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The Circular Economy and Modern Agriculture

Secondary, Middle

Description

Students are introduced to the challenges faced by modern agriculture and its monoculture focus in providing food security now and in the future.  As part of a series on the circular economy, this lesson promotes a system in which single crop food production is carried out in a way that takes into account the whole system. 

After comparing the relative advantages and disadvantages of monocultures and more diverse ecosystems, students examine a case-study of sugarcane production in Brazil that reveals many of the environmental, social and economic advantages that can be realized when specific regenerative and restorative practices are applied to large scale, single crop production. Students identify other agricultural products that can benefit from the same practices identified in the case study and reflect on agriculture's role in the circular economy.

Activities are well supported by slides, video, viewing guides, background information on the circular economy and suggestions for extending the learning.

General Assessment

Strengths

  • The resource illustrates and supports the concept of sustainability.
  • The resource is thorough and easy to use.
  • Students are provided with excellent tools to support the learning.
  • A good quantity of background information relating to the circular economy is included

Recommendation of how and where to use it

While the contents and activities do a good job supporting the concept of sustainability, teachers should consider this resource as one lesson in a larger study of the circular economy.

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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  • Alberta
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    • Grade 10
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      • Social Studies
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        • Social Studies 10-1(Perspectives on Globalization) Globalization & Sustainable Prosperity
        • Social Studies 10-2 (Living in a Globalizing World) Globalisation and Sustainable Prosperity
        • Social Studies 10-4 (Living in a Globalizing World) Globalisation and Sustainable Prosperity
    • Grade 12
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      • Economics
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        • Microeconomics 30: Course Content
      • Geography
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        • World Geography 30: World Patterns of Humankind's Use of the Earth
      • Technological Education
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        • Agriculture - AGR3050: Agrifoods 2
        • The Green Economy 3030
  • British Columbia
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        • Economic Theory 12: Observing, interpreting, and judging past economic conditions from different perspectives and worldviews gave rise to competing theoretical approaches
  • Manitoba
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      • Geography
        • Step 4Relevant matches
        • Geographic Issues of the 21 st Century: Food from the Land
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      • Geography
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        • World Geography: A Human Perspective - World Food Supply: Production and Distribution
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        • Human Ecology: Food and Nutrition - Citizenship and Sustainability
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        • Economics 120: Fundamental Economic Concepts
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        • Introduction to Environmental Science 120: Sustainable Development
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        • Canadian Geography 1202: Economic Issues in Canadian Geography
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        • Social Studies 1201: Economic Decision Making
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        • Canadian Economics 2203:Economic Issues
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        • Environmental Science 3205: Introduction to Environmental Science
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        • Canadian Economics :Economic Issues
        • Canadian Economics:Fundamental Economic Concepts
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        • AP Human Geography: Agricultural and Rural Land - Use Patterns and Processes
        • Global Geography:Resources and Commodities
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        • Social Studies 10-1(Perspectives on Globalization) Globalization & Sustainable Prosperity
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    • Grade 7
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        • Natural Resources around the World: Use and Sustainability
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        • The Individual and the Economy (Univ./College Prep.): Fundamentals of Economics
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        • Environmental Science (Univ/College Prep.) Sustainable Agriculture and Forestry
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        • Analysing Current Economic Issues Univ. Prep.) Fundamentals of Economics
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        • Introductory Economics 621A: Introduction to Economics
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        • Environmental Science 621A: Environmental Challenges and Successes
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        • Agricultural territory
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        • Contemporary World: Environment
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        • Social Studies 10: Economic Decision Making
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        • World Issues - Wealth & Poverty
        • Social Studies 20
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      • Technological Education
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        • Agriculture Studies 30: Overall Expectations
  • Yukon Territory
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      • Social Studies
        • Step 4Relevant matches
        • Economic Theory 12: Observing, interpreting, and judging past economic conditions from different perspectives and worldviews gave rise to competing theoretical approaches

Themes Addressed

Food & Agriculture (2)

  • Conventional Farming
  • Food Security

Sustainability Education Principles

Principle Rating Explanation
Consideration of Alternative Perspectives Satisfactory

The lesson promotes the benefits of a systems approach to agriculture  based on one case study.

Consideration of Alternative Perspectives:
  • Satisfactory: absence of bias towards any one point of view
  • Good: students consider different points of view regarding issues, problems discussed
  • Very good: based on the consideration of different views, students form opinions and  take an informed position
Multiple Dimensions of Problems & Solutions Good

The case study illustrates how a systems-based approach applied to modern agriculture can address social, economic and environmental concerns while achieving food security.

Multiple Dimensions of Problems & Solutions:

Effectively addresses the environmental, economic and social dimensions of the issue(s) being explored.

  • Satisfactory: resource supports the examination of  these dimensions
  • Good:  resource explicitly examines the interplay of these dimensions
  • Very Good:  a systems-thinking approach is encouraged to examine these three dimensions
Respects Complexity Good

The complexity of the challenge to agriculture to deliver food security while balancing social, economic and environmental concerns is well represented in the lesson.

Respects Complexity:

The complexity of the problems/issues being discussed is respected.

Acting on Learning Poor/Not considered

Students acting on learning is not a component of this lesson.

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

  • Satisfactory: action opportunities are included as extensions 
  • Good: action opportunities are core components of the resource
  • Very Good: action opportunities for students are well supported and intended to result in observable, positive change
Values Education Good

This is a strength of the study guide students use to help analyze the case study.

Values Education:

Students are explicitly provided with opportunities to identify, clarify and express their own beliefs/values.

Empathy & Respect for Humans Satisfactory

Attention is paid to the issue of food security but the specifics of those populations most impacted and why are not included

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 Good

While the lesson does not draw direct attention to the value of nature, the case study and guided discussion that follows illustrate the efforts being made to conserve soil and water, reduce fertilizer run-off and fight climate change.

Personal Affinity with Earth:

Encourages a personal affinity with -the natural world.  

  • Satisfactory: connection is made to the natural world
  • Good: fosters appreciation/concern for the natural world
  • Very Good: fosters stewardship though practical and respectful experiences out-of-doors 
Locally-Focused Learning Satisfactory

The activities do not include a local context but students are required to provide their own analysis and input in determining the success of the agricultural model and practices being advanced.

Locally-Focused Learning:

Includes learning experiences that take advantage of issues/elements within the local community. 

  • Satisfactory: learning is made relevant to the lives of the learners
  • Good: learning is made relevant and has a local focus
  • Very Good: learning is made relevant, local and takes place ‘outside’ , in the community 
Past, Present & Future Good

In order to evaluate the future success of the agriculture practices being advanced, some attention is given to methods past and present.

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 Satisfactory

Though the lesson focuses on one model of agriculture, students are given information and opportunity to evaluate its effectiveness for themselves.

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 lesson has application for secondary students in geography, science and economics.

Integrated Learning:

Learning brings together content and skills  from more than one  subject area

  • Satisfactory: content from a number of different  subject areas is readily identifiable
  • Good:  resource is appropriate for use in more than one subject area
  • Very Good:  the lines between subjects are blurred 
Inquiry Learning Satisfactory

Students are provided with questions and a good deal of information and direction to assist in answering them.

Inquiry Learning:

Learning is directed by questions, problems, or challenges that students work to address.   

  • Satisfactory: Students are provided with questions/problems to solve and some direction on how to arrive at solutions.
  • Good: students, assisted by the teacher clarify the question(s) to ask and the process to follow to arrive at solutions.  Sometimes referred to as Guided Inquiry
  • Very Good:  students generate the questions and assume much of the responsibility for how to solve them.  . Sometimes referred to as self-directed learning.

 

Differentiated Instruction Satisfactory

Students work individually and teachers are encouraged to consider using PlayPosit and Educanon to further individualize the lesson.

Differentiated Instruction:

Activities address a range of student learning styles, abilities and readiness.

  • Satisfactory:  includes a variety of instructional approaches
  • Good: addresses  the needs of visual, auditory &  kinesthetic learners
  • Very Good: also includes strategies for learners with difficulties
Experiential Learning Satisfactory

Students participate in one simulation activity.  There are no 'hands-on' learning opportunities included.

Experiential Learning:

Authentic learning experiences are provided

  • Satisfactory: learning takes place through ‘hands-on’ experience or simulation
  • Good: learning involves direct experience in a ‘real world context’
  • Very good: learning involves ‘real world experiences’ taking place’ beyond the school walls.
Cooperative Learning Poor/Not considered

The activities in the lesson do not incorporate cooperative learning.

Cooperative Learning:

Group and cooperative learning strategies are a priority.

  • Satisfactory:  students work in groups
  • Good: cooperative learning skills are explicitly taught and practiced
  • Very Good: cooperative learning skills are explicitly taught, practiced and assessed
Assessment & Evaluation Poor/Not considered

Assessment suggestions and tools are not included.

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 Poor/Not considered

The resource design does not support peer teaching.

Peer Teaching:

Provides opportunities for students to actively present their knowledge and skills to peers and/or act as teachers and mentors.

  • Satisfactory: incidental teaching that arises from cooperative learning, presentations, etc.
  • Good or Very Good: an opportunity is intentionally created to empower students to teach other students/community members. The audience is somehow reliant on the students' teaching (students are not simply ‘presenting')
Case Studies Very Good

The lesson is built around a detailed case study presented in video format. 

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 Satisfactory

Opportunities to choose elements of the content are not provided while suggestions and support for going deeper into 'the circular economy' are included.

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.

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