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Description
These learning activities provide students with a diverse set of experiences, from historical
exploration to hands-on experiments and community engagement, allowing them to grasp the concepts of regenerative agriculture and understand its significance in addressing environmental challenges.
Overview of Lessons:
Part 1: Introduction – What is the regenerative agriculture?
- Students will be introduced to the topic of regenerative agriculture through a discussion about farming and food. They will watch a short video about the concept and examine articles in small groups to understand the concept further.
Part 2: Background & History
- Students will use visual and historical resources to understand agricultural revolutions and their impact on our ability to feed growing populations.
Part 3: Regenerative agriculture practices and their impact on ecosystems
- Students will conduct a series of experiments to understand individual practices used in regenerative agriculture.
Part 4: Virtual Field Trip
- Students will take a virtual field trip to various global sites to learn directly from farmers and scientists. Students will see regenerative practices in action and dive deeper into soil health, biodiversity, and other related topics.
Part 5: Extend learning (Optional)
- Student learning is extended through related long-term experiments and a community engagement project.
General Assessment
What skills does this resource explicitly teach?
The resource explicitly teaches skills such as scientific investigation, evaluating evidence, analyzing environmental impacts, and developing solutions to environmental challenges.
Strengths
- A list of vocabulary that pertains to the resource is provided.
- Supplemental resources are provided for students.
- This resource has hands-on and inquiry-based learning, with opportunities for investigations, outdoor activities, and project work.
- The resource is well-organized with clear lesson plans, background information, and supporting resources.
- An extension activity is provided for those wishing to go deeper into the subject.
Weaknesses
- This resource uses some unusual materials which teachers will need to source.
- This resource offers few opportunities for student choice, as most activities, questions, and outcomes are predetermined by the resource.
- A real-world environmental action is an extension only.
- Assessment tools are limited in this resource, with few rubrics, self-assessments, or formative assessment strategies provided.
Recommendation of how and where to use it
This resource is best used in middle or high school Science, Environmental Science, Geography, Agriculture, and Sustainability courses. It works particularly well as a climate change, food systems, or ecosystems unit, combining classroom learning with outdoor investigations, school garden projects, or community partnerships with local farms.
Relevant Curriculum Units
The following tool will allow you to explore the relevant curriculum matches for this resource. To start, select a province listed below.
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- Science 9: The biosphere, geosphere, hydrosphere, and atmosphere are interconnected, as matter cycles and energy flows through them.
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- DNA is the basis for the foundation for the diversity of living things
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- Biology 20: Ecosystems and Population Change
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- Environmental Science
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- Environmental Science 11: Complex roles and relationships contribute to diversity of ecosystems
- Environmental Science 11: Human practices affect the sustainability of ecosystems
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- Science
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- Biology 30: Population and Community Dynamics
- Environmental Science
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- Environmental Science 12: Human actions affect the quality of water and its ability to sustain life.
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- Environmental Science 12: Sustainable land use is essential to meet the needs of a growing population
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- Specialized Science 12: Biodiversity is dependent on the complex interactions and processes between biotic and abiotic factors
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- Experiential Science 10, Terrestial Systems: Climatology and Meteorology
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- Science 10: Energy Flow in Global Systems
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- Environmental Science (Univ/College Prep.) Scientific Solutions to Contemporary Environmental Challenges
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- Geography
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- Forces of Nature: Physical Processes and Disasters (Univ./College Prep.): The Physical Environment: Sustainability and Stewardship
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- Biology
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- Biology 12 (Univ. Prep.): Population Dynamics
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- Living in a Sustainable World (Workplace Prep.) Ecosystems and Human Activity
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- The Environment & Resource Management (Univ./College Prep) : Ecological Systems: Interactions and Interdependence
- The Environment & Resource Management (Univ./College Prep.):Sustainability and Stewardship of Natural Resources
- The Environment & Resource Management (Workplace Preparation): Human-Environment Interactions
- World Geography: Urban Patterns & Populations (Univ. / College Prep.): Sustainability and Stewardship
- World Issues: A Geographic Analysis (College Prep.):Sustainability and Stewardship
- World Issues: A Geographic Analysis (Univ. Prep.):Sustainability and Stewardship
- Prince Edward Island
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- Grade 6
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- Science
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- Diversity of Life
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- Interactions Within Ecosystems
- Grade 8
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- Water Systems on Earth
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- Science 9: Content Knowledge
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- Science 431A: Earth and Space Science, Weather Systems
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- Agriscience 801A: Crop Production
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- Contemporary World: Environment
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- Social Studiees 20:World Issues - Environment
- Yukon Territory
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- Grade 7
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- Science
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- Science 7: Earth and its climate have changed over geological time
- Grade 9
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- Science
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- Science 9: The biosphere, geosphere, hydrosphere, and atmosphere are interconnected, as matter cycles and energy flows through them.
- Grade 11
- Step 3Select a subject
- Environmental Science
- Step 4Relevant matches
- Environmental Science 11: Changing ecosystems are maintained by natural processes.
- Environmental Science 11: Complex roles and relationships contribute to diversity of ecosystems
- Environmental Science 11: Human practices affect the sustainability of ecosystems
- Environmental Science 11:Humans can play a role in stewardship and restoration of ecosystems
- Science
- Step 4Relevant matches
- Earth Science 11: The transfer of energy through the atmosphere creates weather and is affected by climate change
- Earth Science 11:The distribution of water has a major influence on weather and climate.
- Grade 12
- Step 3Select a subject
- Environmental Science
- Step 4Relevant matches
- Environmental Science 12: Human actions affect the quality of water and its ability to sustain life.
- Environmental Science 12: Human activities cause changes in the global climate system
- Environmental Science 12: Living sustainably supports the well-being of self, community, and Earth.
- Environmental Science 12: Sustainable land use is essential to meet the needs of a growing population
- Science
- Step 4Relevant matches
- Specialized Science 12: Biodiversity is dependent on the complex interactions and processes between biotic and abiotic factors
- Specialized Science 12: Climate change impacts biodiversity and ecosystem health
- Social Studies
- Step 4Relevant matches
- Human Geography 12: Human activities alter landscapes in a variety of ways.
Themes Addressed
Air, Atmosphere & Climate (1)
- Climate Change
Citizenship (1)
- Sustainable Consumption
Ecosystems (2)
- Biodiversity
- Interdependence
Food & Agriculture (3)
- Conventional Farming
- Food Security
- Local Food
Water (2)
- Water Quality
- Watershed Protection
Sustainability Education Principles
| Principle | Rating | Explanation |
|---|---|---|
| Consideration of Alternative Perspectives | Good | The resource encourages students to evaluate evidence and discuss solutions, but they are not explicitly required to take and defend a position.
|
Consideration of Alternative Perspectives:
| ||
| Multiple Dimensions of Problems & Solutions | Good | Students examine different approaches to agriculture and consider the environmental, social, and economic impacts of farming practices. T |
| Multiple Dimensions of Problems & Solutions: Effectively addresses the environmental, economic and social dimensions of the issue(s) being explored.
| ||
| Respects Complexity | Very Good | Students explore complex issues such as soil depletion, water quality, biodiversity loss, climate change, and food production. The resource shows that these challenges are interconnected and that no single solution can address them all. |
| Respects Complexity: The complexity of the problems/issues being discussed is respected. | ||
| Acting on Learning | Satisfactory | Even though students are encouraged to get involved, most action opportunities are suggested extensions rather than projects that result in measurable change. |
| Acting on Learning: Learning moves from understanding issues to working towards positive change — in personal lifestyle, in school, in the community, or for the planet
| ||
| Values Education | Good | Students have opportunities to discuss food systems, sustainability, and environmental issues, and to reflect on actions they can take in their own lives. |
| Values Education: Students are explicitly provided with opportunities to identify, clarify and express their own beliefs/values. | ||
| Empathy & Respect for Humans | Satisfactory | The resource discusses how regenerative agriculture can benefit farmers, communities, and future generations.
|
| Empathy & Respect for Humans: Empathy and respect are fostered for diverse groups of humans (including different genders, ethnic groups, sexual preferences, etc.). | ||
| Personal Affinity with Earth | Very Good | The resource fosters a strong connection to nature through hands-on experiments, exploration of ecosystems, and learning about soil, wetlands, biodiversity, and sustainable farming practices. |
| Personal Affinity with Earth: Encourages a personal affinity with -the natural world.
| ||
| Locally-Focused Learning | Very Good | The resource connects learning to local food systems and encourages students to engage with local farmers, farmers' markets, community gardens, and sustainable agriculture initiatives. |
| Locally-Focused Learning: Includes learning experiences that take advantage of issues/elements within the local community.
| ||
| Past, Present & Future | Very Good | The resource explores the history of agricultural revolutions, examines current environmental challenges in food production, and highlights regenerative agriculture as a pathway to a more sustainable future. |
| Past, Present & Future: Promotes an understanding of the past, a sense of the present, and a positive vision for the future. | ||
Pedagogical Approaches
| Principle | Rating | Explanation |
|---|---|---|
| Open-Ended Instruction | Good | Students investigate real-world challenges in agriculture and explore a variety of regenerative practices that can address them. The resource encourages discussion, experimentation, and evaluation of different solutions rather than promoting a single strategy.
|
| Open-Ended Instruction
: Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer. | ||
| Integrated Learning | Good | The resource integrates science, environmental studies, agriculture, geography, and citizenship as students explore food systems, ecosystems, climate change, and sustainable solutions. |
| Integrated Learning: Learning brings together content and skills from more than one subject area
| ||
| Inquiry Learning | Good | Students investigate questions about food production, sustainability, and environmental challenges through experiments, discussions, and inquiry activities. The resource provides guiding questions and a structured process, while students explore evidence and develop their own understanding.
|
| Inquiry Learning: Learning is directed by questions, problems, or challenges that students work to address.
| ||
| Differentiated Instruction | Good | The resource uses a variety of instructional approaches that support visual, auditory, and kinesthetic learners, although specific accommodations for students with learning difficulties are limited. |
| Differentiated Instruction: Activities address a range of student learning styles, abilities and readiness.
| ||
| Experiential Learning | Very Good | Students engage in authentic learning through hands-on experiments, virtual field trips, and investigations of real-world farming practices and environmental issues. The resource also encourages community connections through local farms, community gardens, and sustainable agriculture initiatives beyond the classroom. |
| Experiential Learning: Authentic learning experiences are provided
| ||
| Cooperative Learning | Satisfactory | Students will work in groups. |
| Cooperative Learning: Group and cooperative learning strategies are a priority.
| ||
| Assessment & Evaluation | Satisfactory | The resource includes guided discussion questions, reflection opportunities, presentations, experiments, and a Kahoot review that can be used to monitor student understanding. However, it does not provide formal assessment tools such as rubrics, checklists, self-assessments, or clear summative assessment criteria. |
| Assessment & Evaluation: Tools are provided that help students and teachers to capture formative and summative information about students' learning and performance. These tools may include reflection questions, checklists, rubrics, etc. | ||
| Peer Teaching | Satisfactory | Students share their learning through group presentations, discussions, and reporting on articles and investigations. |
| Peer Teaching: Provides opportunities for students to actively present their knowledge and skills to peers and/or act as teachers and mentors.
| ||
| Case Studies | Good | The resource uses real-world examples and a virtual field trip featuring farmers, scientists, wetlands, agroforestry, and regenerative agriculture practices in action.
|
| Case Studies: Relevant case studies are included. Case studies are thorough descriptions of real events from real situations that students use to explore concepts in an authentic context. | ||
| Locus of Control | Good | Students have some opportunities to choose topics for presentations, investigations, and extension activities, and they can explore areas of interest in greater depth. |
| Locus of Control: Meaningful opportunities are provided for students to choose elements of program content, the medium in which they wish to work, and/or to go deeper into a chosen issue. | ||