EPS2 Exploring Agriculture Curriculum · Exploring Agriculture Curriculum Unit Exploring Plant Science Lesson Title Emerging Plant Technologies Competency Describe current and emerging

EPS2

Exploring Agriculture Curriculum Unit Exploring Plant Science Lesson Title Emerging Plant Technologies Competency Describe current and emerging technologies in plant agriculture. Standards

BS.01.01. Investigate and explain the relationship between past, current and emerging applications of biotechnology in agriculture (e.g., major innovators, historical developments, potential applications of biotechnology, etc.). BS.02.05. Examine and perform scientific procedures using microbes, DNA, RNA and proteins in a laboratory. BS.03.01. Apply biotechnology principles, techniques and processes to create transgenic species through genetic engineering. BS.03.01.01.a. Summarize biological, social, agronomic and economic reasons for genetic modification of eukaryotes. BS.03.05. Apply biotechnology principles, techniques and processes to produce biofuels (e.g., fermentation, transesterification, methanogenesis, etc.). CRP.01.02.02.b. Analyze the pros and cons of professional decisions based upon impact on employers and community. CRP.08.01.01.b. Apply steps for critical thinking to a variety of workplace and community situations. CRP.08.03.01.b. Analyze and determine the best problem-solving model to apply to workplace and community problems. CRP.10.01. Identify career opportunities within a career cluster that match personal interests, talents, goals and preferences. CRP.12.01. Contribute to team-oriented projects and builds consensus to accomplish results using cultural global competence in the workplace and community. CRP.12.02. Create and implement strategies to engage team members to work toward team and organizational goals in a variety of workplace and community situations (e.g., meetings, presentations, etc.). NRS.01.05.04.a. Compare and contrast techniques associated with soil management (e.g., soil survey and interpretation, erosion control, etc.).

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Exploring Plant Science � EPS2 � Emerging Plant Technologies

PS.01.03.04.a. Identify fertilizer sources of essential plant nutrients; explain fertilizer formulations, including organic and inorganic; and describe different methods of fertilizer application. PS.03.01.05.a. Summarize the principles of recombinant DNA technology and the basic steps in the process. PS.03.01.05.b. Compare and contrast the potential risks and advantages associated with genetically modified plants. PS.03.02.02.c. Analyze how mechanical planting equipment performs soil preparation and seed placement. PS.03.02.06.a. Identify and categorize structures and technologies used for controlled atmosphere production of plants. PS.03.02.06.b. Compare and contrast the types of technologies used for controlled atmosphere production. PS.03.02.07.a. Summarize the use of hydroponic and aquaponic systems for plant production. PS.03.03. Develop and implement a plan for integrated pest management for plant production. PS.03.03.03.a. Identify and summarize pest control strategies associated with integrated pest management and the importance of determining economic threshold. PST.05.03.02.a. Examine and summarize the specific intent of technologies used to solve problems and increase the efficiency of AFNR systems (e.g., robotics, UAS, CNC, etc.).

CCSS.ELA.6.RI.1.A. Draw conclusions, infer and analyze by citing textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. CCSS.ELA.6.W.1.A. Conduct research to answer a question, drawing on several sources; integrate information using a standard citation system. CCSS.ELA.7.RI.1.B. Determine the meaning of words and phrases as they are used in the text, including figurative, connotative, and content-specific meanings using context, affixes, or reference materials. CCSS.ELA.7.RI.1.C. Interpret visual elements of a text including those from different media and draw conclusions from them (when applicable). CCSS.ELA.7.SL.1.A. Follow rules for collegial discussions and decision-making, track progress toward specific goals and deadlines, and define individual roles as needed. CCSS.ELA.7.SL.1.C. Acknowledge new information expressed by others including those presented in diverse media and, when warranted, modify their own views. CCSS.ELA.7.W.1.A. Conduct research to answer a question; gather relevant sources, print and digital; integrate information using a standard citation system. CCSS.ELA.7.W.2.A.b. Follow a writing process to produce clear and coherent writing in which the development, organization, style, and voice are appropriate to the task, purpose and audience; develop writing with narrative, expository, and argumentative techniques. (Expository: Develop informative/explanatory

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writing to examine a topic with relevant facts, examples, and details; establish relationships between ideas and supporting evidence.) CCSS.ELA.7.W.2.A.c. Follow a writing process to produce clear and coherent writing in which the development, organization, style, and voice are appropriate to the task, purpose and audience; develop writing with narrative, expository, and argumentative techniques. (Argumentative: Develop argumentative writing by introducing and supporting a claim with clear reasons and relevant evidence; acknowledging counterclaims; establishing relationships between claims and supporting evidence.) CCSS.ELA.7.W.3.A.b. Review, revise, and edit writing with consideration for the task, purpose, and audience. (Word choice, syntax, and style: Choose appropriate precise language for the style, task and audience; convey the relationship among ideas through varied sentence structures. CCSS.ELA.7.A.3.A.c. Review, revise, and edit writing with consideration for the task, purpose, and audience. (Conventions of standard English and usage: Demonstrate a command of the conventions of standard English grammar and usage, including spelling and punctuation.) CCSS.ELA.8.RI.3.D. Read and comprehend informational text independently and proficiently. CCSS.ELA.8.SL.2.A. Speak audibly, and to the point, using conventions of language as appropriate to task, purpose and audience when presenting including appropriate volume, clear articulation and accurate pronunciation at an understandable pace. CCSS.ELA.8.SL.2.B. Make consistent eye contact with a range of listeners when speaking using effective gestures to communicate a clear viewpoint and engage listeners. CCSS.ELA.8.SL.2.C. Plan and deliver appropriate presentations based on the task, audience and purpose integrating multimedia into presentations to clarify information, strengthen claims and evidence, and add interest. CCSS.Science.6-8.LS2.C.1. Evaluate benefits and limitations of differing design solutions for maintaining an ecosystem. [Clarification Statement: Examples of design solutions could include water, land, and species protection, and the prevention of soil erosion. Examples of design solution constraints could include scientific, economic, and social considerations.] CCSS.Science.6-8.LS4.B.2. Gather and synthesize information about the technologies that have changed the way humans influence the inheritance of desired traits in organisms. [Clarification Statement: Emphasis is on synthesizing information from reliable sources about the influence of humans on genetic outcomes in artificial selection (such as genetic modification, animal husbandry, and farming practices).] CCSS.Science.6-8.PS1.A.3. Gather, analyze, and present information to describe that synthetic materials come from natural resources and how they impact society. [Clarification Statement: Emphasis is on natural resources that undergo a chemical process to form the synthetic material. Examples of new materials could include new medicine, foods, and alternative fuels.]

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Student Learning Objectives

Slide 3 in EPS2 Emerging Plant Technologies Lesson Objective After completing this lesson on emerging plant technologies, students will demonstrate their ability to describe the six categories of plant technologies and articulate the benefits, risks, and trends of each category by obtaining a minimum score of 80% on the final project rubric. Enabling Objectives As a result of this lesson, the student will…

1. Identify current and emerging technologies in plant agriculture and examine their risks and benefits.

2. Given a new plant technology, assess the factors that might influence the adoption of the technology and its potential impact.

Time One day of instruction as outlined in the Pacing Guide represents 40 minutes of instruction. Pacing Guide:

Objective 1: Identify current and emerging technologies in plant agriculture and examine their risks and benefits. Day 1 The Six Categories of Plant Technology Day 2 Plant Biotechnology and GMO Described Day 3 The Benefits and Risks of Plant Biotechnology Day 4 Balancing the Benefits and Risks of Plant Biotechnology Day 5 Strawberry DNA Extraction Laboratory Day 6 GMO Infographic Activity Day 7 The Benefits and Risks of Precision Agriculture Technologies Day 8 Soil Erosion Laboratory Day 9 Precision Planting Laboratory Day 10-11 Pest Control Technologies Described Day 12 Integrated Pest Management Day 13 Growing Systems Technologies Day 14 Hydroponics System Laboratory Day 15 The Benefits and Risks of Plant Health Technologies Day 16 Buffer Zones in Agriculture Laboratory Day 17 The Benefits and Risks of Biofuels Day 18 Oil Extraction Laboratory

Objective 2: Given a new plant technology, assess the factors that might influence the adoption of the technology and its potential impact. Day 19 Factors that Influence Technology Adoption Day 20 Culminating Assessment Project

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List of Resources AgCareers.Com (n.d.). Plant Science Pathway. Retrieved from

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plant-systems Ambius (n.d.). What are Vertical Gardens? Retrieved from

https://www.ambius.com/green-walls/what-are-vertical-gardens/ American Farm Bureau Federation (2017). Fast Facts About Agriculture. Retrieved from

https://www.fb.org/newsroom/fast-facts The Aquaponic Source (n.d.). What is Aquaponics? Retrieved from

https://www.theaquaponicsource.com/what-is-aquaponics/ Bayer Crop Science (n.d.). Cover crops for sustainable farming: Farming's strategic

cover. Retrieved from https://www.cropscience.bayer.com/en/stories/2018/cover-crops-for-sustainable-farming-farmings-strategic-cover

BBSRC (n.d.). Dry Activities. Retrieved from https://bbsrc.ukri.org/documents/2015d-

practical-biofuel-activities-dry-activities/ Britannica (n.d.). Algae. Retrieved from https://www.britannica.com/science/algae

Britannica (n.d.). Plant. Retrieved from https://www.britannica.com/plant/plant

Britannica Kids (n.d.). Technology and Invention. Retrieved from

https://kids.britannica.com/kids/article/Technology-and-Invention/353296

Bruinsma, J. (2011). The Resources Outlook: By how much do land, water, and crop yields need to increase by 2015? In Looking Ahead in World Food and Agriculture (pp. 233-278). Rome, Italy: FAO.

Deco Bliss (2011, April 21). How to Handle Slugs Using Cultural Methods. [YouTube

video]. Retrieved from https://www.youtube.com/watch?v=mS_Qp6_MwBU Extension (2016, April). Urban Integrated Pest Management Kids Corner. Retrieved

from https://articles.extension.org/pages/64931/urban-integrated-pest-management-kids-corner

The Fertilizer Institute (2014). Fertilizer 101: Enhanced Efficiency Fertilizers. Retrieved

from https://www.tfi.org/the-feed/fertilizer-101-enhanced-efficiency-fertilizers Fritz, S. (2009). Strawberry DNA Extraction Lab. NAAE Communities of Practice.

Retrieved from https://communities.naae.org/docs/DOC-1584

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GeoBeats News (2014, January 10). BioTech Company Creates Auto Luminescent Plants. [YouTube video]. Retrieved from https://www.youtube.com/watch?v=enw9eg6mBk4

Gerard, J. (n.d.) How to Build a Hydroponic System Out of Water Bottles. SF Gate.

Retrieved from https://homeguides.sfgate.com/build-hydroponic-system-out-water-bottles-45278.html

GMO Answers (n.d.). Current GMO Crops. Retrieved from

https://gmoanswers.com/current-gmo-crops GMO Answers (n.d.). GMO Basics. Retrieved from https://gmoanswers.com/gmo-basics GMO Answers (n.d.). Growing More with Less: Learn About Drought Resistant Crops.

Retrieved from https://gmoanswers.com/growing-more-less-learn-about-drought-resistant-crops

Gurley, B. (2017, June 12). Small Dairy Farms Struggle to Survive. Ozarks First.

Retrieved from https://www.ozarksfirst.com/news/small-dairy-farms-struggle-to-survive/738563639

Gwin, P. & H. F. Lionberger (1993). Speeding Adoption of New Technology in Rural

America. University of Missouri Extension. Retrieved from https://extension2.missouri.edu/cm108

Hagedorn, C. (2000, February). Scientific Basis of Risks Associated with Transgenic

Crops. Virginia Cooperative Extension. Retrieved from https://www.sites.ext.vt.edu/newsletter-archive/cses/2000-02/risks.html

Health (n.d.). Merriam-Webster’s Dictionary. Retrieved from https://www.merriam-

webster.com/dictionary/health

Instructional Materials Laboratory. (2000). Exploring Agriculture in America Instructor Guide. Columbia, MO: University of Missouri.

Inter-American Development Bank (2017, November 28). What is a Precision

Agriculture? Why is it a Likely Answer to Climate Change and Food Security? [YouTube video]. Retrieved from https://www.youtube.com/watch?v=581Kx8wzTMc

Killpack, S. C. & Buchholz, D. (1993). Nitrogen in the Environment: Essential Plant

Nutrients. University of Missouri Extension. Retrieved from https://extension2.missouri.edu/wq276

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Koppert Biological Systems (2009, February 11). Biological Crop Protection: 2 Examples. [YouTube video]. Retrieved from https://www.youtube.com/watch?v=Hj3DwimxvvY

Kresia Z. (2016, August 7). Katniss Jabberjays. [YouTube video]. Retrieved from

https://www.youtube.com/watch?v=1bD6x8Ak9Og Life is a Garden (n.d.). Soil Erosion Experiment. Retrieved from

https://www.lifeisagarden.co.za/soil-erosion-experiment/ Lynch, S. (2018, May). The Future of Food. Stanford Business. Retrieved from

https://www.gsb.stanford.edu/insights/future-food Missouri Ag Highlights. Missouri Department of Agriculture,

agriculture.mo.gov/topcommodities.php Mnagriculture (2014, March 21). Biofuels as Renewable Energy: Ethanol from Crop

Residue [YouTube video]. Retrieved from https://www.youtube.com/watch?v=4OT9ekEF9cg

Montana State Fund (2017, February 22). Personal Protective Equipment (PPE).

[YouTube video]. Retrieved from https://www.youtube.com/watch?v=q2yAHDkC6Nw

Nathan, V. M. (n.d.). Soils, Plant Nutrition and Nutrient Management. Retrieved from

https://extension2.missouri.edu/mg4 National FFA Organization (2009). e-Moments. Retrieved from

https://ffa.app.box.com/s/qk84mkgfg8w5j4eqdwpulybd492u1qiy Nutrient (n.d.). Oxford Dictionaries. Retrieved from

https://en.oxforddictionaries.com/definition/nutrient Nutrient Stewardship (n.d.). The Role of Precision Technology in the 4Rs. Retrieved from

http://www.nutrientstewardship.com/implementation/the-role-of-precision-technology-in-the-4rs/

OKGardeningClassics. (2014, July 24). Mechanical Pest Control. [YouTube video].

Retrieved from https://www.youtube.com/watch?v=TglgD25hB_4 Penn State College of Agricultural Sciences (n.d.). Wetland in a Pan. Retrieved from

https://ecosystems.psu.edu/youth/sftrc/lesson-plans/water/6-8/wetland Population Education (2017). Earth: The Apple of Our Eye. [Vimeo video]. Retrieved

from https://vimeo.com/205076943

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Qaim, M. (2010, April). The Benefits of Genetically Modified Crops-and the Costs of Inefficient Regulation. Resources for the Future. Retrieved from http://www.rff.org/blog/2010/benefits-genetically-modified-crops-and-costs-inefficient-regulation

Reardon, M. & Derner, S. (2009). Strategies for Great teaching: Maximize Learning

Moments. Waco, TX: Prufrock Press. Rogers, E. M. (1995). Diffusion of Innovation. New York: Free Press. SARE Nationwide (n.d.). Improving Nutrient Cycling on the Far. Retrieved from

https://www.sare.org/Learning-Center/Books/Building-Soils-for-Better-Crops-3rd-Edition/Text-Version/Nutrient-Management-An-Introduction/Improving-Nutrient-Cycling-on-the-Farm

The Science Behind Our Food (n.d.). Strawberry DNA Extraction Lesson Plan. Retrieved

from http://gemsclub.org/yahoo_site_admin/assets/docs/StrawberryDNAExtra.4395135.pdf

Science NetLinks (n.d.). Soil Erosion. Retrieved from

http://sciencenetlinks.com/lessons/soil-erosion/ Selin, N. E. & Lehman, C. (2008). Biofuel. Britannica. Retrieved from

https://www.britannica.com/technology/biofuel Soils Matter (2015, February). What is Precision Agriculture and Why is it Important?

Retrieved from https://soilsmatter.wordpress.com/2015/02/27/what-is-precision-agriculture-and-why-is-it-important/

STEM Learning (n.d.). Biofuels. Retrieved from

https://www.stem.org.uk/resources/elibrary/resource/26875/biofuels Steve Spangler Science (n.d.). Strawberry DNA – Food Science. Retrieved from

https://www.stevespanglerscience.com/lab/experiments/strawberry-dna/ Strata Common (2012, August 10). From Field to Fuel (MU CAFNR). [YouTube video].

Retrieved from https://www.youtube.com/watch?v=bMxD9chIPnI United Nations Environment Programme (n.d.). 2.12 Types of Impacts. Retrieved from

http://www.unep.or.jp/ietc/Publications/Integrative/EnTA/AEET/6.asp United States Department of Agriculture (2011, August 1). Preventing Runoff into The

Mississippi River. [YouTube video]. Retrieved from https://www.youtube.com/watch?v=AFtdTnyTUZ0

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United States Department of Agriculture National Agricultural Statistics Service (2018). Census of Agriculture. Retrieved from https://www.nass.usda.gov/AgCensus/index.php

United States Department of Agriculture National Institute of Food and Agriculture

(n.d.). Crop Production. Retrieved from https://nifa.usda.gov/topic/crop-production

United States Department of Agriculture National Institute of Food and Agriculture

(n.d.). Plants. Retrieved from https://nifa.usda.gov/topic/plants United States Department of Agriculture National Institute of Food and Agriculture

(n.d.). Plant Biotechnology. Retrieved from https://nifa.usda.gov/plant-biotechnology

United States Department of Agriculture Natural Resources Conservation Service (n.d.)

Unlock the Secrets in the Soil. Retrieved from https://www.nrcs.usda.gov/Internet/FSE_DOCUMENTS/stelprdb1186187.pdf

United States Department of Energy (n.d.). Biodiesel Benefits and Considerations.

Retrieved from https://afdc.energy.gov/fuels/biodiesel_benefits.html

United States Department of Energy (n.d.). Biodiesel Fuel Basics. Retrieved from https://afdc.energy.gov/fuels/biodiesel_basics.html

United States Department of Energy (n.d.). Ethanol Benefits and Considerations.

Retrieved from https://afdc.energy.gov/fuels/ethanol_benefits.html United States Department of Energy (n.d.). Ethanol Fuel Basics. Retrieved from

https://afdc.energy.gov/fuels/ethanol_fuel_basics.html University of Nevada Cooperative Extension. (n.d.) Integrated Pest Management.

Retrieved from https://www.unce.unr.edu/programs/sites/ipm/ List of Tools, Equipment, and Supplies

EPS2 PowerPoint Presentation EPS2 Activity Sheet and Evaluation Packet EPS2 Student Activity Packet EPS2 Laboratory Card Strawberry DNA Extraction EPS2 Laboratory Card Soil Erosion EPS2 Laboratory Card Precision Planting EPS2 Laboratory Card Hydroponics Systems EPS2 Laboratory Card Buffer Zones in Agriculture EPS2 Laboratory Card Oil Extraction Apple, knife, and paper towel for Interest Approach demonstration Chrome books/computer with power point and internet capabilities

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Highlighter or light-colored crayons (if available) Card stock Colored pencils Fertilizer tags

Key Terms

Slide 4 in EPS2 Emerging Plant Technologies The following terms are presented in this lesson (shown in bold italics)

Technology Plant biotechnology Genetic engineering Genetically modified organisms Precision agriculture Pest Pest control Growing systems Plant health Nutrients Biofuels Producers Arable land Hydroponics Vertical gardening Aquaponics Aquaculture Aeroponics

Interest Approach Use an interest approach that will prepare the students for the lesson. Teachers often develop approaches for their unique class and student situations. A possible approach is included here.

Slide 5 in EPS2 Emerging Plant Technologies For this activity, you will need an apple, a knife, and a paper towel. If these items are not available, use slide 5 in EPS2 Emerging Plant Technologies for the visual demonstration. The purpose of this activity is to demonstrate how much of the earth is used in different ways. Ask students to imagine the apple as the planet Earth.

• Cut a quarter of the apple out (or cut the apple in quarters and hold up three quarters). 75% of the apple represents the water covering the earth.

• The remaining 25% represents the total land surface on earth. • Slice the quarter piece in half lengthwise and hold up one of the 1/8 pieces. An eighth of

the earth’s surface is unhospitable to humans and growing crops. This includes areas such as the polar region, desert, swamps, rocky areas, and high mountains.

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• The other 1/8 piece represents the area hospitable for humans but not necessarily suitable for crop production or arable.

• Cut the 1/8 piece into four pieces. Three of the 1/32 pieces are areas where people live. Some of this land is not arable, some was arable but has been developed for human use — homes and other buildings, roads, and other uses. Governments have established parks, preserves, and other public lands to remain natural forever.

• The remaining 1/32 of the earth’s surface is used to grow crops. This land is used to feed the growing population — 7.7 billion people and increasing every day.

• Carefully peel the skin from the 1/32 piece. Hold up the peel. Share that this small piece of the apples peel represents the soil on the surface of the earth where plants grow. It is called topsoil and it is where nutrients and moisture are available for plants to use to grow. However, that topsoil is eroding in many places.

Explain to students that in this module, we will discover how farmers are using new technologies to feed the world and sustain our lands for further crop production.

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Summary of Content and Teaching Strategies Objective 1 Identify current and emerging technologies in plant agriculture and examine their risks and benefits.

Slide 6 in EPS2 Emerging Plant Technologies

Day 1: The Six Categories of Plant Technology Teaching Strategies Related Content Ask students what they think of when they hear the word “technology.” Instruct students to brainstorm with a partner all the words that come to mind when they hear the word technology. Have each group share some of the items on their list. Instruct the students to write the definition of “technology” on Notes Page EPS2.1.

Slide 7 in EPS2 Emerging Plant Technologies Describe the six categories of plant technology. Instruct students to capture the categories in their notes on Notes Page EPS2.1.

Slide 8 in EPS2 Emerging Plant Technologies Explain that we are going to discover what each of these technologies are, how they benefit producers, and what the risks are to producers when using them. We will also look at several examples of each type of technology and get some hands-on experience with the technologies. Emphasize that agriculture has advanced over time and continues to advance. Describe the various careers that are available including

Technology can be defined as science or knowledge put into practical use to solve problems or invent useful tools. Categories of Plant Technology Technologies designed to help plant producers achieve these goals fall into six broad categories:

• Plant biotechnology • Precision agriculture technology • Pest control technology • Growing systems • Plant health and nutrition technology • Biofuels

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areas such as science, engineering, and computer technology. While exploring new technologies, remind students to keep in mind the big picture — what producers are trying to accomplish and some of the challenges they face.

Slides 9-10 in EPS2 Emerging Plant Technologies Divide students into seven groups. Give one group Activity Sheet EPS2.2A. Instruct the group to create “The Big Picture” on a PowerPoint slide and add graphics to depict the producer’s goal on their poster. Give each of the other six groups one technology category located on Activity Sheet EPS2.2B-G. Instruct each group to create a PowerPoint slide that captures the definition. Encourage students to add graphics that depict the technology.

The Big Picture Goal of Producers The big picture — feeding a growing population with a limited amount of land. Producers are challenged with providing a safe food supply while continuing to protect our environment — wildlife, forests, water, soil, and air. Definition of Producers Individuals who grow:

• Crops for food, fiber, and shelter for human use;

• Plants for landscaping and beautification — horticulturalists; and

• Those who grow and management plants for livestock feed such as rangeland managers and hay growers.

Plant biotechnologies are techniques used to adapt plants for specific needs or opportunities. Precision agriculture technologies are practices used to make modern agriculture production more efficient. Pest control technologies are methods of regulating or managing living species defined as a pest, usually because it is perceived to be detrimental to a person's health, the ecology, or the economy. Growing systems technologies are the methods producers use to grow plants. An

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Instruct each group to share their slide with the class beginning with “The Big Picture” group. As each technology group describes their slide, articulate the technology description in the context of the big picture. For example, biotechnology is used to create plants that grow more fruits and vegetables to feed more people or eliminate the use of pesticides. Instruct students to capture notes on Notes Page EPS2.1.

example of a growing system technology is hydroponics. Plant health and nutrient technologies are methods used to improve plant health.

• Plant health is the general condition of plants free from disease and pest damage.

• Plant nutrients are substances that

provide nourishment essential for the maintenance of life and for growth of plants.

Biofuel technologies are alternative fuel sources made from organic materials or biomass such as plant or algae material or animal waste.

Ticket Out the Door

Slide 11 in EPS2 Emerging Plant Technologies Instruct students to respond to the following questions:

• Is it important for us to continue to invent new technologies? Why or why not? • Do you think everyone readily accepts new technologies? Why or why not?

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Day 2: Plant Biotechnology and GMO Described Teaching Strategies Related Content Yesterday, we discovered that plant producers have a monumental task ahead of them. Ask students who can recall “The Big Picture” challenge. On Activity Sheet EPS2.3, instruct students to fill in the blanks using the words in the word bank. Process the activity to ensure the students have completed the sentences correctly. Discuss each solution. Locate and show a video about the struggles producers face. An example includes:

• “Small Dairy Farms Struggle to Survive” at https://www.ozarksfirst.com/news/small-dairy-farms-struggle-to-survive/738563639

Instruct students to list any challenges they hear producers share on the video on the bottom of the Activity Sheet EPS2.3. Instruct students to add other challenges producers deal with. Ask students to share and facilitate a discussion around challenges that producers face.

Ticket Out the Door Instruct students to review the responses from Activity Sheet EPS2.3 and highlight what they think are the key goals and challenges of producers today.

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Day 3: The Benefits and Risks of Plant Biotechnology Teaching Strategies Related Content Locate and show a video on plants that have been engineered through biotechnology practices. An example video includes:

• “Biotech Company Creates Auto Luminescent Plants” at https://www.youtube.com /watch?v=enw9eg6mBk4

Process the video by asking questions such as:

• What did the scientists create? • Briefly, how did the scientist do that? • According to the scientist, what was

the purpose of creating this type of plant?

• What are your thoughts on this video? Ask students to recall the six categories of plant technology. Use Notes Page EPS2.1 to review the definition of plant biotechnology. What the scientist did that was described in this video was an example of plant biotechnology — the scientist’s attempt to create more sustainable, cleaner, and affordable light sources. In agriculture, there are several reasons that plants are being adapted for specific needs and opportunities. One specific form of plant biotechnology is genetic engineering. Genetic engineering is used to create Genetically Modified Organisms or GMOs. Instruct students to capture notes on Notes Page EPS2.4.

Slides 12-13 in EPS2 Emerging Plant Technologies

Plant biotechnology is a set of techniques used to adapt plants for specific needs or opportunities. Genetically modified organisms are crops developed through genetic engineering, a method of plant breeding. Genetic engineering allows plant breeders to take a desirable trait found in nature and transfer it from one plant or organism to a plant they want to improve as well as make a

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Hang Activity Sheets EPS2.5A-C around the room and place markers at each sign. Sort students into three groups. NOTE: If class is large, hang two sets of signs and sort students into six groups. Instruct students to travel to each of the three different signs and respond to the question posted on the sign. Questions include:

• What I KNOW about GMOs • What I THINK I KNOW about GMOs • What I WANT TO KNOW about

GMOs Once students visit each sign, encourage students to share.

Slide 14 in EPS2 Emerging Plant Technologies Instruct students to research GMOs and complete Activity Sheet EPS2.6. Process the worksheet to assure student capture all the essential content.

change to an existing trait in a plant they are developing. Some desirable traits commonly transferred include:

• Resistance to insects and disease • Tolerance to herbicides (chemicals

that kill weeds or unwanted plant • Enhanced nutritional content • Reduced food waste • Improved manufacturing processes

There are 10 genetically modified crops available today. They include: alfalfa, apples, canola, corn (field and sweet), cotton, papaya, potatoes, soybeans, squash, and sugar beets.

Ticket Out The Door

Slide 15 in EPS2 Emerging Plant Technologies Instruct students to draw a graphic depicting plant biotechnology and a graphic depicting genetic engineering on a piece of paper.

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Day 4: Balancing the Benefits and Risks of Plant Biotechnology Teaching Strategies Related Content Discuss the controversy around genetic engineering and GMO products. Share that people are often skeptical of change, so we will investigate the notion of adopting change. Using Activity Sheet EPS2.7, instruct students to read the scenario at the top of the page and respond to the questions below the scenario. Allow students to share their responses. During the discussion, emphasize making sound decisions by weighing out the benefits and risks of change. Connect this to adopting or accepting new technology. Just like your decision to attend a new school or not has benefits and risks, so does the use and adoption of new technologies. Recall that we were introduced to the world of plant biotechnology through genetic engineering and GMOs. There are benefits and risks to this new technology. Farmers must weigh the benefits and risks before they adopt new technologies, and consumers will do the same to determine if they are going to buy and use crops grown using new technologies. Let’s say we were members of a new world council responsible for evaluating new technologies — Should we allow farmers to use a new technology? Today, we will evaluate the continued use of plant biotechnology by evaluating the benefits and risks. Instruct students to follow the directions outlined on Activity Sheet EPS2.8. Using Activity Sheet EPS2.8, students will cut out the benefit cards and risk cards. Instruct students to keep benefits cards in one pile and risk cards in a separate pile.

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Students will place a numeric value on each card using a scale of one to five; the most important is five, least important is one. For example, if they feel that providing food for a growing population is more important than the risk of potential danger of GMO crops, then the student would rate feeding others higher than potential risks. Instruct students to weigh the benefits against the risks to determine if the technology should be continued. Share the metaphor of a balance scale.

Slide 16 in EPS2 Emerging Plant Technologies Using the cards, instruct students to record the benefits and risks of plant biotechnology on Notes Page EPS2.9. Allow students to share the values they placed on some of the benefits and risks as well as their ultimate decision.

Plant Biotechnology Benefits:

• Improved plant traits • Increases agricultural productivity • Reduces/eliminates the need for

pesticides and/or makes pesticides more effective

• Makes plants ward off viruses or fungi more successfully

• Reduces the production cost by cutting inputs (machinery, fuel, pesticides, etc.)

• Controls runoff/water pollution more effectively

• Reduced mechanical weeding helps prevent loss of topsoil

• lower pesticide residues for consumers

Risks: • Potential harms to human health, • New allergens in the food supply • Antibiotic resistance • Production of new toxins • Concentration of toxic metals • Enhancement of the environment for

toxic fungi • Increased number of weeds, gene

transfer to wild or weedy relatives • Change in herbicide use patterns • Poisoned wildlife • Creation of new or worse viruses

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Facilitate a brief discussion around the notion that this technology continues to be controversial because people have different values. Share some examples such as:

• Feeding the world’s population • Food safety • Inexpensive food • Food purchase options • Protection of wildlife • Water conservation by planting drought

tolerant plants in your yard Also share that much of the controversy is a result of misinformation. Encourage the students to research new technologies to determine the benefits and risks.

Ticket Out the Door

Slide 17 in EPS2 Emerging Plant Technologies Instruct students to respond to the following question:

• Knowing what you have discovered today about plant biotechnology, what is your position on buying GMO products? Why?

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Day 5: Strawberry DNA Extraction Laboratory Teaching Strategies Related Content Remind students they have investigated the first technology category: plant biotechnology. Ask students to describe the category in their own words. Explain that for the next two days, we are going to experience plant biotechnology. Using the Strawberry DNA Extraction Laboratory Card, facilitate the lab. This experiment provides students an opportunity to work with and see the DNA from a strawberry plant. To process the lab with students, ask questions like:

• What did the DNA look like? • Once the DNA is extracted from the

plant possessing the desirable trait, what would be the next step in the process?

• What are your thoughts about the process of splicing DNA and placing pieces of DNA from one plant to another?

Ticket Out the Door

Slide 18 in EPS2 Emerging Plant Technologies Instruct students to turn to a neighbor and discuss the following questions:

• What are some of our needs as humans? o Examples might include fight diseases, food insecurity, basic health, cleaner

environment, etc. • As you think about our needs as humans, how might we modify plants to meet those

needs?

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Day 6: GMO Infographic Activity Teaching Strategies Related Content At the beginning to class, show this short jabberjay scene from the movie “The Hunger Games” at https://www.youtube.com/watch ?v=1bD6x8Ak9Og. Ask students: What is a jabberjay? A mockingjay? What roles do these organisms play in “The Hunger Games”? Remind students that yesterday they brainstormed how we might modify a plant to meet a human need. Today they will get that chance to do it.

Slide 19 in EPS2 Emerging Plant Technologies With a partner, students will use Activity Sheet EPS2.10 to create a GMO plant that meets a human need either now or in the future. Teams must find a plant in nature that contains the desirable trait (research if necessary) and the plant they will insert the new trait into. Once the new plant is developed, teams will create an infographic for the new plant and be prepared to share with the class. Two examples of infographics are shown in EPS2.10. Allow each team to share their infographic with the class.

Ticket Out the Door

Slide 20 in EPS2 Emerging Plant Technologies Instruct students to respond to the following questions:

• If a person on the street asked you what plant biotechnology is, how would you respond? • What benefits and risk would you share? • Should producers use plant biotechnologies? Why or why not?

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Day 7: The Benefits and Risks of Precision Agriculture Technologies Teaching Strategies Related Content Inform students that as we examine each plant technology, they will be asked to develop an informed opinion on each technology. Encourage students to think critically about each new technology. We are going to investigate how technology has affected the way producers farm by taking a journey back about 50 years to “talk” with a corn farmer, then visit with his granddaughter about how she farms today. Instruct students to read Activity Sheet EPS2.11. This article includes a description of past farming practices and the current methods of farming today. Through four questions, the activity challenges students to identify the differences between the two farming practices. Encourage discussion by asking questions such as:

• What differences did you identify between how producers farmed in the past and how they farm today?

• Why do you think these changes were implemented?

Share that these new practices are all examples of our second category of plant technology-precision agriculture.

Slide 21 in EPS2 Emerging Plant Technologies Instruct the students to write the description of precision agriculture on Notes Page EPS2.12, as well as examples of precision agriculture technologies from the activity. Locate and show a video on precision agriculture and its benefits and risks. An example video includes:

Variable rate technology (VRT) — VRT refers to any technology that enables producers to apply inputs such as herbicides and fertilizers at a controlled amount in a specific location. This saves producers money and time. The use of GPS — Produces can use information from satellites to test the soil and guide tractors. Information about the nutrients in the soil at various places in a field helps farmers use less fertilizer. Self-guided tractors save producers money in labor costs and using less seed.

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• “What is Precision Agriculture? Why is it a likely answer to climate change and food security?” at https://www.youtube.com/watch ?v=581Kx8wzTMc.

On Notes Page EPS2.12, instruct students to add any other applications seen in the video. Lead a discussion about the benefits and risks of precision agriculture technologies. On Notes Page EPS2.12, instruct students to record the benefits and risks of precision agriculture.

Slide 22 in EPS Emerging Plant Technologies

Computer-based applications — Computer applications can be used to create precise farm plans, field maps, crop scouting, and yield maps. Remote sensing technology — Remote sensing technology helps producers monitor and manage land, water, and other resources. It can help determine everything from what factors may be stressing a crop at a specific point in time to estimating the amount of moisture in the soil. Precision Agriculture Technology Benefits:

• Optimizes field management • Reduces environmental risks • Maximizes output • Encourages recordkeeping • Applies inputs to the field only

when and where necessary to save time and money, reduces excess runoff

Risks: • Cost of maintenance is high • Initial expenses • Requires technical knowledge • System failure threats

Ticket Out the Door

Slide 23 in EPS2 Emerging Plant Technologies Instruct students to answer the following question:

• What precision agriculture technology do you see as having the greatest potential to feed the world? Why?

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Day 8: Soil Erosion Laboratory Teaching Strategies Related Content Yesterday we were introduced to the world of precision agriculture and the new technologies available to producers. Today we are going to dive into the field and investigate who precision agriculture techniques can help save our precious soil. Using the Soil Erosion Laboratory Card, facilitate a lab demonstrating the benefits of minimal or no till precision agriculture practices. Plant roots and plant material left on the surface of a field help retain valuable top soil. Instruct students to answer questions on Notes Page EPS2.13:

• What causes soils to erode? • What precision agriculture technology

can help producers minimize or prevent soil erosion?

Discuss these questions with students.

Ticket Out the Door

Slide 24 in EPS2 Emerging Plant Technologies Instruct students to think back to the apple demonstration on the first day of this module and answer the following questions:

• What did the very small piece of apple peel represent? • Why is it critical for us to practice soil conservation techniques?

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Day 9: Precision Planting Laboratory Teaching Strategies Related Content Precision agriculture technologies save producers time and money; they help producers be more efficient. With a partner, students will quickly identify three precision agriculture techniques and how they allow producers to be more efficient. Encourage students to share and discuss the techniques they identified and how they increase efficiency. Some examples include:

• Save money on labor — Self-guided tractors do not require drivers.

• Save money and time — Self-guided tractors stay on course and do not make overlapping passes therefore not wasting seed.

• Save money on chemicals — Remote sensing information tells the producers where the chemicals are needed instead of spraying the entire field.

• Increases profits — Information gathered about world markets and production tells producers what to plant and how much to plant based.

Share with students that they will become producers and try their hand at another precision agriculture practice — precision planting. Using the Precision Planting Laboratory Card, facilitate a lab demonstrating how various types of planters distribute seed and how some are more efficient than others. The exercise shows how precision planting can save producers money by planting less seed. Instruct students to answer questions on Notes Page EPS2.14:

• Which type of planter allowed the producer to place the seeds/plants precisely where they wanted?

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• Which type of planter used the least amount of seed for the given sized field?

• Which types of planters would save producers money? Why?

• If you were a producer, which type of planter would you purchase if all planters were the same price? Why?

Discuss these questions with students.

Ticket Out the Door

Slide 25 in EPS2 Emerging Plant Technologies Instruct students to answer the following questions:

• In your own words, what is precision planting? • How can this practice help producers be more efficient?

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Day 10-11: Pest Control Technologies Described Teaching Strategies Related Content Isn’t it amazing how much technology has changed our lives and the lives of producers? We are now going to see how producers are using technology to control the damage pests such as insects have on their crops. Sort students into four groups. As a group, students will visit each station and complete the tasks as outlined. NOTE: If the class is large, sort students into eight groups and assemble two sets of stations. Also, if colored pencils are available, provide colored pencils for students at Stations B and C. Station A: Mechanical Pest Control Activity Sheet EPS2.16A Tasks:

• Unscramble the definition of “mechanical control”, and write the definition on Notes Page EPS2.15.

• Research the mechanical control methods used in soybean or corn production

• Watch the first four minutes of the YouTube video “Mechanical Pest Control” at https://www.youtube.com/ watch?v=TglgD25hB_4.

• List three mechanical pest control methods shared in the video on Notes Page EPS2.15.

Station B: Chemical Pest Control Activity Sheet EPS2.16B Tasks:

• Compete the puzzle to determine the definition of “chemical control”. Record it on Notes Page EPS2.15.

• Research the chemical pest control methods used in soybean or corn production.

Mechanical or Physical Control — The use of tools including one’s hands to remove or kills pests such as cultivating a field to kill weeds Chemical Control — The use of chemical to kill pests such as insects, fungi, or mammals (squirrels)

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• Watch the video “Personal Protection Equipment (PPE)” at https://www.youtube.com/watch ?v=q2yAHDkC6Nw.

• Draw the PPE equipment shown in the video on Notes Page EPS2.15.

Station C: Biological Pest Control Activity Sheet EPS2.16C Tasks:

• Fill in the blanks of the definition of biological pest control and add the definition to your notes on Notes Page EPS2.15.

• Research the biological control methods used in soybean or corn production.

• Watch part of the video “Biological Crop Protection: 2 Examples” found at www.youtube.com/watch ?v=Hj3DwimxvvY.

• Draw a picture of one of the pests and their predator on Notes Page EPS2.15. Label the picture.

Station D: Cultural Pest Control Activity Sheet EPS2.16D Tasks:

• Write the definition of “cultural pest control” on Notes Page EPS2.15.

• Research the cultural pest control methods used in soybean or corn production.

• Watch the video “How to Handle Slugs Using Cultural Methods” found at www.youtube.com/watch? v=mS_Qp6_MwBU.

• Add a list of the methods shared on Notes Page EPS2.15.

Process the experience by asking questions such as:

Biological Control — The use of other living organisms to kill unwanted pests such as lady bugs to eat aphids Cultural Control — The practice of modifying the growing environment to reduce the prevalence of unwanted pests like allowing turf grass to grow taller to shade out weeds Pest Control Technology

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• Which pest control methods might you see yourself using in your yard or garden some day?

• Which of the methods to you think are used primarily in agriculture today?

Discuss the four types of pest control. Students should capture notes on Notes Page EPS2.17.

Slide 26-27 in EPS2 Emerging Plant Technologies

• Pests and diseases are a challenge for crop and horticultural plant producers that can result in economic damage, reduced efficiency, and lower crop quality.

• Pest control technologies are tools that producers use to protect their crops from harmful pests and diseases. Producers use technologies from each of these categories to control pests:

o Cultural Practices § Planting

time, selecting seed technologies that are tolerant to certain pests and diseases, timing of watering, etc.

o Mechanical Practices § Removal of

pests by mechanical means (e.g., discs, plows, etc.); Robots and drones are an emerging technology to help monitor fields and greenhouses for pests to provide targeted pest removal.

o Biological Practices § The

introduction of beneficial

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insect species into the field that are natural predators of the non-beneficial insect

o Chemical Practices § Chemical

pesticides are a common technology that producers use to control or manage pests in the field. Pesticides are substances that eradicate, control, or prevent pests such as fungi, bacteria, viruses, insects, and weeds.

Ticket Out the Door Instruct students to draw and label an icon to represent each type of pest control.

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Day 12: Integrated Pest Management Teaching Strategies Related Content Recall that yesterday we discovered four pest control categories. Ask who can recall the categories?

• Mechanical • Chemical • Biological • Cultural

Who can recall an example of a specific method in each of the four categories? Today, we are going to apply this new knowledge and use it as if we were a producer. We are going to create what agriculturists call an Integrated Pest Management plan. Instruct students to write the definition at the top of Activity Sheet EPS2.18.

Slide 28 in EPS2 Emerging Plant Technologies Sort students into small groups. Facilitate the students through the IPM plan development activity outlined in Activity Sheet EPS2.18. During this activity, groups will create an IPM plan for a given crop. They will research the major pests that attack their crop and any pest control methods commonly used to control insects and other animal pests, diseases, and weeds. Allow groups to be creative in how their IMP plan looks. An example is found on Activity Sheet EPS2.18. Allow the groups to share their IPM plan.

Integrated Pest Management (IPM) is a system of managing pests in a crop using various methods of pest control based on the knowledge about pest biology. IPM uses a series of steps that result in making pest management decisions that control the pests with the least effect on people, pets, and the environment.

Ticket Out the Door


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Instruct the students to respond to the following question: • What are the advantages of developing an Integrated Pest Management plan as opposed

to using only one pest control method?

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Days 13: Growing Systems Technologies Teaching Strategies Related Content

Slide 30 in EPS2 Emerging Plant Technologies Ask students if they remember what 1/32 of the apple represents. 1/32 of the earth is the amount of arable land.

Slide 31 in EPS2 Emerging Plant Technologies Using Notes Page EPS2.19, instruct students to record the arable land statistics.

Slide 32 in Emerging Plant Technologies Using Activity Sheet EPS2.20, instruct students to fill in the notes.

Slides 32-35 in EPS2 Emerging Plant Technologies Sort students into groups of four. Instruct each group to research the benefits and risks of each alternative growing system. Each student will research a different alternative growing system independently and record their notes at the bottom of Activity Sheet EPS2.20. When research is complete, the group will reconvene and discuss the benefits and risks of each system.

Growing System Technology

• Alternative growing systems are an important emerging technology for plant production. The amount of arable land, or land that can be cultivated to support plant and crop growth has been steadily declining worldwide since the 1960s. For example, according to the U.S. Census of Agriculture, the total number of acres of agricultural land has decreased from 778 million acres in 1997 to 641 million acres in 2012. Additionally, natural resources such as water are becoming increasingly scarce. As a result, producers are looking for alternative methods to produce plants and crops.

Alternative Growing Systems • Hydroponics

o Hydroponics is a method of growing plants in water (nutrient solution) rather than soil primarily in greenhouses during the winter.

o Bare root hydroponic systems involve misting the roots of plants at regular intervals with a nutrient solution or placing plants in

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shallow pools where they float on the surface

• Vertical gardening o Vertical gardening is a technique

used to grow plants on a vertically suspended panel by using hydroponics.

• Aquaponics o Aquaponics is the combination of

aquaculture (raising fish) and hydroponics (the soilless growing of plants) that grows fish and plants together in one integrated system.

o The fish waste provides an organic food source for the plants, and the plants naturally filter the water for the fish.

• Aeroponics o The process of growing plants in

an air or mist environment without the use of soil. Aeroponic systems grow plants suspended in a closed or semi-closed environment by spraying the plant’s dangling roots and lower stem with a nutrient-rich water solution.

Growing System Technologies • Benefits: Year-round production,

stable/high yields, no soil needed, efficiently uses space, water-saving, better growth rate, no weeds, fewer pests/diseases, easy to transplant

• Risks: Requires technical knowledge, system failure threats, initial expenses, diseases and pests spread quickly, difficult to produce at scale

Ticket Out the Door

Slide 36 in EPS2 Emerging Plant Technologies Instruct the students to create an icon of each of the four examples of alternative growing systems and label each icon.

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Day 14: Hydroponics System Laboratory Teaching Strategies Related Content Explain that growing plants in alternative systems may be one way we can feed a growing population on less land, many of which live in urban areas — cities. We’ve discovered four alternative growing systems. Ask who can recall what these systems are called?

• Hydroponics • Vertical gardening • Aquaponics • Aeroponics

Today we are going to build our own alternative growing system — a hydroponics system. Using the Hydroponics Laboratory Card, facilitate the lab.

Ticket Out the Door

Slide 37 in EPS2 Emerging Plant Technologies Instruct the students to respond to the following questions:

• Which of the four alternative growing systems holds the most potential for growing crops?

• Why do you think that alternative growing systems may be part of the solution to feeding a growing world population?

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Day 15: The Benefits and Risks of Plant Health Technologies Teaching Strategies Related Content On a scrap sheet of paper, instruct the students to write down the plant they would buy and why from each slide. Ask students to share why they chose one plant over others. Explain that unhealthy plants often show signs of nutrient deficiency.

Slides 38-40 in EPS2 Emerging Plant Technologies Just like we need certain nutrients in our diet, plants do too. Producers constantly monitor their field and greenhouses to check for signs of health in their plants. Secure a collection of fertilizer tags or utilize Activity Sheets EPS2.21A-F. Pass one tag to each student and instruct them to read the tag to determine what nutrients are in the fertilizer. Brainstorm a list on the board. Many producers add fertilizer to the soil in their fields or to potted plants in the greenhouse to ensure that the crops get the right amount of nutrients at the right time. Fertilizers are expensive. For some producers, fertilizers are the biggest cost of production.

Slide 41 in EPS2 Emerging Plant Technologies Instruct students to take a look at the Soybean Crop Budget and ask them to identify what the three highest costs/per acre are.

• Seed • Crop protection • Fertilizers

Many producers add fertilizers to the soil to ensure that crops get these nutrients. Ensuring crops and horticultural plants have the right nutrients, at the right time, in the right amount, and at the right rate is a concern that producers face. Following these principles helps lower fertilizer costs and prevents overuse of fertilizers which can lead to environmental issues (e.g., runoff into streams and groundwater sources).

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New technologies are emerging to help producers keep costs down by applying fertilizers only when needed to only the plants that need it. This prevents over fertilization which could lead to chemical runoff into waterways — pollution. We have discovered one technology already when we explored precision agriculture technologies. Instruct students to add these descriptions on Notes Page EPS2.22.

Slides 42-44 in EPS2 Emerging Plant Technologies What are the benefits and risks of plant nutrition and health technologies? Sort students into four groups. Using Activity Sheet EPS2.23A-D, give each group a puzzle to assemble. Each puzzle includes a benefit or risk of plant nutrition and health technologies. NOTE: If puzzle pieces aren’t already cut when class begins, ask each group to cut a puzzle apart, then trade with another group and assemble one they didn’t cut. Once all puzzles are complete, instruct a student from each group to share their benefit or risk with the class. Instruct all students to add the risks and benefits on Notes Page EPS2.24.


New Technologies in Plant Health

o Variable rate application technology — This type of technology allows farmers to vary the rate at which fertilizers are applied across a large field, meaning that only the exact amount that is needed is applied.

o Enhanced efficiency fertilizer technology — New fertilizers designed to increase nutrient availability to the plants and reduce losses into the environment (e.g., runoff). An example is controlled or slow release fertilizer.

o Cultural practices — Producers are looking around the world to learn other farming practices to enrich the soil and manage soil nutrients. For instance, planting cover crops (e.g., Sudan grass, vetch, barley and rye).

Benefits of Plant Health Technology

• Reduced potential for runoff and groundwater contamination

• Improved plant health and yields • Potential for lower production costs

(e.g., preventing a health issue before it becomes costly to address)

Risks:

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• Use of fertilizers can still contribute to point-source pollution, even when applied responsibly.

Ticket Out the Door

Slide 49 in EPS2 Emerging Plant Technologies Instruct students to respond to the following question:

• How can the new plant health technologies contribute to feeding the world’s growing population?

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Day 16: Buffer Zones in Agriculture Laboratory Teaching Strategies Related Content Ask students to recall one risk of fertilizing crops in the field. Allow students to share responses and assure runoff is cited. If not, remind the students that runoff is a potential risk of fertilization. Producers are working diligently to prevent runoff while still making sure their crops have the nutrients to grow and produce. Locate and show a video on how the United States Department of Agriculture is working with producers to prevent runoff. An example video includes:

• “Preventing Runoff into the Mississippi River” at https://www.youtube.com /watch?v=AFtdTnyTUZ0.

Process the video by asking questions such as:

• What was the method proposed in the video?

• What other practices have we learned about in the past couple of days?

Using the Buffer Zones in Agriculture Laboratory Card, facilitate the laboratory. Instruct students to record their thoughts and observations from the lab on Activity Sheet EPS2.25. Process the laboratory by discussing questions such as: • What happened to the land when water was

poured on it in step #3? • What happened to the water after it was

poured on the land in step #3? • If the water had absorbed excess fertilizer

or pesticides, how do you think it would that effect the waterway?

• What happened to the soil after water was poured on it?

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• What might this represent — the movement of top soil from a field?

• What happened to the water when a buffer zone was created between the land and the waterway?

• How can producers create buffer zones? • Why would the creation of buffer zones

benefit producers?

Ticket Out the Door

Slide 50 in EPS2 Emerging Plant Technologies Instruct students to respond the following question:

• What can producers do to keep our waterways clean?

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Day 17: The Benefits and Risks of Biofuels Teaching Strategies Related Content Ask students if they could have any car or truck they wanted, what would they pick? Allow students to share their ideas. Ask if they have to pay for the upkeep, maintenance, and the fuel costs, would that affect their choice? Why or why not? Ask if anyone noticed the price of fuel. Share your personal experience with fuel costs. Look back at the Soybean Cost Budget located on slide 41 in EPS2 Emerging Plant Technologies. What do soybean growers pay per acre for fuel and vehicle repairs and maintenance? ($20.47) Where does that rank in terms of costs? (4th) It makes sense that producers consider other forms of energy — fuels to use in farm machinery and vehicles. What are biofuels? Allow students to answer. To explore some terminology and basic information about biofuels, locate and show a video on the role of biofuels as a renewable energy. An example video includes:

• “Biofuels as Renewable Energy: Ethanol from Crop Residue” at https://www.youtube.com /watch?v=4OT9ekEF9cg.

Using Activity Sheet EPS2.26, instruct students to pay close attention to the video because many of the answers to the puzzle are shared in the video. After the video concludes, instruct students to get a partner and complete their crossword puzzle. Inform them that they may have to research some responses.

Biofuels

• Biofuel is a type of alternative fuel produced using crops such as corn and soybean. Two example biofuels include:

o Biodiesel o Ethanol

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Once the students have completed the puzzle, review the answers to assure all students have the correct information.

• Biodiesel is a clean-burning, renewable substitute for petroleum-based diesel. It is produced from vegetable oils, yellow grease, used cooking oils, or animal fats using a process called “transesterification” which converts the fats and oils into biodiesel and glycerin. Soybeans are often used to make biodiesel as they can be crushed to extract vegetable oil which is then used to make biodiesel.

• Ethanol is a renewable fuel made from the sugars in most any plant-based material through a fermentation process called “biochemical conversion” or using heat and chemicals in a process called “thermochemical conversion. In the U.S., 95% of ethanol is produced from the starch in corn grain. Ethanol is then blended with gasoline to make different blends such as E10, E15, or E85 for sale at fueling stations.

• Ethanol and biodiesel are important alternative fuel sources that offer renewable energy sources. Both increase energy security, create jobs, offer producers a new market for their crops, and offer environmental benefits such as air quality through reduced emissions.

Biofuels Benefits:

• Job creation in rural areas • New markets for corn and soybean

producers • Contributes to energy security • Offers environmental benefits to air

quality • Biodiesel is safer than petroleum

diesel because it is less combustible, • It is safer to handle, store, and

transport.

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Risks: • All vehicles cannot use the most

efficient high-level ethanol and biodiesel blends that are available today.

• Building plants to process biofuels is costly.

Ticket Out the Door

Slide 51 in EPS Emerging Plant Technologies Instruct the students to answer the following question:

• Explain how the use of biofuels can help producers feed a growing population.

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Day 18: Oil Extraction Laboratory Teaching Strategies Related Content Recall that we have explored our final plant technology category, biofuels. We discovered that crops that are currently being converted into biofuels and learned about the benefits and risks of biofuels. Next, we are going to learn more about biofuel production. Share with students that there are many crops being used to produce biofuels. Locate and show a video about biofuel production. An example video includes:

• “From Field to Fuel” at https://www.youtube.com/watch ?v=bMxD9chIPnI.

As students watch the video, instruct them to create a list of the crops tested and discussed on Notes Page EPS2.27. Using the Oil Extraction Laboratory Card, facilitate the laboratory. Encourage students to record observations on Notes Page EPS2.27. Process the experience by asking questions such as: • What is gasoline made from? • What are some of the concerns about using

fuels like gasoline in our cars and other vehicles?

• How can making biofuels alleviate some of the concerns identified in question #2?

• Why could biofuel production help agriculturists?

Introduce students to the final project by sharing EPS2 Rubric on Activity Sheet EPS2.32. Using Activity Sheet EPS2.28, assign the students the first component of the culminating project.

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The first part of the project requires students to choose one new plant technology investigated in this module. • Plant biotechnology • Precision agriculture technology • Pest control technology • Growing systems • Plant health and nutrition technology • Biofuels Next, the student will get specific about what part of the technology they will investigate. For example, if the student chooses precision agriculture technology, they might investigate drones or another specific piece of equipment. Next, the student will research the following information about the specific technology selected: • Description • Uses • Local or regional companies that offer this

technology • Producers who use this technology • Careers related to the technology • Benefits of adoption • Risks of adoption • Potential future trends in the technology

Ticket Out the Door Students show progress on completing Activity Sheet EPS2.28.

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Objective 2: Given a new plant technology, assess the factors that might influence the adoption of the technology and its potential impact.


Day 19: Factors that Influence Technology Adoption Teaching Strategies Related Content We have now investigated the six categories of plant technologies. Who can recall one of the six categories and give an example of each?

Allow students to share. Just like the technology we see in our own lives, cell phones, social media, and automobile technologies, we know that new technologies are being invented and created as we speak. So, just like us, producers have to decide which new technologies to adopt and which ones they cannot or will not adopt. And just like any good decision maker, one bases their decision on sound criteria — important questions they ask themselves about the impact of their decision. Let’s explore the key factors or questions to consider when evaluating new technologies. Using Activity Sheet EPS2.29, instruct students to complete the guided notes.


Categories of Plant Technology • Plant biotechnology • Precision agriculture technology • Pest control technology • Growing systems • Plant health and nutrition technology • Biofuels Factors that Influence Technology Adoption

• Roger’s Diffusion of Innovation Theory suggests that there are five essential questions which most influence adoption of new technologies:

o Relative advantage — To what extent does the new technology offer an advantage over the current practices?

o Compatibility — How well does the new technology fit with the values, past experiences, and needs of the operation?

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o Complexity — How easy or difficult is the new technology to understand and implement in the operation?

o Trialability — How easy or difficult is it to try out the new technology before being fully implemented?

o Observability — How easy or difficult is it to see the results of adopting the new technology?

Assessing the Potential Impact of New Technologies

• When assessing the impact of a new agricultural technology on an operation, there are several factors to consider:

o Costs — How much will it cost to implement the new technology? Consider:

§ Direct costs — cost to purchase the technology and or required equipment

§ Indirect costs — costs to implement changes to other aspects of the operation to accommodate the new technology

o Production — How will the technology impact productivity on the operation? Consider:

§ Efficiency gains/losses § Changes in yields or

productivity o Safety — How will the

technology impact safety on the operation? Consider:

§ Required safety practices and equipment

§ Changes to existing operating procedures

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For part two of the final project, instruct students to use Activity Sheet EPS2.30. Students will refer back to the technology they selected and the research they completed on Activity Sheet EPS2.28. Using what they’ve learned about factors that influence technology adoption and assessing potential impact for new technologies on Activity Sheet EPS2.29, instruct students to brainstorm at least eight questions to ask when adapting their chosen technology. Using Activity Sheet EPS2.31, introduce students to part three of the final project. Students will identify a local producer or

o Compliance — How will the technology impact compliance with regulations? Consider:

§ Current regulations § Regulations in the

legislature o Training — What knowledge

and skills will be required to implement the technology? Consider:

§ Helpful work experience

§ Training/education required by law

o Environment — How will this technology impact the environment? Consider:

§ Air quality § Soil quality § Water quality

o Other Producers — How will use of this new technology impact producers near my operation? Consider:

§ Sensitive species/plants § Communication with

neighbors o Consumers — How might this

new technology impact consumers? Consider:

§ Supply/demand § Consumer perception

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company who could benefit from adopting the technology they selected. Next, they will brainstorm factors that might interfere with adopting this technology. Finally, students will create a poster/display that includes the information from parts one, two, and three of the project. Instruct students to refer back to Activity Sheet EPS2.28, EPS2.30, and EPS2.31.

Ticket Out The Door Show completed Activity Sheets EPS2.28, EPS2.30, and EPS2.31.

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Day 20: Culminating Assessment Project Teaching Strategies Related Content Students create a poster that includes information on a specific plant technology they choose to investigate. Content will include investigating the plant technology for information including description, companies that offer the technology, benefits and risks of adoption, future trends, and more. Posters are presented to their classmates and others such as other classes and local businesses. Use the Activity Sheet and Evaluation Packet EPS2.32 rubric to assess student work.

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Review/Summary Agriculturists around the world are faced with decisions about emerging new technologies — to accept or reject them. These decisions are based on the factors we discovered in the past few days together. As consumers and citizens, we will be faced with the same decisions as agriculturists — to accept or reject new technologies. New technologies will be invented or created, and we will have to decide to purchase them, use them or reject them — new inventions, services, or food. We will need to weigh the benefits and risks of each new technology. Our decisions as consumers and voters about new emerging technologies in plant science will impact agriculturists all over the world. Hopefully, you have a much better understanding of emerging technologies and can, when called upon, make educated and informed decisions about them. Furthermore, you can now discuss new technologies with others with accurate, relevant, and current information and perhaps dispel myths about current technology. Review

Slide 58 in EPS2 Emerging Plant Technologies Exit Cards Students will answer the following questions on a note card or small slip of paper and hand to teacher as they exit:

• What did you learn about emerging plant technologies? • Do you believe that these emerging plant technologies should be used?

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Application Extended Activities

Career Research: Instruct students to identify one career that is within agricultural technology (i.e., engineer, research and development, sales, services, etc.) and research the specifics. Their research should include what the job does, the qualifications (i.e., education, training, etc.), salary, and other notable details. Students will have two minutes to present their findings to their classmates.

Take a Stand: Assist students in identifying a congressperson or senator (either state or U.S.) to write a letter to about emerging technologies in agriculture. Students will explain the important role these technologies are providing our growing population with food, fiber, and fuel. Students will use facts they explored during this module to encourage this individual to support legislation that promotes the growth of agricultural technology.

Bring in the Experts: Recruit specialists in plant technologies to be part of a panel discussion during class time. Prior to the panel, instruct students to research the panelists’ expertise and develop two questions to ask during the panel discussion.

Assessment Project-Based Evaluation Students create a poster that includes information on a specific plant technology they choose to investigate. Content will include investigating the plant technology for information including description, companies that offer the technology, benefits and risks of adoption, future trends, and more. Posters are presented to their classmates and others such as other classes and local businesses. Use the Activity Sheet and Evaluation Packet EPS2.32 rubric to assess student work.

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Paper-Pencil Quiz Evaluation Reference Activity Sheet and Evaluation Packet EPS2.33 for Paper-Pencil Quiz Evaluation and Key. True or False

1. Technology is the science or knowledge put into practical use to solve problems or invent useful tools.

2. Agriculturists are solely concerned for feeding the world and do not care about protecting the environment around them.

3. An individual who grows plants for landscaping and beautification is considered a producer.

4. Producers turn to new research-based technologies is to lower production costs. 5. Producers face many challenges including the consistency of crop/product prices. 6. The use of other organisms to kill pests is an example of mechanical pest control. 7. Changing the growing environment to reduce the prevalence of unwanted pests is an

example of cultural pest control. 8. Producers are adopting new plant health technologies such as enhanced efficiency

fertilizers designed to increase nutrient availability to the plants and reduce losses into the environment.

9. IPM stands for Improved Plant Management. 10. One reason producers are turning to new growing systems is the increase in arable land

around the world. 11. Production methods used in other countries are usually less advanced than those in the

United States. 12. One risk of the use of growing systems is potential system failures. 13. Ethanol is an example of a biofuel made from soybeans. 14. New technologies always help the producer and should be adopted. 15. IPM is the practice of finding the best pest control method and using it throughout the

crop fields.

Matching: Technology Categories Match the technology to the appropriate description.

A. Plant biotechnology B. Precision agriculture technology C. Pest control technology D. Growing systems technology E. Plant health and nutrient technology F. Biofuel technology

1. _____ refers to the regulation or management unwanted plant and animal species, usually

because it is perceived to be detrimental to a person's health, the ecology, or the economy.

2. _____ is the production of materials used to power vehicles and equipment that is derived from biomass — that is, plant or algae material or animal waste.

3. _____ are technologies designed to establish and maintain the well-being of plants. 4. _____ are methods producers use to grow plants in environments other than a field such

as hydroponics.

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5. _____ are farming practices designed to make production more efficient such as the use of drones to identify areas in a field that need water.

6. _____ is a set of techniques used to adapt plants for specific needs or opportunities. Matching: Precision Agriculture Match the technology to the appropriate description.

A. Variable rate technology (VRT) B. GPS C. Computer-based applications D. Remote sensing technology 1. _____ producers can use information from satellites to test the soil and guide tractors. 2. _____ is a technology used to monitor factors that impact plant health and growth such as

the need for water. 3. _____ is a technology used to create precise farm plans, field maps, crop scouting, and

yield maps. 4. _____ is a technology that enables producers to apply inputs such as herbicides and

fertilizers at a controlled amount in a specific location. Short Answer Match the technology to the appropriate description.

1. List two benefits of adopting plant biotechnology. 2. List two risks of adopting plant biotechnology. 3. Describe a hydroponics system. Why would this type of growing system be beneficial to

utilize? 4. List one example of a biofuel. What is one benefit of the use of biofuels? One risk of

producing or using biofuels? 5. A producer is considering adopting a new technology? What are three factors they should

consider or questions they should ask before they adopt the new technology?

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Answers to Evaluation Paper-Pencil Quiz Evaluation (KEY) True or False:

1. True 2. False 3. True 4. True 5. False 6. False 7. True 8. True 9. False 10. False 11. False 12. True 13. False 14. False 15. False

Matching: Technology Categories:

1. C 2. F 3. E 4. D 5. B 6. A

Matching: Precision Agriculture:

1. C 2. D 3. B 4. A

Short Answer:

1. List two benefits of adopting plant biotechnology. o Improved plant traits o Increases agricultural productivity o Reduces/eliminates the need for pesticides and/or makes pesticides more effective o Makes plants ward off viruses or fungi more successfully o Reduces the production cost by cutting inputs (machinery, fuel, pesticides, etc.) o Controls runoff/water pollution more effectively o Reduced mechanical weeding helps prevent loss of topsoil o Lower pesticide residues for consumers

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2. List two risks of adopting plant biotechnology

Risks: • Potential harms to human health • New allergens in the food supply • Antibiotic resistance • Production of new toxins • Concentration of toxic metals • Enhancement of the environment for toxic fungi • Increased numbers of weeds, gene transfer to wild or weedy relatives • Change in herbicide use patterns • Poisoned wildlife • Creation of new or worse viruses

3. Describe a hydroponics system. Why would this type of growing system be beneficial to

utilize? a. Hydroponics is a method of growing plants in water (nutrient solution) rather than

soil primarily in greenhouses during the winter. Bare root hydroponic systems involve misting the roots of plants are at regular intervals with a nutrient solution or placing plants in shallow pools where they float on the surface.

b. Year-round production, stable/high yields, no soil needed, efficiently uses space, water-saving, better growth rate, no weeds, fewer pests/diseases, easy to transplant

4. List one example of a biofuel. What is one benefit of the use of biofuels? One risk of

producing or using biofuels? a. Ethanol or bio-diesel b.

§ Job creation in rural areas § New markets for corn and soybean producers § Contributes to energy security § Offers environmental benefits to air quality § Biodiesel is safer than petroleum diesel because it is less combustible § Safer to handle, store, and transport

c. § all vehicles cannot use the most efficient high-level ethanol § biodiesel blends that are available today § building plants to process biofuels is costly

5. A producer is considering adopting a new technology? What are three factors they should

consider or questions they should ask before they adopt the new technology?

o Costs — How much will it cost to implement the new technology? Consider: § Direct costs: Cost to purchase the technology and or required equipment § Indirect costs: Costs to implement changes to other aspects of the

operation to accommodate the new technology

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o Production — How will the technology impact productivity on the operation? Consider:

§ Efficiency gains/losses § Changes in yields or productivity

o Safety — How will the technology impact safety on the operation? Consider: § Required safety practices and equipment § Changes to existing operating procedures

o Compliance — How will the technology impact compliance with regulations? Consider:

§ Current regulations § Regulations in the legislature

o Training — What knowledge and skills will be required to implement the technology? Consider:

§ Helpful work experience § Training/education required by law

o Environment — How will this technology impact the environment? Consider: § Air quality § Soil quality § Water quality

o Other Producers — How will use of this new technology impact producers near my operation? Consider:

§ Sensitive species/plants § Communication with neighbors

o Consumers — How might this new technology impact consumers? Consider: § Supply/demand § Consumer perception

Documents

EPS2 Exploring Agriculture Curriculum · Exploring Agriculture Curriculum Unit Exploring Plant Science Lesson Title Emerging Plant Technologies Competency Describe current and emerging