©2009. Monsanto/Relevant Classroom. All Rights Reserved. 14

Lesson 3: Sustainability of Agriculture - Option A

Feeding the World

Entry Points - How do I prime my students for learning today?

Lesson Vitals - What must I know to facilitate this lesson?

Objectives

Lesson Snapshot

Special Notes about Preparing for the Lesson

Interest Approach: Predicting the Future

Assess Learning - How do I assess student learning in the lesson?

Materials Used - What do I need to complete this lesson?

Bring Closure - How do I conclude the lesson?Review Activity: The Future of Agriculture

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Students will be able to:List two ways biotechnology can play a role in feeding the world in the future.• Design a “super plant” to aid in feeding the world in the future.• List two ways to contribute to the future of agriculture.•

Interest Approach: Predicting the Future 10 minActivity: Super Plant Sale 20 minReview Activity: The Future of Agriculture 10 min

Total Time: 40 Minutes

Monsanto Web video access (http://• monsanto.com/responsibility/sustainable-ag/produce_more.asp)Activity Sheet 1 - Super Plants• (1 per student)

Activity Sheet 2 - Mock Checks• (1 set per class)Sustainability: Feeding the World • PowerPoint® presentation(optional) Flip chart paper•

Read and review the lesson plan and materials.• The “Super Plant Sale” activity may be done individually or in groups, depending on the • size of the class.

On the back of the 1. Activity Sheet 1 - Super Plants, have students list two ways they could contribute to the future of agriculture using the awareness and knowledge they have gained through the activity. Have them envision where they think they may fi t into the three groups in the future 2. (biotechnology professionals, agricultural producers or consumers). With that group in mind, have students answer the following question: What are two ways you could contribute to the future of agriculture?Then (if they haven’t completed this already) have students write 1-2 paragraphs to 3. describe how they can employ the pillars of trait stewardship to ensure that their super plant still exists and is relevant in 5-10 years.

Assessment QuestionsExperts now predict our planet will need to double agricultural output by ______ to 1. feed a growing population.By some estimates, that means producing more food in the next ___ years than has 2. been grown in the last _________ years. How can biotechnology play a role in feeding the world in the future? 3. List two ways you can contribute to the future of agriculture using your knowledge of 4. biotechnology and trait stewardship.

Answers20501. 50; 10,0002. Possible answers:3.

Drought-tolerant crops• Insect-tolerant crops• Higher yielding crops• Aiding people in becoming more self-sustaining• Nutritionally valuable crops•

Answers will vary.4.

Have students develop a personal pledge or commitment statement toward being a part of responsible agriculture for the future. The personal pledge or commitment statement would include the role students see themselves playing in agriculture in the future, what they see as valuable within agriculture and how they would play a part in sustaining that value in agriculture.

Monsanto’s pledge toward a better world can be found at: http://www.monsanto.com/responsibility/our_pledge.asp.

Locate the Web site (http://monsanto.com/responsibility/sustainable-ag/produce_more.1. asp) and project it for students to view (or have them fi nd it online and review it on their own computer).Let students know that there will be three questions asked at the conclusion of the 2. video. In order to answer the questions, they should make mental notes as they see years mentioned and listen for thoughts about biotechnology’s role in the future. Have students read through the short article on the Web site and watch the short video 3. clip (3:05 minutes) by Per Pinstrup-Andersen.

Debrief Activity - cont’dShow slide #6 to fi nish the debriefi ng, 3. pointing out the following key point:

The use of biotechnology is the • implementation of science knowledge. If researchers are innovative and agriculturalists are stewards in the use of technology, the process results in potentially feeding the world and a better future.

Option 1

Option 2

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Entry Points - cont’d

Lesson Objectives Preview

Core Instruction - How do I facilitate instruction on the core topics?

©2009. Monsanto/Relevant Classroom. All Rights Reserved.

At the conclusion of the video clip, pose these 4. three questions (slide #2):

Experts now predict our planet will need to • double agricultural output by ______ to feed a growing population.

Answer: 2050• By some estimates, that means producing • more food in the next ___ years than has been grown in the last _________ years.

Answer: 50; 10,000• How can biotechnology play a role in • feeding the world in the future?

Possible answers:• Drought-tolerant crops• Insect-tolerant crops• Higher yielding crops• Aiding people in becoming more • self-sustainingNutritionally valuable crops•

Show slide #4 to share the following key points:4. •

The process of developing a biotech • product must be thoroughly thought out. Developing a biotech product for • the market is a huge investment and commitment of time, money and resources. Everyone is a stakeholder in these • investments.

Show slide #5 to explain that, while some of the 5. students may be biotechnology professionals or agricultural producers one day, all of them will be consumers.Divide the students into three groups which 6. will represent biotechnology professionals, agricultural producers and consumers. Use 7. Activity Sheet 2 - Mock Checks to provide each group with a $100 million check. Give the groups two minutes to discuss 8. which plant they are going to invest in for development. Allow each group to tell which “super plant” 9. they have decided to purchase and why that particular plant was chosen. Then have each group explain why it was the wisest decision for their group.

Complete Activity

Activity Directions

Show slide #3.2. Students are to design a “super plant” that 3. will aid in feeding the world in the future. This plant will be developed through the use of biotechnology by adding specifi c traits to plants that they currently do not possess. Challenge the students to be creative in picking 4. out the traits they’ll add to existing crops. If students are struggling, a quick brainstorm of plant traits that could aid in feeding the world might be necessary. An example might be drought tolerance. To put that in a “super plant,”

Activity: Super Plant Sale

List two ways biotechnology can play a role in feeding the world in the future.• Design a “super plant” to aid in feeding the world in the future.• List two ways to contribute to the future of agriculture.•

one might take genetic material from a cactus that is drought-tolerant and insert it into a corn plant so that the corn will survive and produce a crop even when it does not receive very much water. Once students have the concept down and are armed with trait ideas, have students draw a 5. picture of their “super plant.” Along with the picture, they should provide a description of it, the trait they have added and a brief explanation of why the plant would aid in feeding the world. Mention to the students that their plants will be up for sale once they are created.

Discuss with students how the use of biotechnology and trait stewardship is an 1. investment. Highlight the following key points:2.

The “Super Plant Sale” experience is similar to the process biotechnology • professionals go through. The students were able to use science knowledge in the form of biotechnology to • innovatively produce an agricultural product. Different groups may value these innovations differently, but the overall goal is to • feed the world and provide a better future. The entire process is an investment that includes more than just time and money. It • also includes innovation, effort and collaboration.

Debrief Activity

NOTEIf students have done the previous lessons with respect to trait stewardship, remind them that with the use of biotechnology comes the responsibility of trait stewardship. If they have not done the previous lessons on trait stewardship, take a moment to briefl y explain trait stewardship. Trait stewardship is preserving the value and integrity of genetically enhanced crops through grower licensing, insect resistance management, grain marketing and protection of intellectual material.

Distribute 1. Activity Sheet 1 - Super Plants to each student or group. (Flip chart paper also may be used for the activity).

Allow students eight minutes to design and draw their plants. 1. Explain that they will be putting their plant ideas up for sale.2. Post the pictures around the room for everyone to see. Allow students to briefl y 3. describe their “super plant.”