Students understand that organisms can survive only in environments in which their particular needs are met. Students understand that the needs of plants and animals are different but interdependent.

This lesson uses the strategy "Options Explosion" to guide students through a problem solving exercise. In this example, students have a new mission: to visit  and colonize Mars. 

This writing assignment uses the "Sustainable Development Triangle" as a framework to critically evaluate an environmental issue of the student's choice. This learning activity provides an opportunity for an introductory chemistry student to use the sustainability's "Triple Bottom Line" as a tool to use material learned in the classroom to look at how environmental science helps inform economic and social/cultural factors in the development of sustainable solutions to our environmental challenges.

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In this lesson, students will practice vocabulary for veterinary suturing, and apply when and where these procedures would be used in animal health care and surgery. Developed by Lynne M. Cook, Tift County High School, Georgia.

Introduce your students to the health benefits of sweet potatoes with Charleston County School District Nutrition Services, the Green Heart Project, and The Bee Cause Project with this flier and worksheet.

This site shows the inexpensive and permanent ear-notching swine identification system, explaining significance of notch placement to create an individual identity number for each animal, and techniques for effective notching. Accessed 2022 from University of Nebraska–Lincoln Extension Publications.

Lesson where students practice reading ear notches, and apply that knowledge by creating a headband. AFNR.HS.2.2.a Demonstrate management techniques that ensure animal welfare.AFNR.HS.2.2.b Analyze procedures to ensure that animal products are safe for consumption.

This is a page on the Fast Plants website, describing the Tall Plant variety of Fast Plants (Brassica rapa). This page includes suggestions for investigations and teaching applications using this seed variety.

Over the past 35 years, instructors at the University of California, Santa Cruz have taught organic farming and gardening skills to more than a thousand apprentices through the UCSC Farm & Garden Apprenticeship program. Teaching Organic Farming & Gardening: Resources for Instructors is their 600-page manual and covers practical aspects of organic farming and gardening, applied soil science, and social and environmental issues in agriculture. Units contain lecture outlines for instructors and detailed lecture outlines for students, field and laboratory demonstrations, assessment questions, and annotated resource lists. Although much of the material has been developed for field or garden demonstrations and skill building, most of the units can also be tailored to a classroom setting.



The training manual is designed for a wide audience of those involved in teaching farming and gardening, including colleges and universities with programs in sustainable agriculture, student farms or gardens, and on-farm education programs; urban agriculture, community garden, and farm training programs; farms with internships or apprenticeships; agriculture extension stations; school gardening programs; organizations such as the Peace Corps, US AID, and other groups that provide international training in food growing and ecological growing methods; and master gardener programs.

Published by the UC Santa Cruz Center for Agroecology and Sustainable Food Systems, the 600-page manual covers practical aspects of organic farming and gardening, applied soil science, and social and environmental issues in agriculture. Units contain lecture outlines for instructors and detailed lecture outlines for students, field and laboratory demonstrations, assessment questions, and annotated resource lists. Although much of the material has been developed for field or garden demonstrations and skill building, most of the units can also be tailored to a classroom setting.The training manual is designed for a wide audience of those involved in teaching farming and gardening, including colleges and universities with programs in sustainable agriculture, student farms or gardens, and on-farm education programs; urban agriculture, community garden, and farm training programs; farms with internships or apprenticeships; agriculture extension stations; school gardening programs; organizations such as the Peace Corps, US AID, and other groups that provide international training in food growing and ecological growing methods; and master gardener programs.

Nebraska Public Media and PBS have curated FREE, curriculum-aligned videos, interactives, lesson plans, and more for teachers like you.

Before engaging in lessons, students attempt to draw a diagram of a nitrogen cycle and add as many components as they can. This allows them to self-assess (and the teacher to assess) what they know about the nitrogen cycle.

Students research some of the nitrogen cycle components online at various websites or read printouts from websites provided by the teacher. They choose three or four facts of interest about their component and report to the rest of the class.

Each small group of students is given a set of materials including 20 objects, 20 picture-cards, 20 nitrogen cycle component explanation cards, 20 title cards for each nitrogen cycle component, heading cards for different environments such as the atmosphere, soil, water, etc., and many small arrows. The students work together to pair each object with its corresponding title card, description card, and picture card. Then these are all arranged to form a possible nitrogen cycle with various components clustered around heading cards and arrows used to show movement of nitrogen from one object to another.

Students then write humorous (limerick, couplet) poems or more serious poems (haiku) or structured poems (cinquain, diamante) to tell several facts about a component of the nitrogen cycle. They share their poems with the class.
Students may also engage in experiments with nitrogen fertilizer.

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 L'objectif principal de ce cours est d'atteindre une compréhension approfondie sur le plan théorique du domaine de l'aménagement du territoire, englobant toutes ses composantes. Acquérir une connaissance de l'organisation des espaces, développer des compétences d'analyse et de conception, ainsi que maîtriser les techniques pratiques de l'aménagement constituent les fondements de cette discipline.

Students learn that a healthy ecosystem is one in which multiple species are each able to meet their needs in a relatively stable web of life. Students learn that multiple species can have their needs met in the same ecosystem and that humans play a role in managing species within an ecosystem.

Presented in five consecutive standard-period classes, students are invited to contribute to the This I Believe essay-writing project by writing and submitting a statement of personal belief.  This is a challenging, intimate statement on one’s beliefs and one’s own daily life philosophy, considering moments when belief was formed, tested, or changed.  Written by Jarvis Reed.

This lesson covers the topic of Time Value of Money and prepares students for lessons on simple interest loans (operating notes and lines of credit) and amortized loans. It introduces the ideas of present and future values, compounding and discounting, payements and time periods. It uses Microsoft Excel extensively as an aid for problem calculations.

This is a farm in Malakisi. The crop is almost ready for harvest. One of our students was attached here

The Toolkit to Create a Great Farm Mentorship is a shared drive of resources for farm educators who want to start a mentorship program. The toolkit includes numerous ready-to-use files, but is open source to allow educators to download and edit items as needed. The Toolkit was developed from documents used in the Michigan Sustainable Farm Mentors Program that connect 42 beginning and aspiring farmers with 9 mentors in 2021 and 2022.

This material is based upon work that is supported by the National Institute of Food and Agriculture, U.S. Department of Agriculture, under agreement number 2020-38640-31522 through the North Central Region SARE Partnership grant program, under project number ONC21-085.

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El estudio se realizó en 18 distritos de la provincia de Huancavelica, encuestando a 426 productores de bovino durante 2020. Los productores, con un nivel educativo primario o sin educación en su mayoría, se dedican principalmente a la agricultura y la ganadería, y no suelen recibir sueldo por su trabajo. La raza principal de ganado es la Brown Swiss (37.6%), y los productores mantienen un promedio de 6.5 cabezas de vacuno, con un sistema de producción semi extensivo. El objetivo principal de la crianza de bovinos es la producción de leche (46.9%) y doble propósito (44.1%), aunque la mayoría de los productores no puede determinar el peso vivo del bovino que vende. Aunque se practica el pastoreo y la suplementación con sal común, no se conservan pastos para la temporada seca, y la mayoría de los productores tiene dificultades para detectar el celo y determinar la edad al primer servicio. Predomina la monta natural, sin mejoramiento genético, y no se realiza un manejo adecuado de enfermedades como la mastitis y la fasciola. Los productores carecen de equipos y maquinarias, no reciben asistencia técnica adecuada y no siguen un calendario sanitario. Se concluye que la administración y la asistencia técnica en áreas como la reproducción, la sanidad, el mejoramiento genético y la alimentación son deficientes.