$JUL (QYLURQPHQWDO 5HVRXUFHV - Gov Soil and Crop Improvement Association - Tyler Wright PEI Department of Education - Clayton Coe PEI Department of Education - Joan Moore PEI Department

www.edu.pe.ca/agriculture/index.html

Agriculture Education Prince Edward Island

Canada / Atlantic Provinces Farm Business Management Programs

Prince Edward Island Agricultural Human Resources Development Council Inc.

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http://www.edu.pe.ca/agriculture/

ACKNOWLEDGEMENTS

The first edition Agri-Environmental Resources was designed to give Atlantic Canadian teachersup-to-date information on environmental issues facing the agricultural industry.

The Prince Edward Island Agricultural Human Resources Development Council Inc. would like tothank the Canadian Heritage, the Francophone Division of the PEI Department of Technology andEnvironment and the Atlantic Farm Business Management Programs for their partnership indeveloping this resource.

Thanks is also extended to Jennifer Craig, BSc. (Agr.), BEd., for researching, developing, andwriting this resource.

We thank the following organizations for their generous permission to use their material:

1. Atlantic Farmers Council, Atlantic Environmental Farm Plan, 1995.2. Ontario Federation of Agriculture and Ontario Ministry of Agriculture, Food and Rural

Affairs, Best Management Practices, 1994-1997.

Thanks to the many people and organizations who donated time and skills to develop this resource.

PEI Soil and Crop Improvement Association - Tyler WrightPEI Department of Education - Clayton CoePEI Department of Education - Joan Moore

PEI Department of Agriculture - Rachel CheveriePEI Department of Agriculture - Thane Clark

East Wiltshire Junior High School - Sharon Craig

© 1999Prince Edward Island Agricultural Human Resources Development Council Inc.

Photocopies may be made for classroom use only.

TABLE OF CONTENTS

Introduction 1

Science Links 2

Modules 3

Digging Deeper 3Keep it Flowin g 17Don’t Let it go to Waste! 29Pesky Pests 42Where to From Here? 50

Resources 56

Web Sites 59

Industr y Contacts 60

Evaluation 61

References 62

Glossar y 64

Partnershi ps

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INTRODUCTIONEnvironmental awareness is happening all over the world. Everyday, people

are becoming increasingly interested in the well being of the world around them.Agriculture is no exception. Farmers are implementing many sustainable agriculturalpractices in their operations. This resource addresses a number of environmentalissues that are facing the agricultural industry. It is meant to allow students andteachers to expand their knowledge on these issues, explore topics that they hear aboutin the media on a regular basis and develop opinions on these topics.

The concept of sustainable agriculture is outlined in the Atlantic CanadaEnvironmental Farm Plan. This program was prepared by the Atlantic FarmersCouncil and is supported by various Agricultural organizations throughout AtlanticCanada.

Each module in this resource sets out a description, objectives and curriculum links.More specific curriculum connections are included for topics in the Atlantic CanadaScience Curriculum.

This unit concentrates on one general expectation - that students will gain awarenessand appreciation of the interdependence between the environment and agriculture.Within the context of both agriculture and environmental issues students will:

ee obtain information from various sources and make decisions based oninformation.

ee form their own opinions about what they see and hear.ee communicate these opinions using bias-free language and conflict

management skills.ee assess environmental problems in school or community and prepare an

action plan to address them.

The modules are presented in a lesson format with teacher information, studentlearning activities and extension possibilities. The activities are not defined by time.Some may take a few minutes whereas others may take two or more classes. Theamount of time devoted to each activity will depend on the extent to which it isexplored.


SCIENCE LINKS

There are a number of links to various topics in the Atlantic Provinces EducationFoundation science program. These links are shown below. There are also fits withinother curriculum area and these are noted at the beginning of each module.

Gr. 7 Gr. 8 Gr. 9 Gr. 10

Module 1Soil

-Interaction within -Water Systems on n/a -Sustainability ofEcosystems Earth Ecosystems-Earth’s Crust -Weather Dynamics-Mixtures & Solutions

Module 2Water


Module 3Manure

-Interaction within -Water Systems on -Atoms & -Sustainability ofEcosystems Earth Elements Ecosystems-Earth’s Crust -Weather Dynamics-Mixtures & Solutions

Module 4Pests

-Interaction within -Water Systems on -Diversity of -Sustainability ofEcosystems Earth Life Ecosystems

-Cells, Tissues,Organs & Systems

Module 5FarmPlan



DIGGING DEEPER, SOIL IN ATLANTIC CANADA

7 - 10

DESCRIPTION

Soil erosion is one of the most important environmental issue in Atlantic Canada. Students inthis region need to be familiar with soil conservation practices.

CURRICULUM

CONNECTIONS

Science ArtLanguage Arts Social Studies

OBJECTIVES

& to develop an understanding ofthe importance of soil.

& to develop opinions on soilconservation.

& to list characteristics of soil.& to construct a model exhibiting soil

conservation practices.

MODULE 1


Digging Deeper Teacher Information

Grades 7 - 10

INTRODUCTION

Most crops need soil in order to grow. Therefore, soil preservation and conservation is ofutmost importance in our region. The future of the family farm and our domestic food supplyis dependent on protecting land for future generations. In order for farming to remainsustainable, farmers must adopt soil conservation practices and look after this preciousresource. This module gives background on some of the soil issues pertaining to our region.

WHAT IS SOIL?

Soil is the basic material in nature from which plants derive the nutrients necessary for theirgrowth. Soil is made up of four main parts - minerals, organic matter, air and water. Itconsists of three layers. The top and most important layer is called topsoil. This is where theorganic matter is located and the soil that is needed for optimum plant growth. Second is thesubsoil and third is the parent material.

The texture of the soil can affect many things. Texture refers to the mixture of different-sized mineral particles in a soil. Soil texture is a combination of sand (largest), silt (smaller)and clay (smallest) particles.



Grades 7 - 10

WHAT IS THE PROBLEM?

Erosion of agricultural land is one of the biggest challenges facing farmers in the AtlanticRegion. Erosion can occur by wind, water or tillage.

Soil erosion by water is probably one of the most significant forms of erosion in this region.This is due to intensity of rain received and slope of land being farmed. Raindrops break upthe soil and it is then carried away by running water.

Erosion by wind occurs when the soil is dry and has been loosened by cultivation or whenbare land is exposed to wind due to lack of snow or vegetative cover. Erosion due to windtends to be most visible in winter when you can see snow drifts covered in soil.

Tillage erosion occurs when equipment used to break up the land moves the soil downhill.When plowing downhill, the plow and gravity work together to move soil downwards.Overtime, topsoil at the top of the field will be removed and will sit at the bottom of thefield. This causes exposure of subsoil on hilltop areas.

WHY IS THIS A PROBLEM?

Erosion is a problem for a number of reasons. Through water runoff, soil can deposit inwaterways and cause rivers and streams to become narrow. This causes a major problem forfish and wildlife habitat. Another concern is the fact that all of the organic matter in soil isfound in the topsoil. With the removal of the topsoil, crops will need the addition of moreagri-chemicals and fertilizers in order to make up for the organic matter loss. This is a highercost to the farmer for input costs and loss in production while being stressful on theenvironment.



Grades 7 - 10

WHAT CAN BE DONE?

In order to save our soil, there are a number of practises which could be implemented on afarm to reduce soil erosion rates. It is important that all farmers implement some or all ofthese practices to decrease current rates of soil erosion.

Buffer Zones

Buffer zones are permanent borders along waterways that help to reduce the amount of soilending up in streams. These zones act as filters to slow water and catch soil particles. Theyalso help to maintain soil structure in areas where there is a lot of traffic due to farmvehicles.

Cover Crops

Cover crops can be grown to protect soil when a field is not in use. Late summer to early fallis a prime time for farmers to establish cover crops before winter sets in. Fields should becovered from November to April. This is when the majority of precipitation in AtlanticCanada is received. Cover crops help reduce soil erosion rates, maintain soil structure andadd organic matter.



Grades 7 - 10

Crop Rotation

Crop rotation involves alternating cereal crops (eg. oats, barley) with forage (eg. clover,alfalfa) and row crops (potatoes, corn). Why should this be done? Forage and cereal cropshave root systems that improve soil structure. They also return organic matter to the soil. Ifthey are left over the winter months, soil is not exposed to wind, rain and snow therebycutting down on erosion (cover crops). Row crops deplete soil of valuable nutrients andprovide little cover or organic matter. By using a three year crop rotation (example, year 1 -grain, year 2 - alfalfa, year three - potatoes), the soil has a chance to replenish. Crop rotationcan also help to reduce incidence of disease and pests due to the fact that it breaks theircycles.

Strip Cropping

Strip cropping is the practice of establishing alternating strips of row crops, forages andcereal across the slope of a field. This practice allows farmers to divide a field into smallersections and grow different crops in one field. This helps to decrease erosion by preventingrunoff and also helps to replenish nutrients and moisture levels.


Digging Deeper Classroom Activities

Grades 7 - 10

OPENING

1. Teacher Demonstration: Use the following illustration to show the value of our soil.You will need an apple for this demonstration.

Have the students estimate how much of the earth’s surface is used to produce food.Using an apple to represent the earth, cut the apple into quarters. Explain that threequarters of the earth are covered by oceans and other bodies of water. Set these threequarters aside. The remaining quarter represents the total land mass of the earth.

Cut this quarter in four; one-sixteenth are mountains, the second sixteenth aredeserts, the third sixteenth is tundra, ice caps and land not suitable for farming. Theremaining sixteenth is all the land suitable for growing crops.

Cut the remaining portion in two and set one aside. This one represents land thatcould be used for food, but is covered by roadways, cities, houses and other buildingsthat people have built.

You are now left with a small slice representing one thirty-second of the earth.Carefully peel this slice. This small, thin piece of apple peel, barely 3% of the apple’ssurface is the topsoil which we need to grow food.

Using a thought web, have the students brainstorm ideas about why soil is important. Discusshow we can protect it.



Grades 7 - 10

2. Bring in 4 or 5 different soil samples for students to examine in order to determine soiltexture. Provide students with a copy of the “How Does it Feel” worksheet. Have themcompare and share their results.

DEVELOPMENT

1. Demonstration: Are all Soil Particles the Same Size?Fill a see-through container (large fruit jar) about two-thirds full of water. Pour soilin until the jar is almost full. Replace the cover and shake vigorously. Set the jar ona table and let the soil settle. This will take awhile because the smaller particles willbe slow in settling. The soil will consist of 4 layers coarse sand on the bottom, finesand next, then silt and clay on top. Hold a piece of cardboard beside the jar and markthe levels of the different layers on the card. Compare two or three different soilsamples.

a. Why did the coarse sand settle first?b. Why are the levels different for different soil types?

2. Mulching is an alternative to a cover crop. While not as effective as a cover crop, it still doesmuch to control erosion by reducing the impact of raindrops hitting the soil surface and byreducing runoff. Mulch consists of chopped straw or hay spread evenly over a recentlyharvested field.

Using the following demonstration, students can discover how mulch prevents soil loss.

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Grades 7 - 10

Line two cardboard boxes with plastic and fill with soil (see diagram). Place boxes on a table,elevating one end of the boxes to simulate a sloping field. Cover onebox of soil with grass, straw or sawdust. Leave the other one bare.Sprinkle water on both boxes using the same amount of water andpouring at the same rate from an equal height. Compare the rates atwhich water runs into the collection jar. Which one had a higherrunoff?

*You can repeat this experiment using a cover crop. Instead cut apiece of sod from a pasture or lawn to fit the box. Repeat the rest ofthe demonstration as above. How do all three of these examplescompare? Discuss the necessity of cover bare agricultural land.

3. Invite a farmer to come in and discuss land improvement strategies that he/she is using onhis/her farm.

4. Divide the class into groups of four and give each group a copy of one of the case studies onsoil management. As a group have students discuss the problem faced by the farmer in thecase study. In their groups have students examine two perspectives and develop solutions.



Grades 7 - 10

5. Have students look at the contour map (pg. 16) provided and discuss. What can they tellabout this map? It may be useful to have a speaker in from your local GeographicInformation Service to discuss the making and use of maps.

CLOSURE

Make a model of a farm exhibiting good soil conservation practices. This needs to be planned by thewhole class in detail under your guidance. Students will have to do some research into what type ofsoil erosion problems are in their area and what conservation methods are used (crop rotation, stripcropping, buffer zones, mulching). Contact members of the Department of Agriculture in your areafor references or visual aids.

1. Decide what construction materials are needed. Models are usually built of fibre insulationboard, paper mache or a salt-flour mixture on a sturdy base. A good method is to cut thefibreboard to match the outlines of the different contours of land.

2. What conservation measures are to be applied?3. How will they model structures such as dams, buildings, fences and bridges.4. If the students wish to make it more “real”, obtain a contour map for your area from the

Department of Agriculture Geographic Information Services.

Base: use lumber about 2.54 cm thick in whatever size and shape you choose. A 30 hectare farmcould be 60 cm X 122 cm. The first layer of insulation board should be the same size as the base. Cutthe following layer to match the contours of the land, stack the pieces in the order of succeedingelevations and glue together. File to edges to make slopes smooth and even. Use paper mache to dothe final shaping. Minor cuts can be made for streams, roads and other physical features.



Grades 7 - 10

After the main shape has been made, paint the entire top surface with glue and sprinkle with sand.This gives the surface texture and resembles different fields if the sand is painted.

Buildings: Cut buildings from softwood. Students can do carving, however, windows and doors canbe painted in.

Fences: Use dark nails or pins for fence posts and cut them to a suitable height. To simulate barbedwire, use fine wire fastened by a loop around each post.

Clover, alfalfa, grass: Paint the area you wish and sprinkle sawdust of appropriate colours overthem. Try using different sizes of sawdust to show different types of grass.

Bare Soil: Fine sawdust or sand

Corn: Strips of stiff burlap standing upright in rows.

Shrubs: Use pieces of coloured sponge and glue them in place. Larger areas can be done the sameway.

Encourage the students to be creative and have fun. Try to get them to make their model as accurateas possible. If you have a large class you might try doing two models.


Digging Deeper

Case Study #1

The Situation :

The Gardiners own a 400 hectare farm in Hants County, Nova Scotia. At the moment they aregrowing a number of different horticultural crops (carrots, cabbages, corn, etc.). The land is quitehilly, surrounded by forest and has two streams running through it. The Gardiners are under financialstress at the moment and need to develop a system in which to generate more money. They havedecided that they will clear some of the forest land to plant soybeans and more corn. They also willstop using a crop rotation in order to plant crops that are demanded by the market at the time that willallow them to make the most money.

Short Term Outlook:The Gardiners could continuously plant a crop such as corn that would give a higher return than theinputs required. They could cut down the forest so that they will be able to plant more crops toincrease their yield and their profits. By doing this they will generate enough money to pay all oftheir bills and increase their profit margin.

Long Term Outlook:By stopping crop rotation, soil erosion would increase and topsoil would eventually be depleted.With the reduction in topsoil, future crop yields will be reduced. The removal of some forest landwould promote wind erosion and future soil depletion. Therefore, the Gardiners will have a lowercrop yield and return on their crops in the years to come.

Alternatives:The Gardiners have debts to pay at the present time and need to find some way to increase revenue.If they carry out this plan, however, the soil will be weakened due to erosion and long term profitsmight be non-existent. What would you do if you were the Gardiners? Discuss some possiblesolutions that would serve in both the short and long term. Use the background information suppliedby your teacher to support your argument.


Digging Deeper

Case Study #2

The Situation :Windy Farms has been in the Clarke family for six generations. They have been quite successful ingrowing potatoes in a three year crop rotation for a number of years. The last five years however,their yields have been lower causing a decrease in profits. Their land is quite elevated and somefields resemble a small ski hill. An environmental group has noticed that the river that runs throughWindy Farms is filling with silt and sand, causing a decrease in fish and wildlife. They are concernedthat the river will fill to the point that the fish and wildlife will die out in this area all together.

The Clarkes’ Outlook:The Clarkes know that something must be done in order to increase their yield and they are upset thatthe river is being filled in, however, they have a farm to run and need an income to keep it going.They are unsure of how they can change their farming practices in order to increase revenue.

Environmentalist Outlook:The river is a natural habitat for fish and wildlife. Due to the amount of erosion from Windy farms,the river is filling at an unusually high rate. The environmental group have considered taking legalaction to prevent the Clarkes from farming this land at all.

Alternatives:Discuss both sides of this issue. Can you find alternative farming practices for Windy Farms that would decrease the rate of erosion? What solutions would you suggest?


Digging DeeperPartner names________________________

How Does it Feel?With a partner, discover the texture of a soil sample.

Soil has three types of textures: sand, silt and clay. Most soils are a combination of the three. Usingthe samples that your teacher has provided, discover what texture each soil has. Read the directionsbelow to determine what kind of soil you have.

1. Test two of the soil types provided using the following method.a. Place a small amount of soil in the palm of your hand.b. Slowly add water until the soil stays together.c. When the soil stays together, it is ready to identify.

2. Roll, squeeze, flatten the soil in your hand what texture does it have?a. Sand if it: - feels gritty

- has grains (or particles) that can be seen- will not remain in a ball when squeezed

b. Silt if it: - feels slippery like flour- is not really sticky

c. Clay if it: - feels sticky- can be squeezed gently upward in a ribbon when placed between the thumb and fore finger

3. Fill in the following table.

Soil Type A Soil Type B

What does it feel like?

Does it stay together when squeezed?

Does it form a ribbon?

Our soil texture is mostly...

4. Compare your results to that of other groups. How do they compare?


CONTOUR MAP

Two metre contour maps help to determine the slope of the land and the slop along watercourses. Contours help engineers determine suitable land for specific crops. They are alsoused to determine soil erosion. This map is showing contours and property lines.


KEEP IT FLOWING WATER IN ATLANTIC CANADA

7 -10

DESCRIPTION

Water is a precious resource. It is essential that students understand that they are able tohelp in water conservation.

OBJECTIVES

& to explain the pathway of thewater cycle.

& to determine personal water use.& to examine the importance of

water in different cultures.& to describe the water filtration

process

CURRICULUM

CONNECTIONS

Language Arts Science ArtSocial Studies

MODULE 2


Keep it Flowing Teacher Information

Grades 7 - 10

Introduction

Water brings our planet to life and is essential for every living thing in the world. Water isa precious resource. It is our responsibility to keep water free of contaminants so that we cancontinue to have a clean source for humans and animals. Contamination of water due toagriculture can occur from manure, pesticides, fertilizers and topsoil. It is up to all of us todo what we can to keep the water supply clean.

The Water Cycle

Water is never created or destroyed, it is always in constant motion. Water is recycledthrough the environment in a number of pathways called the water cycle. This cycle isbalanced over every hectare of land or every kilometre of river, stream or ocean. We allaffect this cycle every time we turn on a faucet or flush a toilet. Below is a basic outline ofthe water cycle.



Grades 7 - 10

THE WATER CYCLE

1. Water evaporates from lakes, rivers, oceans, plants, land because ofenergy from the sun.

2. The water condenses and forms clouds.3. Precipitation falls from the clouds in the form of snow and rain, etc.4. Water flows back to the oceans, lakes, rivers and ground water sources.

The Water Cycle



Grades 7 - 10

Around the Home

Everyone can help to conserve water whether they are two or ninety-two. Wise managementof water in the home will help to ensure ample supply and safe use for everyone. There isa direct link between the wastewater created in the home and that which comes out of thetap.

Surface Water

Surface water comes from lakes and rivers. Many urban and rural water supplies come fromtreated surface water. Water runoff from lawns, fields, etc. helps replenish lakes and riverswith surface water. Pesticides, fertilizers, manure and soil are all sources of contaminationfor surface water.

Wells

Wells are drilled, dug or bored into the ground. Most rural homes have a well. Ground wateris found beneath the ground and is formed by rain and snowmelt that filter down throughthe soil. As water seeps down into the ground, soil and organisms help to purify the water.The water stockpiles in an area referred to as the water table.



Grades 7 - 10

Home Water Use

Canadians use over 350 litres of water per house hold a day. Canada and the United Statesuse twice as much water as Europeans. We have to increase our water use efficiency use andhelp prevent contamination so that future water use will be clean and clear of pollutants.Decreasing the amount of contaminants that are put into water at home can help to cut downon the risk of polluting well water, lakes and rivers.

Cutting down on the amount of water that we use is important. It is also important to makesure that harmful substances are not put down the drain. Don’t leave the water running if youdon’t have to! Look at the chart to see average Canadian home water use.



Grades 7 - 10

Around the Farm

The water used around farm buildings can directly affect the quality and amount of wateravailable to use. The majority of uses for water on a farm include: watering livestock,washing barns and milking equipment washing, chemical mixing and greenhouse irrigation.Much like home, keeping farm water use to a minimum is important.

There are many good reasons to keep surface and ground water clean: family, livestock, fishand wildlife, neighbours and community to name a few.

WASTEWATER

Wastewater carries pollutants. Wastewater is produced when water comes in contact withcontaminants such as milkhouse rinse water or manure runoff. It is important to preventthese pollutants from reaching ground and surface water sources.

WETLANDS

Wetlands are made up of marshes, swamps, bogs or a combination of these. Wetlands arefound where land meets water. They contain a number of water-tolerant plants and arecovered by shallow water. Some farmers have been draining wetlands on their property inorder to increase area for crop production. Others are trying to maintain and protect theirwetlands for wildlife. Often the best way to preserve a wetland is to leave it alone. Wetlandsalso provides water to recharge the ground water supply.

A buffer zone is a strip of undisturbed or uncultivated land that borders a river, stream, lakeor wetland. Trees, shrubs and grasses in a buffer zone act as a natural filter to reduce theamount of pollutants reaching surface water resources. Wildlife habitat is also provided ina buffer zone area.


Keep it Flowing Classroom Activities

Grades 7 - 10

OPENING

1. Brainstorm a list of areas in which we use water. Encourage them to fill the board.The purpose of this is to allow students to see that water is essential and therefore wemust preserve it.

2. Throughout our history, various cultures have stories about the value of water. Inmany world religions, water plays an important role. Many religious, folk and culturaltraditions revolve around water. Have the students find a legend involving water.Using these myths and legends as a guideline, have students write a legend aboutwater in the 1990's. Illustrate the stories. Compare the legend they found to the onethey wrote. What differences are there? What similarities?

DEVELOPING THE CONCEPT

3. Where does water come from and where does it go? Have students devise a simpleexperiment to observe the water cycle. Upon completion of their observations,students should write a paragraph describing their observations and drawconclusions. How did their predictions compare to their results?

4. Water Cycle crossword puzzle. Have students complete the crossword to increasetheir water word vocabulary.


Keep it Flowing Classroom Activities

Grades 7 - 10

5. How much water do we use? Often we have no concept of the amount of water weuse. For one week, have the students record every time they brush their teeth, shower,have a drink of water, wash their hands, basically every time they turn on a tap. Atthe end of the week, have the students estimate how much water they used (in litres)and discuss ways that they could decrease their water usage. Have students show theirresults using a bar graph or pie chart.

6. Waste water often contains many impurities that make it look and smell bad. Thewater may also contain organisms that can cause disease. Water treatment is done torid the water of impurities and make it clean before it can be used again. Watertreatment plants use a 5-step process: 1. Aeration; 2. Coagulation; 3. Sedimentation;4. Filtration; and 5. Disinfection. Try the Water Filtration (pg. 25) demonstration toshow how water can be treated to make it clean.

CLOSURE

7. Have students research and set up a model to demonstrate how ground water returnsto lakes and stream to be used again by people. Discuss how events like flooding mayhave an effect on this process.


Keep it Flowing

WATER FILTRATION(used with permission of the Environmental Protection Agency)

OBJECTIVETo demonstrate the procedures that water treatment plants use to purify water for drinking.

MATERIALS5 Litres swamp water (or add 2 cups of soil or mud to 5 litres of water)1 2-Litre container (a plastic pop bottle works well) with cover2 2-Litre containers - one with top removed and one with bottom removed1500 ml beaker500 ml beaker20 grams of alum (potassium aluminum sulfate - approximately 2 tablespoons)800 ml fine sand800 ml coarse sand400 ml small pebblescoffee filterrubber bandtablespoonstopwatch

PROCEDURE1. Pour 1.5 L of swamp water into a 2-L container. Have students describe the appearance and

smell of water.

2. Aeration is the addition of air to water. It allows gases trapped in the water to escape andadds oxygen to the water. Place the cap on the bottle and shake the water vigorously for 30seconds. Continue the aeration process by pouring water into either of the cut off bottles andpouring the water back and forth between the cut-off bottles 10 times. Ask students todescribe any changes they observe. Pour the aerated water into a beaker or bottle with its topcut off.

3. Coagulation is the process by which soil and other suspended solid particles are chemically“stuck together” so that they can be removed from water (this is called floc). With thetablespoon, add 20 g (two tablespoons) of alum crystals to the swamp water. Slowly stir themixture for 5 minutes.


Keep it Flowing 2. Water Filtration

4. Sedimentation is the process that occurs when gravity pulls the particles of floc (clumps ofthe alum and sediment) to the bottom of the cylinder. Allow the water to stand undisturbedin the beaker. Ask the students to observe the water at 5 minute intervals for a total of 20minutes. Record observations with respect to changes in the water’s appearance.

5. Construct a filter from the container with its bottom cut off as follows:a. Attach a coffee filter to the outside neck of the bottle with a rubber band. Turn the

bottle upside down and pour a layer of pebbles into the bottle. The filter will preventthe pebbles from falling out of the neck.

b. Pour coarse sand on top of the pebbles.c. Pour fine sand on top of the coarse sand.d. Clean the filter by slowly and carefully pouring through 5 L (or more) of clean tap

water. Try not to disturb the top layer of sand as you pour the water.

6. Filtration through a sand and pebble filter removes most of the impurities remaining inwater after coagulation and sedimentation have taken place. After a large amount of sedimenthave settled on the bottom of the bottle of swamp water, carefully - without disturbing thesediment - pour the top two-thirds of the swamp water through the filter. Collect the filteredwater in the 500 ml beaker.

NOTE: In a water treatment plant, disinfectants are added to the water to purify it and killany organisms that may be harmful. This step is not included due to the fact that thesedisinfectants should not be handled in a classroom. Therefore, please note that THE WATERIS NOT SAFE TO DRINK! DO NOT LET STUDENTS DRINK THE WATER AT THE ENDOF THIS DEMONSTRATION.

RESULTSCompare the filtered and unfiltered water. Has the treatment changed the appearance and smell ofthe water?


Keep it Flowing Crossword Puzzle

ACROSS DOWN

4. falls from clouds in the form of snow and rain8. An area where water stockpiles10. The process of water changing from a liquidto a gas11. Water that comes from lakes and rivers13. water is often referred to as a precious ____15. A major use for water on a farm17. May be affected by water pollutants18. Drilled, dug or bored into the ground to getwater.19. Strips of uncultivated land that border rivers

1. Made up of marshes, swamps and bogs2. What all people must do with water3. Pollution of water5. Water carrying pollutants6. Occurs when water seeps down through theground7. Product used by farmers to help crops grow9. A pathway in which water is recycled throughthe environment.12. Water not on the surface14. Can occur during heavy rainfall16. Not dirty


Keep it Flowing Answer Key

ACROSS DOWN4. falls from clouds in the form of snow and rain 1. Made up of marshes, swamps and bogs8. An area where water stockpiles 2. What all people must do with water10. The process of water changing from a liquid 3. Pollution of waterto a gas 5. Water carrying pollutants11. Water that comes from lakes and rivers 6. Occurs when water seeps down through the13. water is often referred to as a precious ____ ground15. A major use for water on a farm 7. Product used by farmers to help crops grow17. May be affected by water pollutants 9. A pathway in which water is recycled through18. Drilled, dug or bored into the ground to get the environment.water. 12. Water not on the surface19. Strips of uncultivated land that border rivers 14. Can occur during heavy rainfall

16. Not dirty


DON’T LET IT GO TO WASTE! MANURE MANAGEMENT

DESCRIPTION

Manure is a valuable natural resource. With proper handling and management, it is a sourceof nutrients for soil and crops.

OBJECTIVES

& to develop an understanding ofthe importance of manure.

& to develop opinions on manuremanagement issues.

& to develop survey skills.

CURRICULUM

CONNECTIONS

Science Language Arts Social Studies

MODULE 3


Teacher InformationDon�t Let it go to Waste

Grades 7 - 10

MANURE MANAGEMENT

When people think of manure, they may think of pigs, cows, odour and mess. However,manure is extremely important to farmers and with proper management, it can be a great“natural” resource. Manure can supply nutrient requirements for crops and add organicmatter to the soil.

Livestock and poultry manure is essential to Atlantic agriculture. A large portion of cerealsand forages grown in Atlantic Canada is fed to livestock and poultry. In this way, the sun’senergy is converted into animal products for people to eat. Manure is spread on crops grownto feed both animals and humans. Animals can then be used for our consumption.

When manure is added to fields, it helps to maintain soil structure and replenish many ofthe nutrients taken out of the soil during the growing season. In order to get the maximumbenefits and reduce environmental risks from manure, it must be handled in such a way thatthe nutrients are preserved until it is ready to be spread on the land.

COMPOSITION OF LIVESTOCK AND POULTRY MANURES

What is manure made of and why is it good for the soil? Manure is composed of water,macro-nutrients (such as nitrogen, phosphorus and potassium), micro-nutrients,microorganisms and undigested materials such as weed seeds. Up to 90% of solid manureis organic matter which is why it is so good for the soil. When applied to the soil, it is brokendown quickly by microorganisms which allows plants to use the nutrients right away.



Grades 7 - 10

MACRO-NUTRIENTS

Macro-nutrients are the main nutrients that all plants require. Nitrogen, phosphorus andpotassium are the most important.

Nitrogen

Nitrogen (N) occurs in manure in two forms: ammonium nitrogen and organic nitrogen. Theammonia form is easily converted to a gas and lost to the air if not managed properly.Organic nitrogen has different challenges. It must be converted into a soluble inorganic formbefore plants can use it.

Phosphorus

Most of the phosphorus (P) found in manure is in the solid portion. It exists in organic andinorganic forms, but unlike nitrogen, it is not lost to the atmosphere. Runoff away frommanure storage areas can reduce the amount of phosphorus available in manure as well ascontaminate waterways. About half of the phosphorus from manure is available as fertilizer.The other half remains tied up in organic forms and is attached to soil particles.

Potassium

Approximately 75% of potassium (K) is found in the liquid manure portion. It is availableto plants as soon as it is worked into the soil.



Grades 7 - 10

MICRO-NUTRIENTS

Manure is high in other minerals such as boron, chlorine, copper, iron, molybdenum andzinc. It also contains elements that are important for animal health such as selenium,chromium, iodine and cobalt.

MANURE STORAGE

Storing manure properly is key to getting the most value out of it. However, it can be quiteexpensive to install a proper manure storage facility. Liquid manure has different storagerequirements than solid manure due to the fact that it is a liquid material. A properlydesigned manure storage will reduce the risk of contaminants escaping into the environment.Governments provide guidelines on how these storage facilities must be constructed.

Liquid Manure

There are two types of liquid manure storage: open and covered. These storages are usuallymade of concrete. An open system needs to be larger due to the fact that rain and snow willbe getting into it. Covered storage is much more expensive than the open type, but can besmaller in size.



Grades 7 - 10

Solid Manure

Solid manure can be stored in a number of ways. It can be removed from where it isproduced to a covered storage area. A covered solid manure storage keeps manure muchdryer by preventing direct rainfall. Secondly, it can be stored on a open concrete pad thatcollects runoff. An uncovered pad must be built larger to contain all of the rainwater andrunoff from the manure. A third option is to keep it in the barn, where it is produced, untilspreading.

There are challenges to preserving the manure in all of these systems. There needs to beprevention of runoff to eliminate the chance of contamination of waterways, wells andponds. It is also essential to reduce the loss of nitrogen (in all forms) from the manure .

APPLICATION

There can be too much manure spread on a field. Soil tests should be done when usingmanure so that farmers can determine the amount of manure needed. Different crops requirevarying amounts of nutrients, so nutrient levels for specific crops should be observed.Finally, after spreading, the manure must be worked into the soil quickly to reduce nitrogenloss and odour production.



Grades 7 - 10

How is it applied?

Manure can be spread or injected by manure application equipment. Manure applicationequipment differs depending on whether liquid or solid is being handled. The injection typedeposits the liquid manure directly beneath the surface of the ground. The spreader type ofapplication deposits solid or liquid manure directly on the soil surface.

ENVIRONMENTAL CONCERNS

Although manure is a wonderful resource, if not managed properly, it can pose a number ofenvironmental problems. Odour from manure can cause complaints from communitymembers living close to livestock farms. Farmers have been able to reduce odours, but thereis no way to completely eliminate them.

The major area of concern, however, is surface and ground water contamination. If notstored, managed and applied properly, phosphorus and nitrogen can pollute water, pose athreat to our families and communities and harm fish and wildlife. Phosphorus tends topollute surface water through runoff, while nitrogen tends to leach into ground water.Implementation of manure management systems that reduce or prevent water contaminationare very important for our environment and farmers, but they can also be quite costly.


Don�t Let it go to Waste Classroom Activities

Grades 7 - 10

OPENING

1. As a class, brainstorm what students think of when they hear the word manure.

2. Give students background (teacher) information on manure management.

DEVELOPMENT

1. Interview a livestock or poultry farmer to find out what type of manure handlingsystem is used on their farm. Determine environmental impact of this system.

2. Using the Internet sites provided (or by searching manure management), discoverwhat types of problems are facing both farmers and environment. What is being doneto solve some of these?

3. Using the teacher background information provided, develop brochures or pamphletspromoting the importance of manure management.

4. Create a survey on proper manure handling techniques. Make sure the questionsaddress some of the environmental concerns. Present this survey to a livestock orpoultry farmer and have them fill it out to see how their farm rates.



Grades 7 - 10

Rules of Conflict

1. I will be critical of ideas, not people.2. I will focus on obtaining the best decision, not being right .3. I encourage everyone to participate and make a valid contribution.4. I listen to everyone’s ideas even if I don’t agree.5. I try to understand both sides of the issue.

5. ProblemMania: Photocopy the What Would You Do? resource sheet and cut upinto individual cards. Divide the class into groups of four andgive each group a stack of cards. A students chooses a card,reads it and has less than one minute to quickly figure out whatthey would do in that situation. The student then reads thesituation aloud to the group and describes the decision theyhave made. The whole group then responds to this situationwith their own opinions. Explain the rules of conflict beforestarting this game.

[ N.B. Students may not have extensive background in a particular area. The main ideais that students have an opportunity to think critically, discuss their ideas and supporttheir opinions.



Grades 7 - 10

CLOSURE

Case Studies Allow students to work in groups of three and read one or more of the following casestudies. Have groups develop alternatives together. Students may have to do someresearch to find solutions. Share the results with the class as a large group.

[[ N.B. There are no correct answers, however, ensure that students have solid

reasoning to support their argument.


Don�t Let it Go to Waste!

Case Study # 1

The SituationDuring 1996, Lisa Barnes, a Newfoundland dairy farmer expanded her herd from 35 to 50cows in a tie-stall barn. In a tie-stall barn, cows are tied up and have a mechanical stablecleaner behind them. This moves the manure out of the barn into a pile located outside thebarn. She spreads the manure when the weather permits, but with the increase in cattle Lisafinds that she sometimes gets behind. Neighbours have been complaining of an increase inodour and have noticed that there has been an increase in growth of plants in and around theriver below the farm. The neighbours are upset with this situation and have called acommunity meeting to discuss the problem.

Lisa�s PerspectiveLisa realized that the manure pile was affecting the environment and decided that when sheexpanded her operation in 1996 she would make changes. Due to cost, she was unable tomake changes at the time of the expansion. Lisa is concerned about the river, however, sheis planning to add another 10 cows to her herd this year. If she buys these cows, she’ll beunable to afford to implement a new manure handling system until next year.

The Neighbours PerspectivePeople in the community are tired of the odour that the manure pile is emitting. Many ofthem say that they can’t even open the windows of their houses. They also attribute theunusual plant growth in the river to runoff from the manure pile and are concerned thatfurther problems will occur with the fish and wildlife.

AlternativesPretend that you are the experts at the community meeting. What suggestions would youoffer to help solve these problems?


Don�t Let it Go to Waste!

Case Study # 2

The Situation

Clifford Autumn, a poultry farmer from outside Sussex, New Brunswick stores the manureproduced on the farm in open piles or stacks on a concrete pad. This is a common storagemethod for poultry farmers in this region. The manure from this operation is dry, containsa lot of straw and will absorb some rainfall without producing runoff. Spring rains, however,could cause the manure pile to become saturated thereby producing a contaminated runoffthat could pollute ground water. That means that nearby wells could be polluted. Mr.Autumn is aware of the problem and is willing to correct it, however he is not sure what heneeds to do. He is also on a fixed budget and cannot spend a lot of money on this in the shortterm.

Mr. Autumn contacted an agricultural engineer to assess his situation and the engineer gavehim a number of options.

Projected Construction Costs

OPTION COST TOTAL EFFECTIVENESSCOST

Large Tarp with $330 ea. $990 Will keep out most ofanchor pipes (he requires three) the rain and decrease

runoff.

Roof $64.5/m $22,471 Will protect from rain,(15.24 m. x 22.86 m)

2

no runoff.

Runoff Storage $250/m (around the $4,500 Will not protect from(L= 3.0 m, W= 6.0 m, H = 1.8m)

perimeter) rain, however, willcollect all runoff.

Alternatives

Determine which option Mr. Autumn should choose and why. Be able to support youranswer with factual information.


Situation

You are a member of a country club that hasrecently voted to build a pheasant preserve toraise birds to hunt. You are opposed to thisidea because you feel that hunting shouldonly take place in the wild. What should youdo?

Situation

You are the president of a large company.You are very interested in preserving theenvironment and have requested anenvironmental review of your company. Theplant barely meets the legal requirements.You are polluting the community. If youmake the necessary changes, it will cost somuch that you will have to fire 45 employees.What will you do?

Situation

You are at the beach and notice a familypicnic nearby. You see that the family isgetting up to leave and doesn’t seem to betaking their garbage with them. Instead, theyare leaving it on the beach. What will youdo?

Situation

You are a police officer and your sister, whoruns an agri-business, has been dumping oldchemicals illegally. You have an opportunityto keep her from receiving punishment, butyou are concerned that she will probably tryto do it again. What do you do?

Situation

You are walking in the woods and you comeupon a young bear cub. There is no sign of itsmother. What will you do?

Situation

You see that your neighbour, who happens tobe your best friend’s father, is dumping wasteinto the river below his house. You know thatthis is devastating for fish and wildlife and isagainst the law. If you say anything yourfriend will probably never speak to you again.What will you do?

Situation

You are a judge in a case where a man hasbeen charged with shooting a moose out ofseason. He has been unemployed for monthsand is using the meat to feed his family. Whatwill you do?

ProblemManiaWhat Would You Do?


Situation

You are out trail biking with a friend and seetwo people you know and respect drop a verylarge bag into a hole. After they leave, you goover and discover that they have left old paintcans, used oil and other environmentallyunfriendly items. You know that you have tocontact someone to clean up the mess, butyou know that if you do, you will have toidentify your friends. What will you do?

Situation

Your community has decided that they willbe pesticide free. That means that no one is touse any chemicals in their gardens or on theirlawns. The community council has put a finein place for anyone caught using chemicals.You notice an elderly gentlemen across thestreet spraying his rose bushes withpesticides. What do you do?

Situation

You live on a farm. Your father has nomanure management system in place. Youknow that some of the runoff is polluting ariver nearby. You have tried talking to yourfather, but he doesn’t see a problem. Whatwill you do?

Situation

You are part of the environmental group atschool. They are upset with a local businessbecause of its waste disposal policy. Thegroup have tried writing letters and picketingthe business, but nothing has changed.Someone in the group decides that it is timeto do something drastic and suggests burningdown the business. Most of the group like theidea. What will you do?

Situation

You realize that acid rain is a problem in yourarea. You have an opportunity to car pool toschool with another family, however thismeans that you will not be able to play sportsafter school. What will you do?

Situation

While out for a walk in the Provincial Park,you pick a few flowers some of which happento be Lady Slippers. On your way out of thepark, you are stopped by a ranger and askedif you noticed anyone picking the LadySlippers. She points out a sign that requestspeople not to pick them because they are notplentiful in that area. What do you do?

ProblemManiaWhat Would You Do?


PESKY PESTS PESTICIDE USE IN ATLANTIC CANADA

7-10

DESCRIPTION

Pesticides and agricultural chemicals are often at the forefront of news stories. Students needto hear both sides to develop informed decisions and opinions.

OBJECTIVES

& to define the terms pest andsymbiosis.

& to develop debating skills.

CURRICULUM

CONNECTIONS

Health Language ArtsScience Social Studies Math

MODULE 4


Pesky Pests Teacher Information

Grades 7 - 10

INTRODUCTION

The use of pesticides on crops is a controversial issue throughout the world. Health riskquestions and food safety top the lists of concerns in relation to pesticide use. Whether werealize it or not, everyone relies on effective pest management techniques to ensure adequatefood supplies. We compete with insects, diseases and weeds for our share of food. It hasbeen estimated that without pest management, crop losses would average 40%. This sectiongives an overview of different types of management techniques. Provide students with allinformation so that they are able to form opinions based on factual information.

WHAT ARE PESTS?

Pests are different things to different people. A pest is anything that is in a place where it isnot wanted or can cause harm. Farmers consider insects, fungi, disease and weeds to be pestsas all of these will affect product quality and decrease yields.

WHAT ARE PESTICIDES AND WHY ARE THEY USED?

Pesticides are chemicals which are used to protect crops from pests. Pesticides are used tocontrol weeds, diseases and insects. Many people wonder why farmers use agriculturalchemicals when it has been shown that almost all crops can be produced using organic cropprotection methods. Plants do have some natural defence against pests, but like people,sometimes medication is needed to fight off disease. Crops could not be grown on such alarge scale if pesticides were not used. Pesticides allow farmers to produce high quality andhigh yielding crops to continue to supply people with enough food to eat.



Grades 7 - 10

Also with an increase in the world population, farmers must continue to produce foodsustainably with little effects from pests. Agricultural chemicals are vital to the industry’seffort to control pests. If no pesticides were used, the agricultural land base woulddramatically increase, thus natural wildlife areas would be converted to agricultural land.Even so, pesticide use must be kept to a minimum. With proper education and alternativemethods, use of agricultural chemicals will decrease.

RISKS?

Careless application or storage of pesticides can pose a significant threat to human healthand the environment. Presently, there is legislation that require farmers to complete aPesticide Certification Course in order to purchase or apply agriculture chemicals. Pesticidesthat are not handled properly can contaminate the water supply. Anyone who is applyingpesticides should wear protective clothing, safety goggles and respirators to prevent illness.

ORGANIC AGRICULTURE

Throughout Canada, food produced by organic means is in increasing demand byconsumers. Organic farming is a combination of agricultural practices and biologicalprocesses. Organic farmers manage their crops without the use of synthetic chemicals. Inorganic crop production, pests are managed by extended crop rotations, biological controls,disease-resistant varieties and varying planting dates. Biological controls are naturalpesticides that are used to reduce pests. Crop yields can be lower on organic farms.Therefore, more land and labour are required to produce similar quantities of food toconventional farming, attributing to higher prices for organic products.



Grades 7 - 10

INTEGRATED PEST MANAGEMENT (IPM)

Integrated Pest Management (IPM) is a system for managing pests that involves more thanone control method. It combines chemical, cultural and biological methods. This proves tobe both environmentally and economically sound.

IPM has many benefits. It allows for efficient use of pesticides only when necessary. Thereis less reliance on only one management method, thus reducing development of pestresistance to control methods. Most importantly for farmers, crop yield and quality ispreserved.

IPM requires farmers to have a greater understanding of the interactions among the speciesinvolved. It requires monitoring of crops by taking samples of weeds, insects and plants.Farmers set traps in fields to catch insects so that they can be counted and identified. Weedsare also identified and removed by hand, cultivation and/or mulching. Chemicals are thenapplied to kill pests during the vulnerable part of their life cycle so that they cannot causedamage to crops.

Many companies are starting research on reduced risk compounds that are moreenvironmentally friendly for pest control and safer for people to use.



Grades 7 - 10

BIOTECHNOLOGY

Advancements in research, especially in the area of biotechnology, have decreased the needfor pesticides for some crops. Scientists are developing insect, disease and viral resistantvarieties of plants which benefit both the farmer, the consumer and the environment.Biological forms of pest control continues to aid farmers in their commitment to sustainableagriculture.

RESIDUES ON FOOD?

Many people are concerned about the amount of residues on food left by agriculturalchemicals. The Canadian Government, under the Food and Drug Act, has regulations inplace to monitor the amount of residue that is permitted without endangering human health.Keep in mind that while traces of natural or synthetic pesticide residues may be present, theyare only on the surface of a product. They are not absorbed into fruits and vegetables. Thebest way to prevent sickness due to pesticide residues is to wash and prepare all fruits andvegetables carefully before eating them.


Pesky Pests Classroom Activities

Grades 7 - 10

OPENING

1. Have students develop a list of things that they consider pests. Point out that thingssome people consider to be a nuisance others may not. Look at the list and decidewhat “pests” are also considered beneficial in some instances and why.

2. Define symbiosis. Using the list created in question 1, discuss which “pests” arereally in a symbiotic relationship with another living organism. Have studentsresearch one of these pairs.

DEVELOPMENT

3. Contact a local food market and get students to compare the prices of food grown ina conventional way and food grown organically. Is there any difference in price?Why would this be? Discuss advantages and disadvantages of both of these ways ofgrowing food.

4. DEBATE: Divide students into groups to debate the following statement, “Allfood should be grown organically”. Have students research both sidesadequately so that both teams are able to put forth a good argument.Refer back to the rules of conflict in Module 3 if needed.


Classroom ActivitiesPesky Pests

Grades 7 - 10

5A. Through the use of biotechnology, companies have developed products that areresistant to disease and insects. For instance, NatureMark is a new variety of potato.This potato variety has a protein which is indigestible to Colorado Potato Beetle.When the beetle munches on the leaf, it cannot digest it and dies quickly. Theproblem with some of these initiatives is that over time, living organisms have theability to adapt and change. This means that eventually, some pests are able towithstand some crop protection products. Investigate the resistance of certain peststo particular products.

B. Read the fictional newspaper article, Protein Found to Prolong Aging Process.How do students feel about a product like this? Discuss the implications that thischemical would have on society.

CLOSING

A. Obtain labels from agricultural and lawn care chemical containers. Distribute theseto students and have them report the information contained on the label (ie: properhandling, storage, protective clothing).

B. Chemicals can have serious negative effects on our bodies if they are handledincorrectly and result in high levels being ingested or absorbed into the bloodstream.Research the effect that chemicals can have on certain body systems (reproductive,respiratory, circulatory, nervous, endocrine, etc.). Describe some of the conditionsthat can result due to prolonged exposure to these chemicals.

C. Extension (for Grade 9): Discuss ways that chemical exposure may lead to changes in a cell’s genetic information.


Pesky Pests Classroom Activities

Grades 7 - 10

PLEASE NOTE, THE ARTICLE BELOW IS FICTIONAL.

-Extra -NEWS RELEASE- Extra-

Protein Found To Prolong Aging Process

The Atlantic Canada Biotechnology After testing AgeOn on various labGroup have discovered a protein that helps animals, scientists claim that there are noto slow the aging process. Researchers side effects except extra strength andestimate that with the use of this protein, vitality. They recommend this product forhuman beings can live at least ten years people over 50.longer.

A new product, called AgeOn , is applied AgeOn , however, scientists predict it will®

to vegetables near the end of the growing be available the middle of next year. Thatseason. The protein is absorbed into the means that consumers will be able to startplant and does not break down when buying vegetables with AgeOn within twocooked. years.

®

No date has been set for the release of®

®


WHERE TO FROM HERE?ATLANTIC ENVIRONMENTAL FARM

PLAN7-10

?DESCRIPTION

The Atlantic Environmental farm plan is a very important initiative in the history of AtlanticCanada Agriculture.

CURRICULUM

CONNECTIONS

Science Art Language Arts Social Studies

OBJECTIVES

& to develop an understanding ofenvironmental issues.

& construct an environmental plan.

MODULE 5


Where to from here? Classroom Activities

? Grades 7 - 10

Photocopy article for students

THE ATLANTIC ENVIRONMENTAL FARM PLAN

used with permission of the Atlantic Farmers Council

Farmers throughout the Atlantic region and across Canada are more environmentallyconscious. In order to for farmers to have more information about environmentally soundagricultural practices, various agricultural organizations have joined together to encouragefarmers to farm in a sustainable fashion. The Atlantic Farmers Council has adopted theAtlantic Environmental Farm Plan for farms in this region.

The Atlantic Environmental Farm Plan (AEFP) is a very important initiative in the historyof Atlantic Canada’s agriculture. The plan calls for farmers to complete an environmentalassessment of their operation and develop an action plan tailored to the farm’s specificconditions.

The goal of the AEFP is to help farmers develop a practical, environmentally responsibleplan to operate their farm. Farmers are able to identify potential problems or environmentalhazards and find solutions to reduce the risk.

As farmers work through the AEFP, they are required to decide whether potential problemsare a result of natural risks (e.g. soil type or depth) or due to the way that they manage theiroperation. The next step is to determine what is needed to solve or control these problemsover the next number of years.

The program begins with the farmer or farm family undergoing a workshop. They do a siteevaluation of the farm and identify any potential or present problems or concerns. Thefarmer



? Grades 7 - 10

AEFP Workshop& site evaluation& assess potential concerns

receives a workbook which contains a number of worksheets so that he/she is able toevaluate all aspects of the farm. In the plan, farmers will assess areas such as water sourceand management, pesticide storage and handling, livestock and poultry management, soiland crop management, wetlands and wildlife management. They must prepare maps (seeexample provided) of farm structures and land to accompany the farm plan.

Upon completing the worksheets, the farmer reviews the results and considers possiblesolutions to the problem(s). In order to develop sustainable solutions, it is imperative thatthe farmer conduct research and contact knowledgeable resource people.

After solutions have been found and the farmer knows what needs to be done, he/she mustdevelop an action plan to implement the solutions. They need to figure out how long it willtake, the cost involved and action to be taken for hazardous situations. The coordinator ofthe program will then review the AEFP with the farmer and issue a certificate of completion.

Upon completion of the program, it is up to the farmer to implement the plan. If the farmergoes through the process then does nothing, no change will occur. It is important that thefarmer take the assessment and do what he/she can to make changes to reduce potentialhazards. It is then up to the farmer to re-evaluate the plan each year to make certain that itis effective.

The following chart summarizes the Environmental Farm Plan process:



?Grades 7 - 10

Complete Farm Review at home& review all farm operations and

complete worksheets

Look for solutions& consider possible solutions& consult resource persons and literature

Develop a realistic Action Plan& identify actions for high risk situations& develop a time table for the action

plan to take place

AEFP Review& coordinator reviews AEFP with farmer& certificate of completion issued

Implementation of Plan& put plan into action& re-evaluate each year

�

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? Grades 7 - 10

Activity

Using the background information and the outline below, createa farm/urban environmental plan for the community in which you live. Draw a map for your area.Use the sample map provided as a guide. It would be helpful to talk about some of these issues withyour parents and get their input. Discuss your plan with a group and have them make suggestionsas to what areas to improve.

THE ATLANTIC ENVIRONMENTAL FARM PLAN - OUTLINE

1. Define the problem clearly (of the farm, community or town)transportation, manure, pesticides, water, energy

2. Develop possible solutions (discuss with parents)research, resource people, survey

3. Make a decision (not too complicated)predict consequences, rate alternatives

4. Take actionwrite letters, political

5. Evaluationdiscuss outcome, make suggestions for improvement

Share your final plan with the class. Present your ideas for change and the action you will take.Discuss whether the action plan is feasible.



RESOURCESAGRICULTURE AND AGRI-FOOD CANADA - PUBLICATIONS

Mail: Public Information Request Service Tel: (613) 759-1000Agriculture and Agri-Food Canada Fax: (613) 759-6726 Ottawa, Ontario Voice/Fax-back: 1-800-346-2222K1A 0C7 E-mail: [email protected]

Individuals may obtain up to 5 free publications per year. Most groups and associations may obtainup to 100 free publications per year.

FILM AND VIDEO RESOURCES

National Film BoardThe following videos may be available from your local or provincial libraries.

Protecting Our Planet Series - 193C 9192 090/EC005A global education series of seven 15-minute programs featuring youngpeople from different countries taking action to effect positive changes in their local environment. Teacher’s notes included. Ages 10-14.

Perspectives in Science: The Complete Series - 193C 0197 110/EC005Students will see how science affects their daily lives and will develop the skills necessary to make moral and ethical choices in a technology driven world. Topics include soil, air, forestry, biotechnology, water and toxic waste. Six 1-hour videos.

Sustainable Development and the Ecosystem Approach - C0193 070/EC005A compilation of two videos produces by Environment Canada to encourage group discussions aboutenvironmental, economic and ecological concerns. Ages 13 and up.17 min


RESOURCES

Government of Newfoundland and LabradorFor more information on borrowing these videos call (709) 729-3843

Our Soil - 13:45 min

Toxicology - An Environmental Education Unit for Secondary Schools and Communities - 12:15 min

Farm Drainage

Soil Conservation - A Practical Guide - 39 minutes

Soil Erosion Control - Maintaining the Balance - 12:35 minutes

Prince Edward Island Department of Agriculture & ForestryCall Client Information Services at (902) 368-5663 for more information on these videos.

Erosion Control Structures and Machinery PracticesProduced in Grand Falls NB.

Gully and Rill Erosion Control

Conservation Tillage: Making the Switch A 24 minute video produced by the University of Guelph.

Squeezing Resources to Their MaximumProduced by the PEI Soil and Crop Improvement Association

Protecting Water QualityAn 18 minute video produced by CIBA-GEIGY.


RESOURCES

PEI Agricultural Human Resources CouncilTo borrow the following videos call (902) 892-1091

Natural Resource ManagementA compilation of segments on the Focus on Resources television series.

Land Management: Strip Cropping - 5:25 minutesEnvironmental Farm Plan - 6:10 minutesLand Management: Constructed Wetlands - 6:55 minutesLand Management: Land Clearing Practices - 5:20 minutesLand Management: Drip Irrigation - 5:08

Soils and Soil ConservationA compilation of video segments from the Focus on Resources television show.

Soil and Feed Lab - 4:33 minutesLand Management: Soil Survey Mapping - 7:00 minutesLand Management: Precision Farming - 6:23 minutesLand Management: Residue Management - 7:10 minutes

PUBLICATIONS

Additional Soil Resources (call: 902-892-1091)Agri-science Resources for High School Chemistry. 1997. Prince Edward Island Agricultural HumanResources Council Inc.

Agri-science Resources for High School Physics. 1997. Prince Edward Island Agricultural HumanResources Development Council Inc.


WEB SITES

Water� http://www.ec.gc.ca/water/ - Environment Canada web site on freshwater.� http://www.water-ed.org/ - A great web site developed by the Water Education

Foundation.� http://209.21.0.235/waterlearn/teachers_room/index.htm - WaterShare, teacher lesson

plans on various water topics. � http://www.dep.state.pa.us/earthdaycentral/96/project_wet/project_wet.htm - Project

Wet, water lesson plans for teachers.

Soil�� http://www.bib.wau.nl/agralin/ss-lsw.html - Land, Soil and Water Internet Resources� http://homepages.which.net/~fred.moor/soil/links/l0104.htm - Links to other soils pages.

Pests�� http://www.virtuo.com/farmsafety/pesticide/define.html - Pesticide safety page. It also

contains information on why pesticides are used.� http://ianrwww.unl.edu/ianr/pat/ephome.htm - A site devoted to pesticide education.� http://www.hc-sc.gc.ca/ - Health Canada discusses food safety and pest control.� http://members.aol.com/homeview2/info/index.htm - Resource List for Pesticide

Alternatives.� http://www.cropro.org - A site developed by the Crop Protection Institute.

Manure�� http://www.manure.mb.ca/ - Manitoba Livestock Manure Management Initiative�� http://res.agr.ca/manurenet/ - A Canadian Website dedicated to manure management.� http://www.ae.iastate.edu/waste.htm - Agriculture Waste Management� http://www.gov.pe.ca/af/temp/manureguide/management.asp - Draft of PEI Manure

Management Draft Guidelines

Environment/ Sustainable Agriculture�� http://www.ns.ec.gc.ca/ - Environment Canada - Atlantic Region� http://res.agr.ca/lond/gp/ - Canada-Ontario Agriculture Green Plan. Contains information

on Environmental Farm Plans and Best Management Practices.� http://agronomy.ucdavis.edu/SAFS/pages.htm - Sustainable Agriculture links pages.� http://www.dnr.state.wi.us/org/caer/ce/eek/teacher/tpages.htm - Teacher lesson plans

and Environmental Education for kids.


INDUSTRY CONTACTS

Eastern Canada Soil & Water Conservation Nova Scotia Agricultural CollegeCentre Box 550, Truro, NSRR 4, St-Andre B2N 5E3Grand Falls, NB ph: (902) 893-6600E0J 1M0ph: 506-475-4040

Fédération des Agriculteurs et Agricultrices MarketingFranophones du Nouveau Brunswick Box 550, Truro, NS18 rue de l’École B2N 5E3Edmunston, NB ph: (902) 893-6600E3V 1X6ph: 506-735-7013

New Brunswick Department of Agriculture and 339 Willow Street, Truro, NSRural Development B2N 5A6P.O. Box 6000 ph: 902-893-2293Fredericton, NBE3B 5H1 PEI Client Information Servicesph: 506-453-2666 440 University Ave.http://www.gov.nb.ca

New Brunswick Federation of Agriculture1115 Regent St. Prince Edward Island Department of AgricultureFredericton, NB and ForestryE3B 3Z2 P.O. Box 2000ph: 506-452-8101 Charlottetown, PE

Newfoundland & Labrador Department of ForestResources and AgrifoodsProvincial Agriculture Building PEI Federation of AgricultureP.O. Box 8700 420 University Ave.St. John’s, NF Charlottetown, PEIA1B 4J6 C1A 7Z5ph: 709-729-3843 ph: (902) 368-7289http://public.gov.nf.ca/agric/default.htm

Newfoundland Federation of Agriculture P.O. Box 21012P.O. Box 1045 Charlottetown, PEMount Pearl, NF C1A 9H6A1N 3C9 ph: 902-887-2535ph: 709-747-4874

http://www.nsac.ns.ca

Nova Scotia Department of Agriculture &

http://agri.gov.ns.ca/

Nova Scotia Federation of Agriculture

Charlottetown, PEph: 902-368-5663

C1A 7N8http://www.gov.pe.ca/af/agweb/index.asp

PEI Soil & Crop Improvement Association


EVALUATION FOR TEACHERSWe would really appreciate your feed back on this unit. Any suggestions or comments that you have

can help us to make future resources easier for you to use.

Completed forms can be sent to: Agriculture Education Coordinator, PEI Agricultural Human ResourcesDevelopment Council, 420 University Ave., Charlottetown, PEI C1A 7Z5Fax: 902-892-1091.

Please rate the following on the scale of 1 to 5 (1 being poor, 5 being excellent)

1. This resource was easy to follow and use. _______Comments: _____________________________________________________________________________________________________________________________________________________________________________________________________________

2. The background information was useful.______Comments: _____________________________________________________________________________________________________________________________________________________________________________________________________________

3. Students found the unit interesting and challenging._______Comments: _____________________________________________________________________________________________________________________________________________________________________________________________________________

4. Agri-Environmental Resources helped meet curriculum objectives.______Comments: _____________________________________________________________________________________________________________________________________________________________________________________________________________

5. How, if at all, could this unit be improved? _________________________________________________________________________________________________________________________________________________________________________

6. I would be interested in receiving Agriculture Education resources in future.

v Yes v No

If yes, please fill in the information requested below

Name________________________ School _________________ Grade ______

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REFERENCES

Atlantic Farmers Council. 1995. Our Green Agenda. Moncton, New Brunswick.

Federation of Ontario Naturalists & Soil and Water Conservation Society, Ontario Chapter. 1995.Don’t Treat Soil Like Dirt. Ontario, Canada.

Hill, Stuart B., MacRae, Rod, J. Organic Farming in Canada. Ecological Agriculture Projects -Publication 104. http://eap.mcgill.ca/publications.eap104a.htm

New Pioneer Co-op Online. Organic Foods. http://soli.inav.net/~newpi/organic.html

Ontario Agri-Food Education. Food, Farm & Fun. Milton, Ontario.

Ontario Farm Animal Council. 1996. Food for Thought. Mississauga, Ontario.

Ontario Federation of Agriculture, Christian Farmers Federation of Ontario, AGCare, Ontario FarmAnimal Council. 1992. Our Farm Environmental Agenda. Ontario, Canada.

Ontario Federation of Agriculture & Ontario Ministry of Agriculture and Food. 1997. BestManagement Practices, Soil Management. Ontario, Canada.

Ontario Federation of Agriculture & Ontario Ministry of Agriculture and Food. 1996. BestManagement Practices, Integrated Pest Management. Ontario, Canada.

Ontario Federation of Agriculture & Ontario Ministry of Agriculture and Food. 1994. BestManagement Practices, Livestock and Poultry Waste Management. Ontario, Canada.

Ontario Federation of Agriculture & Ontario Ministry of Agriculture and Food. 1994. BestManagement Practices, Water Management. Ontario, Canada.

Prince Edward Island. 1997. Cultivating Island Solutions. Round Table on Resource Land Use andStewardship. Queen’s Printer, Charlottetown, PEI.

Prince Edward Island Department of Fisheries and Environment & Environment Canada. 1996.Water on Prince Edward Island. Charlottetown, PEI.


REFERENCES

Prince Edward Island Department of Fisheries and Environment & Prince Edward Island Departmentof Agriculture and Forestry. 1999. Guidelines for Manure Management for Prince Edward Island.Queen’s Printer, Charlottetown, PEI.

Prince Edward Island Department of Fisheries and Environment & Prince Edward Island Departmentof Agriculture and Forestry. 1997. Best Management Practices, Soil Conservation for PotatoProduction. TechnoMedia Inc., Charlottetown, PEI.

United States Department of Agriculture. 1992. Teaching Soil and Water Conservation, AClassroom and Field Guide. Washington, D.C.

United States Environmental Protection Agency. 1995. Environmental Education Water Filtration.http://www.epa.gov/OGWSW/kids/filter.html


GLOSSARY

Biotechnology: A science that uses our knowledge of plant and animal systems to create a varietyof new products, improve products, plants and animals that already exist or develop micro-organismsfor specific uses.

Buffer zone: a permanent strip of vegetation along side a watercourse. It helps prevent erosion bydirecting surface water to a safe outlet.

Conservation Tillage: Tillage which reduces the amount of crop residue incorporated into the soil.

Cover Crops: A crop grown in rotation with regular crops which is grown for ground cover ratherthan harvest.

Cow Mattress: A product made from ground up tire pieces that is used to prevent incidence ofdisease in cattle.

Crop Rotation: Using a different crop in the same field for new planting. Crop rotation improvescrop yields and makes it easier to control insects and weeds.

Erosion: The movement of soil particles from one place to another because of wind, water or tillage.

Grassed Waterways: A channel covered with perennial vegetation established to direct the flowof water and prevent it from eroding the soil.

Green Manure: A forage crop plowed down into the soil late in the fall or early in the spring.

Groundwater: Water found in the soil beneath the water table.

Integrated Pest Management (IPM): A method of pest control that requires farmers to monitorpests in order to know when to apply pesticides.

Leaching: The movement of contaminants through the soil into the groundwater.

Milkhouse wash water: Mixture of water, milk and chemicals used to clean and sanitize themilking system and bulk tank.

Mulching: Spreading straw or hay on the ground after harvest of crops such as potatoes to protectagainst water erosion and to help retain moisture.


.

GLOSSARY

Nitrates: A form of nitrogen in the soil that is absorbed by plants

Organic Farming: A combination of agricultural practices and biological processes. Crops andanimals are managed without the use of synthetic products.

Organic Matter: The humus within the soil that consists of plant residues and soil life.

Pest: A plant, animal, bacteria or fungus that is unwanted or can cause harm.

Pesticides: Chemicals used to protect crops from insects, fungi, disease and weeds.

pH: A measure of a soil’s acidity or alkalinity.

Runoff: The loss of water from an area when excess water flows over the surface instead of beingabsorbed by the soil.

Soil Structure: Soil particles stick together into clumps called aggregates. A soil that has lots ofsmall aggregates, lots of pore space and does not crust has good soil structure.

Soil Texture: The amount of clay, sand and silt in a soil.

Topography: Description of the hills and valley of the land.

Water Table: The upper level of a soil zone where all the spaces between the soil particles are filledwith water.

Watercourse: Any channel which holds water. Includes ditches, streams, brooks.

Water Cycle: Water is never created or destroyed, but is in constant motion due to processes suchas evaporation, transpiration, condensation and precipitation.

Waterway: A flow path where surface water collects and flows.

Wetlands: Where land meets water and is made up of marshes, bogs and swamps.

Prince Edward Island Agricultural HumanResources Development Council Inc.

Government of Newfoundland & Labrador

Department of Forest Resources and Agrifoods

Department of Agriculture & Rural Development

Agriculture et Aménagement rural

Canadian Patrimoine Heritage canadien

Department of Technology and Environment

Agriculture and Agriculture etAgri-Food Canada Agroalimentaire Canada

Prince Edward Island ADAPT Council

Human Resources Développement des Development Canada ressources humaines Canada

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