether national or international and are key to a healthy environment.

Yes

Wetlands These marshy bodies of water are the kidneys of the environmental wetlands filtering excess nutrients and helping water levels during floods.

A27 I

Yields

To produce or provide something. A measurement of the amount of a crop that was harvested per unit of land. (eg. If 3 grains are harvested for each grain planted it is a 1:3 yield)

D1 V Yes

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Three-Point Approach for Words and Concepts Definition Word or Concept Diagram

Synonym/Example

Definition Word or Concept Diagram

Synonym/Example

Definition Word or Concept Diagram

Synonym/Example

Definition Word or Concept Diagram

Synonym/Example

Three-Point Approach: Adapted from Simons, Sandra M. Strategies for Reading Nonfiction, Copyright

1991 by Spring Street Press.

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Apple Demonstration Overview: An apple is used to model the earth. Students learn that less than 10% of its surface has ideal

growing soil.

Props: Apple, knife, cutting board

How much of the world has ideal growing conditions for crops?

Over 70% of the earth is covered in water and that’s not ideal to grow food on.

A portion of our land is covered in mountains, Arctic, Antarctic and deserts.

A portion is covered in cities, land that is too dry/wet/rocky that it isn’t ideal.

Less than 10% of the total land is ideal for growing crops.

a) The amount of land on Earth stays the same, so as

the world’s population gets larger, it becomes even

more important that we make wise decisions about

how it is used.

b) Explain that the apple represents the Earth. Ask,

“How much of the Earth’s surface do you think ideal

for growing crops?” Students’ responses will vary.

c) If you look at a globe, what is the main color you

see? Blue. About 70 percent of our world is covered in

water (cut the apple in 4 and remove 3 pieces).

d) (Take 1 of the pieces and cut it length wise) Land

such as deserts, swamps, mountains aren’t good places

to grow food.

e) (Take one of the thin slices and cut it in 4, remove 3

to represent this section) This section has to be

removed because of cities – we can’t grow a very good

crop in downtown (name closest city) and some land is

too rocky, wet, or hot.

f) Hold up the last tiny piece – cut along the skin as

the soil we grow our food on is on the surface. Less

than 10% of the total land (which equals 3% of the

earth’s total surface) has ideal growing soil and this

will never get any bigger. It may actually get smaller as

our cities expand and our population increases.

g) We use our land for many different things and we

need to make smart choices to take care of the land.

Farmers are stewards of the land and have actually

been able to use nearly 40% of the earth’s surface for

agriculture – raising livestock on land that is too hilly

or rocky for crops, growing urban gardens, planting

seeds that grow in tough conditions like drought and

using technology to grow more food on the same

amount of land.

[Enrichment] Potential Class Discussion can include

options for the future. How do farmers protect their

land? How can we protect soil around the world? Why

is this important? What are ways that you care for the

environment? [recycle, composting, pick up litter,

home gardens]

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How Much of the World can we Grow Food on?

45

Agriculture Innovations & Best Management Practice Examples

46

Contact Us: Email: Journey2050@agrium.com

Phone: 1-403-225-7000

Fax: 1-403-225-7609

Agrium

Sustainability & Stakeholder Relations

13131 Lake Fraser Drive SE

Calgary, AB T2J 7E8