Agriculture Learning Outcome # 2 Effective Communicator

Science Learning Outcome # 214-3 Life Science Skills - Analyzing & Interpretation

Science Learning Outcome # 215-1 Life Science Skills - Communication & Teamwork

To develop and present a Science Fair project highlighting a significant agricultural topic.

Prior Knowledge and Skills: How to Conduct Research

How to Write a Report

How to Set Up a Display

Materials and Resources: Agriculture Education - P.E.I. Agricultural Human Resources Development Council. 2000. Agricultural Ideas for the Science Fair. Charlottetown, P.E.I..

Ramsay. 1999. Judging Criteria for the Science Fair. Kensington, P.E.I.

Suggested Activities:

Every student in Grade 10 participates in the Science Fair, and why not pick a topic that is appealing? For all of those students in the Agriculture Certificate, this would mean an agricultural topic of choice. There are lots of exciting things going on in agriculture, the trouble will be narrowing it down to a topic of interest. Agriculture can mean different things to different people. Agriculture includes the: potato industry, dairy industry, beef industry, pork industry, poultry and egg industry, horticulture, forestry and a wide array of environmental topics.

1. Science Fair Project (Individual or Group of 2)

a) Choose an agricultural topic. (See Appendix B for Ideas).

b) Choose a type of project. (See Appendix B for Types of Projects).

c) Research the topic using: resource books, newspapers, industry publications, videos, the Internet, and/or by interviewing people.

d) Write the research paper for the project.

e) Prepare a display.

f) Prepare/practice an oral presentation.

- Independent Study (Project, Computer Assisted, Reports)

- Indirect Instruction (Inquiry, Problem Solving)

- Assessment Rubrics (1-5)

- Written Report Rubric

- Oral Presentation Rubric

Agriculture Learning Outcome # 6 Problem Solver and Decision Maker

To recognize the important issues surrounding the topic of agricultural run-off.

Prior Knowledge and Skills: How to Form an Action Committee to Deal With an Issue

How to Give an Effective Oral Presentation

Materials and Resources: Dawe, Duncan, & Mathieu. 1999. Resourcelines 9/10. Prentice Hall: Scarborough. Ontario, Canada.

Environmental Coalition of Prince Edward Island. Autumn 1999. Eco-News, "Will We Learn From the Dead Fish in the Water?" Fish Kill Action Plan Heavy on Education, Light on Action". P. E. I., Canada.

Prince Edward Island Department of Agriculture and Forestry & Prince Edward Island Department of Technology and Environment. October 1999. Report of Action Committee on Agricultural Runoff Control. Charlottetown, P.E.I..

Wilding. 1995. Coordinated Science. New York: Cambridge, Topic # 66 The Water Cycle, p. 164-165.

Agricultural run-off is a real issue facing farms today. With the demands to meet food production increasing, farms are reaching those challenges by increasing in size. Bigger farms

bring bigger equipment, and of course these larger field sizes allow farmers to be more cost effective when tilling, planting, and harvesting. However, this leaves larger areas of fields open and exposed to the elements; wind and water. Exposure to the elements leaves land very vulnerable.

When water weathers soil and causes it to erode, the process is called soil erosion. In effect, the end result of soil erosion is "agricultural run-off". There are many forms of agricultural run-off depending on what the water is able to pick up and carry with it. Agricultural run-off can be in the form of precious topsoil, organic matter, or natural nutrients that the soil may contain; or could include products that have been applied to the soil such as fertilizer, lime, manure, or pesticides.

Agricultural run-off becomes an issue when it becomes harmful to the surrounding habitat. The habitat most frequently affected is that down-slope to the field. In many cases, the run-off drains into a nearby stream depositing the excess topsoil, nutrients, organic matter, fertilizers, limes, pesticides or bacteria from manure applied to the field.

1. Form an Action Committee to Deal With an Issue (Whole Class into Groups of 2-3)

a) Choose a real issue related to agricultural run-off.

An example:

Agricultural Run-off and Fish Kills - are They Related?

b) Form an Action Committee to deal with the chosen agriculture run-off issue.

There are multiple perspectives that need to be addressed on the topic of agricultural run-off or any given issue. These different perspectives influence the decisions made by an Action Committee on agricultural run-off control or the issue at hand.

i) Determine the interest groups that need to be represented in the chosen issue.

ii) Form small groups of 2-3 students to represent members of each interest group. Each member should pick a different area of specialty under the interest group. All members research the roles of their individual specialty.

An example:

In the case of agricultural run-off and fish kills, membership could include individuals from the following groups:

- Potato Producers Association of Prince Edward Island

- Prince Edward Island Soil and Crop Improvement Association

- Pest Management Regulatory Agency

- Agriculture and Agri-Food Canada

- Department of Agriculture and Forestry

- Department of Tourism

- Environment Canada

- Farmers

c) Develop the issue from the interest group’s perspective.

i) Discuss the issue from the interest group’s perspective keeping in mind the sensitive parts of the ecosystem involved.

ii) Decide on a perspective or view that your particular interest group will take ensuring that the view is backed up by scientific data and does not reflect merely personal opinions.

d) Prepare a letter reflecting this perspective or view (one letter between each group of 2-3 people).

i) Decide on what audience that this letter will be intended for.

As examples:

This letter could be intended for any of the following audiences:

- the agriculture class

- the school

- the community - i.e. - the mayor

(to be presented at a town council meeting)

- a local politician

- a public hearing

- the province - local newspaper

- local news program

e) Present the individual letters to the class as a whole.

f) Once the individual findings are presented, discuss the issue as a class.

- Indirect Instruction (Problem Solving)

- Interactive Instruction (Small Groups, Discussion, Brainstorming)

- Problem Solving - Cause and Effect (Appendix A)

- Problem-Solution Chart (Appendix A)

- Problem Solving Rubric

This type of problem explanation considers the causes (or reasons) and effects (or results) surrounding a major issue or event. These problems deal with questions such as, "Agricultural Run-off and Fish Kills - Are They Related?, or "Genetically Modified Foods - Is There a Concern?".

Reference:

Resourcelines. Dawne, R., Duncan,B., and Mathiew, W. 1999. Prentice Hall, Scarborough, Ontario. pp. 35.

2. Problem-Solution Chart

This type of problem solving concisely states a problem, but provides details to help the reader gain an insight into how extensive and serious it is. Possible solutions to the problem are outlined and supported by the evidence for and against that solution. The evidence is supported by facts and expert opinion. In the end, a final solution or solutions are recommended with reasons supporting the choice.

Reference:

Resourcelines. Dawne, R., Duncan,B., and Mathiew, W. 1999. Prentice Hall, Scarborough, Ontario. pp. 80.