journey 2050 lesson 3

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Agricultural Literacy Curriculum Matrix

Lesson plan, grade levels, type of companion resource, content area standards, agricultural literacy outcomes, common core, journey 2050 lesson 3: water (grades 9-12), grade level.

Students will discuss the limited amount of fresh water on earth, identify how best management practices can reduce water consumption, discuss the need for water conservation and protection, and compare and contrast methods of irrigation for water conservation.  Grades 9-12

Estimated Time

Materials needed.

• Water slide deck
• Engagement Activity Supplies: One-gallon container, clear bowl, ½-cup measuring cup, eyedropper
• Journey 2050: Water video
• Play online or download app
• Create Free Teacher Account  to track student progress and print reports on Sustainability Farming Game .
• Computer or tablet device for each student

conservation tillage: farming methods that reduce the intensity or frequency of tilling in order to maintain some ground cover throughout the year and disturb the soil as little as possible while still providing the conditions needed to grow a productive crop

crop residue: plant material remaining in a field after harvesting, including leaves, stalks, and roots

irrigation: artificial application of water to the land or soil to assist plant growth

riparian area: A space between the land and the waterway ideally filled with native grass, bushes and trees

watershed: a watershed is the area of land where all of the water that falls in it and drains off of it goes into the same place

Did You Know?

• Over 70% of Earth is covered in water but only a small amount is freshwater.
• Only 5% of all the water on Earth is freshwater
• Only a small drop (3%) of the freshwater on the earth is accessible because the rest is trapped in groundwater, the atmosphere, glaciers and ice caps. 10
• Groundwater is the easiest to access, but that still leaves us with over 68% of our water supply that is salt water or un-accessible.

Background Agricultural Connections

• Lesson 1: Sustainable Agriculture
• Lesson 2: Soil Nutrients
• Lesson 3: Water
• Lesson 4: Economies
• Lesson 5: Land Use
• Lesson 6: Careers
• Lesson 7: Technology and Innovations
• Take Action: Project-based Learning and Program Summary

Imagine a picture of the Earth. All the blue that you see is water, and it makes up 70 percent of Earth’s surface. However, we can only use a tiny fraction of it. Only 2.5 percent of Earth’s water is freshwater, found in glaciers and polar ice caps, groundwater, surface water such as lakes, ponds and rivers, and in the atmosphere. Only 0.3 percent of that is accessible for us to use. 1

Water is essential, not just for drinking and keeping clean, but throughout our lives. For example, we need water to make the cars that get us to school and to grow the food that we eat. We can’t live without water. As our population grows, there is even more pressure on our limited supplies. Today, about 1.3 billion people live in regions with an uncertain supply of fresh water. 2  With economic and population growth in those areas, more than half the world’s predicted population will face water shortage by 2050 if nothing is done. 3 Water is essential and needs to be conserved and protected.

Water is an essential part of agriculture. In fact, nearly three-quarters of the world’s freshwater is used in agriculture to produce the food, fiber and products that we need to live. 4  For example, it takes 435 liters (115 gallons) of water to grow enough wheat to make just one loaf of bread 5  and about 11,000 liters (2,900 gallons) to make a pair of blue jeans. 6  This calculation includes the water required to grow the raw materials, process them and manufacture the final product. As our climate changes, the weather is becoming more extreme and unpredictable. In some parts of the world, the climate is becoming drier, and in others it is becoming wetter. The unpredictable availability of water is making it harder for farmers to grow crops, putting our food supply at risk.

Through advances in technology and improved best management practices, farmers try to ensure that crops have the right amount of water while conserving water and maintaining water quality. It’s about using the right amounts at the times when crops need water most. Too little and seeds can dry up. Too much and water is wasted as runoff.

For example, in countries like Kenya where rainfall can be unpredictable, farmers collect and store rainwater to reuse when it’s needed most. They also utilize drip irrigation where water is delivered close to plant roots through a pipe, drop by drop. This minimizes water losses from evaporation and increases yields by as much as 90 percent compared to plants only receiving rainwater. 7

In countries like Canada or the United States, pivot irrigation is a great way to apply water at specific times of the day. Technology plays a key role in water management. Farmers can use their phones to gain information on the soil moisture content of their crops. They can get live weather updates and calculate how much water is needed for the day. They can remotely turn their irrigation systems on and off to use water more efficiently while increasing crop yields.

Another best management practice is conservation tillage , which involves covering at least 30 percent of the soil surface with crop residues left after harvesting. 8  This helps slow water movement, reducing the risk of erosion. It also provides more organic matter, improving soil health. A healthy soil will hold more moisture and grow better crops.

Through innovations such as new seed varieties, scientists are developing crops that are more resistant to change in climates so we can grow crops even when the growing conditions are not ideal. Sharing best practices and providing everyone with the tools they need to use water more efficiently is critical. It is important that every single day of the year we all take the time and make the effort to conserve and protect our precious water supplies.

This lesson has been adapted for online instruction and can be found on the  Journey 2050 eLearning site .

• Fill a one-gallon container (such as a plastic ice cream bucket) with water. This represents all the water on Earth. 
• Pour one half-cup of water out of the one-gallon container and into a clear bowl. The water in the bowl represents all of the freshwater on Earth, which is less than three percent of the total water on Earth. Freshwater is found in lakes, rivers, groundwater, ice and living things. The 15 half-cups that are still in the one-gallon container represent salt water. We cannot use salt water without first removing the salt in a process known as desalination. Though research and technology are improving this process, it is still prohibitively expensive and often impractical.
• With an eyedropper, place one drop of water from the half-cup onto a small plate. This one drop represents the freshwater that is available for our use. This water is found in rivers and lakes. Explain that the rest of the water in the half-cup is deep groundwater, water bound up as soil moisture, water in living things or water in the atmosphere.
• Share the statistics found in the Did You Know? section of the lesson.
• Help students conclude from the demonstration that water is a limited natural resource. Ask, “How are water and agriculture related?” Use further guiding questions until students recognize that farmers must use a portion of our water supply to grow the crops and raise the livestock that provide our food supply. Ask students, “What practices can farmers use to conserve and protect freshwater?” Inform students that they will be learning about how water use in agriculture can be managed to provide food more sustainably for our growing population.

Explore and Explain

Activity 1:

• Open the Water slide deck.

• Slide 4: Ask students, “What do farmers need to grow a crop?” Use the click animations on the slide deck to display open space, fertile soil, sunshine, correct climate and seeds. Once these items have been discussed, explain that there is one more item. Without it, the crop will fail completely. Ask students what this could be. (water)
• Slide 6: Drip Irrigation—Using the picture, describe drip irrigation. Water is sent through plastic pipes that are laid along the crop rows. Tiny holes allow water to drip at the base of the plants. This method is most effective for fruit and vegetable crops.
• Slide 7: Center-Pivot Irrigation—Using the picture, describe center-pivot irrigation. This is a large sprinkling system on wheels. A line of sprinklers pivots around a center point in a field. This method of irrigation is what creates green crop circles that can be seen from a plane.
• Slide 9: Flood/Furrow Irrigation—Using the picture, describe flood or furrow irrigation. To utilize this method of irrigation, farmers dig furrows between their crop rows. Water is delivered to the top of each row using ditches or siphon hoses. The crop is irrigated as the water flows from the top to the bottom of each row.

• Help students recall the definition of best practice . Next, apply the principle to water conservation and ask for ideas of how farmers can conserve water as they grow our food and fiber.
• Slide 12: Refer back to the video clip they viewed at the beginning of the lesson. It described a practice called conservation tillage . Explain that farmers will leave crop residue (materials such as stalks, stems and seeds) in their fields without plowing it under in the fall. In the spring, they use an air seeder (device that precisely plants the seeds at equal distances and proper depth in the soil and then covers them) to plant the next crop, eliminating the need to plow the soil. Conservation tillage improves water-use efficiency in crops.
• Slide 13: Explain that a riparian area is a space between land and a waterway, ideally filled with native grasses, shrubs and trees. Landowners can improve water quality by preserving wetland and riparian areas, which have many benefits. These areas help filter nutrients that are collected as water runs over the land; help control water levels during floods; and provide habitat for animals. If possible, use a local riparian area as an example to help students understand.
• Slide 14: Explain to students that some methods of irrigation are more efficient than others. Best practices in irrigation vary by farm and crop, but they will generally enable farmers to decrease water evaporation, deliver water more directly to plant roots (eliminating water loss to other locations or from runoff), and measure precise soil moisture for exact watering.
• Slide 15: Ask students, “How can we protect and conserve water at home and in our schools and communities?” As students discuss answers, reinforce the concept that our actions affect our natural resources. Water conservation ideas include: turning off the water while brushing your teeth, using low flow toilets, using water bottles and refill stations, decreasing shower times, etc.

• In this level of the game you will primarily be managing water use. There will be a water meter on the left side of the screen that you will need to pay close attention to.
• The game is simulated for the year 2030.
• Stop when you finish farming in the last country.
• Total game time is 15 minutes (5 minutes in each country)
• What were your limiting factors?
• Did you find it difficult to have enough water for your crops? Why is freshwater conservation and preservation important? How did the weather impact your crops?
• What ripple effects did you notice from your investments?

Use the following supplementary videos:

• What Is a Watershed?  (1:17 min)
• Why Should You Care About Our Watersheds?  (2:04 min)

Display a map of the world and ask students, “Which countries have the least available freshwater?” Allow students to offer their guesses and proceed to ask, “Which countries have the most available freshwater?” Discuss reasons why. Through class discussion, help students more fully recognize that across the globe not everyone has access to a reliable freshwater source. Discuss factors that impact water availability and daily water use per person (estimate liters or gallons by country). Access data from  FAO  website .

Display a map of your local watershed so students can see where water flows from and to in your area. Every action you take impacts our community and our neighbors downstream. Point out to students that in some countries they can’t drink water from the tap because it is contaminated. Every day we must protect and conserve water.

The Journey 2050 lessons provide an introduction to agricultural sustainability. Take a deeper dive into additional sustainability topics using the links found on the Sustainability page.

Have students play the Water Savers board game.

Summarize the following key points (slide 19):

• Water is a natural resource critical to agriculture.
• Although the majority of Earth is made up of water, only a small fraction is actually usable.
• Farmers improve their water efficiency by using water conservation practices and technologies such as irrigation (with moisture sensors), conservation tillage and riparian areas.
• Some regions of the world face greater threats to their water supply than others.
• https://water.usgs.gov/edu/pdf/earthwherewater.pdf
• http://www.fao.org/news/story/en/item/130033/icode/
• https://www.weforum.org/agenda/2020/06/world-population-water-stress-2050-climate-change/
• http://www.nationalgeographic.com/kidsnetwork/water/session_01.html
• https://www.thefashionlaw.com/how-many-gallons-of-water-does-it-take-to-make-a-single-pair-of-jeans/
• http://www.borgenmagazine.com/impact-drip-irrigation-crop-per-drop/
• http://www.fao.org/docrep/t1696e/t1696e09.htm
• https://water.usgs.gov/edu/earthwherewater.html
• https://www.usgs.gov/special-topics/water-science-school/science/freshwater-lakes-and-rivers-and-water-cycle
• http://www.miseagrant.umich.edu/flow/pdf/U2/FLOW-U2-L3-MICHU-08-402.pdf
• http://www.ers.usda.gov/topics/farm-practices-management/irrigation-water-use.aspx

Acknowledgements

The  Journey 2050 program was originally developed by Nutrien in collaboration with Calgary Stampede, Alberta Canola Producers Commission, Nutrients for Life Foundation, and Agriculture in the Classroom Canada. Authors and contributors were drawn from each of these organizations under the direction of Lindsey Verhaeghe (Nutrien) and Robyn Kurbel (Calgary Stampede.) The lessons were updated and revised in 2017 and 2022 with contributions from the original J2050 Steering Committee, the National Center for Agricultural Literacy, and the National Agriculture in the Classroom Organization. 

Recommended Companion Resources

• Agriculture and the Sustainable Development Goals
• Agronomy - Grow with It!
• Journey 2050 Program Summary: Project-Based Learning
• Planet Zorcon
• Project WET
• The Story of Bottled Water video
• The USGS Water Science School
• Using Technology to Save Water
• Water Savers
• Wiki Watershed
• World Population History

Organization

Agriculture and the environment.

• Evaluate the various definitions of “sustainable agriculture,” considering population growth, carbon footprint, environmental systems, land and water resources, and economics (T1.9-12.f)
• Describe resource and conservation management practices used in agricultural systems (e.g., riparian management, rotational grazing, no till farming, crop and variety selection, wildlife management, timber harvesting techniques) (T1.9-12.b)

Culture, Society, Economy & Geography

• Communicate how the global agricultural economy and population influences the sustainability of communities and societies (T5.9-12.a)
• Compare and contrast the economic challenges facing developed and under-developed countries (poverty, population, and hunger) (T5.9-12.c)
• Discuss how agricultural practices have increased agricultural productivity and have impacted (pro and con) the development of the global economy, population, and sustainability (T5.9-12.e)

Education Content Standards

Career & technical education (career).

AFNR (Grades 9-12) Natural Resource Systems Career Pathway

• NRS.01.02    Classify different types of natural resources in order to enable protection, conservation, enhancement and management in a particular geographical region.
• NRS.02.02    Assess the impact of human activities on the availability of natural resources.
• NRS.03.01    Sustainably produce, harvest, process and use natural resource products (e.g., forest products, wildlife, minerals, fossil fuels, shale oil, alternative energy, recreation, aquatic species, etc.).

Social Studies - Economics (ECONOMICS)

Economics Standard 1 (Grades 9-12) Scarcity

• Objective (Grades 9-12)    Identify what they gain and what they give up when they make choices.

Economics Standard 2 (Grades 9-12) Decision Making

• Objective (Grades 9-12)    Make effective decisions as consumers, producers, savers, investors, and citizens.

Social Studies - History (HISTORY)

NCSS 8 (Grades 9-12): Science, Technology, and Society

• Objective 2    Science and technology have had both positive and negative impacts upon individuals, societies, and the environment in the past and present.
• Objective 9    Science, technology, and their consequences are unevenly available across the globe.
• Objective 10    Science and technology have contributed to making the world increasingly interdependent.
• Objective 11    That achievements in science and technology are increasing at a rapid pace and can have both planned and unanticipated consequences.
• Objective 12    Developments in science and technology may help to address global issues.

NCSS 9 (Grades 9-12): Global Connections

• Objective 4    The actions of people, communities, and nations have both short-and long-term effects on the biosphere and its ability to sustain life.

NCSS 3 (Grades 9-12): People, Places, and Environments

• Objective 3    Consequences of changes in regional and global physical systems, such as seasons, climate, and weather, and the water cycle.

Science (SCIENCE)

HS-ESS3: Earth and Human Activity

• HS-ESS3-4    Evaluate or refine a technological solution that reduces impacts of human activities on natural systems.

HS-LS2 Ecosystems: Interactions, Energy, and Dynamics

• HS-LS2-7    Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.

APES Unit 5 Land and Water Use

• STB-1.A Introduction to Sustainability    Explain the concept of sustainability.
• STB-1.E Sustainable Agriculture    Describe sustainable agricultural and food production practices.

Common Core Connections

Anchor standards: reading.

CCSS.ELA-LITERACY.CCRA.R.4 Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

Anchor Standards: Speaking and Listening

CCSS.ELA-LITERACY.CCRA.SL.1 Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.

CCSS.ELA-LITERACY.CCRA.SL.5 Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.

Journey 2050

Designed for: Grades 9-12 Learning Styles : Independent (student resource), Distance Learning Resource Type : External Link, Lesson Plan

Journey 2050 allows schools to experience agriculture like it’s never been taught before. As Grade 7-12 students explore sustainable agriculture, they make inquiry-based decisions to see the ripple effect on social, economic and environmental factors. Farm families across the world guide students through interactive games such as a virtual farm simulation and career avatar.

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Agricultural Literacy Curriculum Matrix

Louisiana agriculture in the classroom, lesson plan, grade levels, type of companion resource, content area standards, agricultural literacy outcomes, common core, journey 2050 lesson 3: water (grades 9-12), grade level.

Students will discuss the limited amount of fresh water on earth, identify how best management practices can reduce water consumption, discuss the need for water conservation and protection, and compare and contrast methods of irrigation for water conservation.  Grades 9-12

Estimated Time

Materials needed.

• Water slide deck
• Engagement Activity Supplies: One-gallon container, clear bowl, ½-cup measuring cup, eyedropper
• Journey 2050: Water video
• Play online or download app
• Create Free Teacher Account  to track student progress and print reports on Sustainability Farming Game .
• Computer or tablet device for each student

conservation tillage: farming methods that reduce the intensity or frequency of tilling in order to maintain some ground cover throughout the year and disturb the soil as little as possible while still providing the conditions needed to grow a productive crop

crop residue: plant material remaining in a field after harvesting, including leaves, stalks, and roots

irrigation: artificial application of water to the land or soil to assist plant growth

riparian area: A space between the land and the waterway ideally filled with native grass, bushes and trees

watershed: a watershed is the area of land where all of the water that falls in it and drains off of it goes into the same place

Did You Know?

• Over 70% of Earth is covered in water but only a small amount is freshwater.
• Only 5% of all the water on Earth is freshwater
• Only a small drop (3%) of the freshwater on the earth is accessible because the rest is trapped in groundwater, the atmosphere, glaciers and ice caps. 10
• Groundwater is the easiest to access, but that still leaves us with over 68% of our water supply that is salt water or un-accessible.

Background Agricultural Connections

• Lesson 1: Sustainable Agriculture
• Lesson 2: Soil Nutrients
• Lesson 3: Water
• Lesson 4: Economies
• Lesson 5: Land Use
• Lesson 6: Careers
• Lesson 7: Technology and Innovations
• Take Action: Project-based Learning and Program Summary

Imagine a picture of the Earth. All the blue that you see is water, and it makes up 70 percent of Earth’s surface. However, we can only use a tiny fraction of it. Only 2.5 percent of Earth’s water is freshwater, found in glaciers and polar ice caps, groundwater, surface water such as lakes, ponds and rivers, and in the atmosphere. Only 0.3 percent of that is accessible for us to use. 1

Water is essential, not just for drinking and keeping clean, but throughout our lives. For example, we need water to make the cars that get us to school and to grow the food that we eat. We can’t live without water. As our population grows, there is even more pressure on our limited supplies. Today, about 1.3 billion people live in regions with an uncertain supply of fresh water. 2  With economic and population growth in those areas, more than half the world’s predicted population will face water shortage by 2050 if nothing is done. 3 Water is essential and needs to be conserved and protected.

Water is an essential part of agriculture. In fact, nearly three-quarters of the world’s freshwater is used in agriculture to produce the food, fiber and products that we need to live. 4  For example, it takes 435 liters (115 gallons) of water to grow enough wheat to make just one loaf of bread 5  and about 11,000 liters (2,900 gallons) to make a pair of blue jeans. 6  This calculation includes the water required to grow the raw materials, process them and manufacture the final product. As our climate changes, the weather is becoming more extreme and unpredictable. In some parts of the world, the climate is becoming drier, and in others it is becoming wetter. The unpredictable availability of water is making it harder for farmers to grow crops, putting our food supply at risk.

Through advances in technology and improved best management practices, farmers try to ensure that crops have the right amount of water while conserving water and maintaining water quality. It’s about using the right amounts at the times when crops need water most. Too little and seeds can dry up. Too much and water is wasted as runoff.

For example, in countries like Kenya where rainfall can be unpredictable, farmers collect and store rainwater to reuse when it’s needed most. They also utilize drip irrigation where water is delivered close to plant roots through a pipe, drop by drop. This minimizes water losses from evaporation and increases yields by as much as 90 percent compared to plants only receiving rainwater. 7

In countries like Canada or the United States, pivot irrigation is a great way to apply water at specific times of the day. Technology plays a key role in water management. Farmers can use their phones to gain information on the soil moisture content of their crops. They can get live weather updates and calculate how much water is needed for the day. They can remotely turn their irrigation systems on and off to use water more efficiently while increasing crop yields.

Another best management practice is conservation tillage , which involves covering at least 30 percent of the soil surface with crop residues left after harvesting. 8  This helps slow water movement, reducing the risk of erosion. It also provides more organic matter, improving soil health. A healthy soil will hold more moisture and grow better crops.

Through innovations such as new seed varieties, scientists are developing crops that are more resistant to change in climates so we can grow crops even when the growing conditions are not ideal. Sharing best practices and providing everyone with the tools they need to use water more efficiently is critical. It is important that every single day of the year we all take the time and make the effort to conserve and protect our precious water supplies.

This lesson has been adapted for online instruction and can be found on the  Journey 2050 eLearning site .

• Fill a one-gallon container (such as a plastic ice cream bucket) with water. This represents all the water on Earth. 
• Pour one half-cup of water out of the one-gallon container and into a clear bowl. The water in the bowl represents all of the freshwater on Earth, which is less than three percent of the total water on Earth. Freshwater is found in lakes, rivers, groundwater, ice and living things. The 15 half-cups that are still in the one-gallon container represent salt water. We cannot use salt water without first removing the salt in a process known as desalination. Though research and technology are improving this process, it is still prohibitively expensive and often impractical.
• With an eyedropper, place one drop of water from the half-cup onto a small plate. This one drop represents the freshwater that is available for our use. This water is found in rivers and lakes. Explain that the rest of the water in the half-cup is deep groundwater, water bound up as soil moisture, water in living things or water in the atmosphere.
• Share the statistics found in the Did You Know? section of the lesson.
• Help students conclude from the demonstration that water is a limited natural resource. Ask, “How are water and agriculture related?” Use further guiding questions until students recognize that farmers must use a portion of our water supply to grow the crops and raise the livestock that provide our food supply. Ask students, “What practices can farmers use to conserve and protect freshwater?” Inform students that they will be learning about how water use in agriculture can be managed to provide food more sustainably for our growing population.

Explore and Explain

Activity 1:

• Open the Water slide deck.

• Slide 4: Ask students, “What do farmers need to grow a crop?” Use the click animations on the slide deck to display open space, fertile soil, sunshine, correct climate and seeds. Once these items have been discussed, explain that there is one more item. Without it, the crop will fail completely. Ask students what this could be. (water)
• Slide 6: Drip Irrigation—Using the picture, describe drip irrigation. Water is sent through plastic pipes that are laid along the crop rows. Tiny holes allow water to drip at the base of the plants. This method is most effective for fruit and vegetable crops.
• Slide 7: Center-Pivot Irrigation—Using the picture, describe center-pivot irrigation. This is a large sprinkling system on wheels. A line of sprinklers pivots around a center point in a field. This method of irrigation is what creates green crop circles that can be seen from a plane.
• Slide 9: Flood/Furrow Irrigation—Using the picture, describe flood or furrow irrigation. To utilize this method of irrigation, farmers dig furrows between their crop rows. Water is delivered to the top of each row using ditches or siphon hoses. The crop is irrigated as the water flows from the top to the bottom of each row.

• Help students recall the definition of best practice . Next, apply the principle to water conservation and ask for ideas of how farmers can conserve water as they grow our food and fiber.
• Slide 12: Refer back to the video clip they viewed at the beginning of the lesson. It described a practice called conservation tillage . Explain that farmers will leave crop residue (materials such as stalks, stems and seeds) in their fields without plowing it under in the fall. In the spring, they use an air seeder (device that precisely plants the seeds at equal distances and proper depth in the soil and then covers them) to plant the next crop, eliminating the need to plow the soil. Conservation tillage improves water-use efficiency in crops.
• Slide 13: Explain that a riparian area is a space between land and a waterway, ideally filled with native grasses, shrubs and trees. Landowners can improve water quality by preserving wetland and riparian areas, which have many benefits. These areas help filter nutrients that are collected as water runs over the land; help control water levels during floods; and provide habitat for animals. If possible, use a local riparian area as an example to help students understand.
• Slide 14: Explain to students that some methods of irrigation are more efficient than others. Best practices in irrigation vary by farm and crop, but they will generally enable farmers to decrease water evaporation, deliver water more directly to plant roots (eliminating water loss to other locations or from runoff), and measure precise soil moisture for exact watering.
• Slide 15: Ask students, “How can we protect and conserve water at home and in our schools and communities?” As students discuss answers, reinforce the concept that our actions affect our natural resources. Water conservation ideas include: turning off the water while brushing your teeth, using low flow toilets, using water bottles and refill stations, decreasing shower times, etc.

• In this level of the game you will primarily be managing water use. There will be a water meter on the left side of the screen that you will need to pay close attention to.
• The game is simulated for the year 2030.
• Stop when you finish farming in the last country.
• Total game time is 15 minutes (5 minutes in each country)
• What were your limiting factors?
• Did you find it difficult to have enough water for your crops? Why is freshwater conservation and preservation important? How did the weather impact your crops?
• What ripple effects did you notice from your investments?

Use the following supplementary videos:

• What Is a Watershed?  (1:17 min)
• Why Should You Care About Our Watersheds?  (2:04 min)

Display a map of the world and ask students, “Which countries have the least available freshwater?” Allow students to offer their guesses and proceed to ask, “Which countries have the most available freshwater?” Discuss reasons why. Through class discussion, help students more fully recognize that across the globe not everyone has access to a reliable freshwater source. Discuss factors that impact water availability and daily water use per person (estimate liters or gallons by country). Access data from  FAO  website .

Display a map of your local watershed so students can see where water flows from and to in your area. Every action you take impacts our community and our neighbors downstream. Point out to students that in some countries they can’t drink water from the tap because it is contaminated. Every day we must protect and conserve water.

The Journey 2050 lessons provide an introduction to agricultural sustainability. Take a deeper dive into additional sustainability topics using the links found on the Sustainability page.

Have students play the Water Savers board game.

Summarize the following key points (slide 19):

• Water is a natural resource critical to agriculture.
• Although the majority of Earth is made up of water, only a small fraction is actually usable.
• Farmers improve their water efficiency by using water conservation practices and technologies such as irrigation (with moisture sensors), conservation tillage and riparian areas.
• Some regions of the world face greater threats to their water supply than others.
• https://water.usgs.gov/edu/pdf/earthwherewater.pdf
• http://www.fao.org/news/story/en/item/130033/icode/
• https://www.weforum.org/agenda/2020/06/world-population-water-stress-2050-climate-change/
• http://www.nationalgeographic.com/kidsnetwork/water/session_01.html
• https://www.thefashionlaw.com/how-many-gallons-of-water-does-it-take-to-make-a-single-pair-of-jeans/
• http://www.borgenmagazine.com/impact-drip-irrigation-crop-per-drop/
• http://www.fao.org/docrep/t1696e/t1696e09.htm
• https://water.usgs.gov/edu/earthwherewater.html
• https://www.usgs.gov/special-topics/water-science-school/science/freshwater-lakes-and-rivers-and-water-cycle
• http://www.miseagrant.umich.edu/flow/pdf/U2/FLOW-U2-L3-MICHU-08-402.pdf
• http://www.ers.usda.gov/topics/farm-practices-management/irrigation-water-use.aspx

Acknowledgements

The  Journey 2050 program was originally developed by Nutrien in collaboration with Calgary Stampede, Alberta Canola Producers Commission, Nutrients for Life Foundation, and Agriculture in the Classroom Canada. Authors and contributors were drawn from each of these organizations under the direction of Lindsey Verhaeghe (Nutrien) and Robyn Kurbel (Calgary Stampede.) The lessons were updated and revised in 2017 and 2022 with contributions from the original J2050 Steering Committee, the National Center for Agricultural Literacy, and the National Agriculture in the Classroom Organization. 

Recommended Companion Resources

• Agriculture and the Sustainable Development Goals
• Agronomy - Grow with It!
• Journey 2050 Program Summary: Project-Based Learning
• Planet Zorcon
• Project WET
• The Story of Bottled Water video
• The USGS Water Science School
• Using Technology to Save Water
• Water Savers
• Wiki Watershed
• World Population History

Organization

Agriculture and the environment.

• Evaluate the various definitions of “sustainable agriculture,” considering population growth, carbon footprint, environmental systems, land and water resources, and economics (T1.9-12.f)
• Describe resource and conservation management practices used in agricultural systems (e.g., riparian management, rotational grazing, no till farming, crop and variety selection, wildlife management, timber harvesting techniques) (T1.9-12.b)

Culture, Society, Economy & Geography

• Communicate how the global agricultural economy and population influences the sustainability of communities and societies (T5.9-12.a)
• Compare and contrast the economic challenges facing developed and under-developed countries (poverty, population, and hunger) (T5.9-12.c)
• Discuss how agricultural practices have increased agricultural productivity and have impacted (pro and con) the development of the global economy, population, and sustainability (T5.9-12.e)

Education Content Standards

Career & technical education (career).

AFNR (Grades 9-12) Natural Resource Systems Career Pathway

• NRS.01.02    Classify different types of natural resources in order to enable protection, conservation, enhancement and management in a particular geographical region.
• NRS.02.02    Assess the impact of human activities on the availability of natural resources.
• NRS.03.01    Sustainably produce, harvest, process and use natural resource products (e.g., forest products, wildlife, minerals, fossil fuels, shale oil, alternative energy, recreation, aquatic species, etc.).

Social Studies - Economics (ECONOMICS)

Economics Standard 1 (Grades 9-12) Scarcity

• Objective (Grades 9-12)    Identify what they gain and what they give up when they make choices.

Economics Standard 2 (Grades 9-12) Decision Making

• Objective (Grades 9-12)    Make effective decisions as consumers, producers, savers, investors, and citizens.

Social Studies - History (HISTORY)

NCSS 8 (Grades 9-12): Science, Technology, and Society

• Objective 2    Science and technology have had both positive and negative impacts upon individuals, societies, and the environment in the past and present.
• Objective 9    Science, technology, and their consequences are unevenly available across the globe.
• Objective 10    Science and technology have contributed to making the world increasingly interdependent.
• Objective 11    That achievements in science and technology are increasing at a rapid pace and can have both planned and unanticipated consequences.
• Objective 12    Developments in science and technology may help to address global issues.

NCSS 9 (Grades 9-12): Global Connections

• Objective 4    The actions of people, communities, and nations have both short-and long-term effects on the biosphere and its ability to sustain life.

NCSS 3 (Grades 9-12): People, Places, and Environments

• Objective 3    Consequences of changes in regional and global physical systems, such as seasons, climate, and weather, and the water cycle.

Science (SCIENCE)

HS-ESS3: Earth and Human Activity

• HS-ESS3-4    Evaluate or refine a technological solution that reduces impacts of human activities on natural systems.

HS-LS2 Ecosystems: Interactions, Energy, and Dynamics

• HS-LS2-7    Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.

APES Unit 5 Land and Water Use

• STB-1.A Introduction to Sustainability    Explain the concept of sustainability.
• STB-1.E Sustainable Agriculture    Describe sustainable agricultural and food production practices.

Common Core Connections

Anchor standards: reading.

CCSS.ELA-LITERACY.CCRA.R.4 Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

Anchor Standards: Speaking and Listening

CCSS.ELA-LITERACY.CCRA.SL.1 Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.

CCSS.ELA-LITERACY.CCRA.SL.5 Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.

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Agricultural Literacy Curriculum Matrix

Lesson plan, grade level, early elementary, upper elementary, middle school, high school, type of companion resource, content area standards, agricultural literacy outcomes, common core, journey 2050 lesson 3: water (grades 9-12).

Students will discuss the limited amount of fresh water on earth, identify how best management practices can reduce water consumption, discuss the need for water conservation and protection, and compare and contrast methods of irrigation for water conservation.  Grades 9-12

Estimated Time

Materials needed.

• Water slide deck
• Engagement Activity Supplies: One-gallon container, clear bowl, ½-cup measuring cup, eyedropper
• Journey 2050: Water video
• Play online or download app
• Create Free Teacher Account  to track student progress and print reports on Sustainability Farming Game .
• Computer or tablet device for each student

conservation tillage: farming methods that reduce the intensity or frequency of tilling in order to maintain some ground cover throughout the year and disturb the soil as little as possible while still providing the conditions needed to grow a productive crop

crop residue: plant material remaining in a field after harvesting, including leaves, stalks, and roots

irrigation: artificial application of water to the land or soil to assist plant growth

riparian area: A space between the land and the waterway ideally filled with native grass, bushes and trees

watershed: a watershed is the area of land where all of the water that falls in it and drains off of it goes into the same place

Did You Know?

• Over 70% of Earth is covered in water but only a small amount is freshwater.
• Only 5% of all the water on Earth is freshwater
• Only a small drop (3%) of the freshwater on the earth is accessible because the rest is trapped in groundwater, the atmosphere, glaciers and ice caps. 10
• Groundwater is the easiest to access, but that still leaves us with over 68% of our water supply that is salt water or un-accessible.

Background Agricultural Connections

• Lesson 1: Sustainable Agriculture
• Lesson 2: Soil Nutrients
• Lesson 3: Water
• Lesson 4: Economies
• Lesson 5: Land Use
• Lesson 6: Careers
• Lesson 7: Technology and Innovations
• Take Action: Project-based Learning and Program Summary

Imagine a picture of the Earth. All the blue that you see is water, and it makes up 70 percent of Earth’s surface. However, we can only use a tiny fraction of it. Only 2.5 percent of Earth’s water is freshwater, found in glaciers and polar ice caps, groundwater, surface water such as lakes, ponds and rivers, and in the atmosphere. Only 0.3 percent of that is accessible for us to use. 1

Water is essential, not just for drinking and keeping clean, but throughout our lives. For example, we need water to make the cars that get us to school and to grow the food that we eat. We can’t live without water. As our population grows, there is even more pressure on our limited supplies. Today, about 1.3 billion people live in regions with an uncertain supply of fresh water. 2  With economic and population growth in those areas, more than half the world’s predicted population will face water shortage by 2050 if nothing is done. 3 Water is essential and needs to be conserved and protected.

Water is an essential part of agriculture. In fact, nearly three-quarters of the world’s freshwater is used in agriculture to produce the food, fiber and products that we need to live. 4  For example, it takes 435 liters (115 gallons) of water to grow enough wheat to make just one loaf of bread 5  and about 11,000 liters (2,900 gallons) to make a pair of blue jeans. 6  This calculation includes the water required to grow the raw materials, process them and manufacture the final product. As our climate changes, the weather is becoming more extreme and unpredictable. In some parts of the world, the climate is becoming drier, and in others it is becoming wetter. The unpredictable availability of water is making it harder for farmers to grow crops, putting our food supply at risk.

Through advances in technology and improved best management practices, farmers try to ensure that crops have the right amount of water while conserving water and maintaining water quality. It’s about using the right amounts at the times when crops need water most. Too little and seeds can dry up. Too much and water is wasted as runoff.

For example, in countries like Kenya where rainfall can be unpredictable, farmers collect and store rainwater to reuse when it’s needed most. They also utilize drip irrigation where water is delivered close to plant roots through a pipe, drop by drop. This minimizes water losses from evaporation and increases yields by as much as 90 percent compared to plants only receiving rainwater. 7

In countries like Canada or the United States, pivot irrigation is a great way to apply water at specific times of the day. Technology plays a key role in water management. Farmers can use their phones to gain information on the soil moisture content of their crops. They can get live weather updates and calculate how much water is needed for the day. They can remotely turn their irrigation systems on and off to use water more efficiently while increasing crop yields.

Another best management practice is conservation tillage , which involves covering at least 30 percent of the soil surface with crop residues left after harvesting. 8  This helps slow water movement, reducing the risk of erosion. It also provides more organic matter, improving soil health. A healthy soil will hold more moisture and grow better crops.

Through innovations such as new seed varieties, scientists are developing crops that are more resistant to change in climates so we can grow crops even when the growing conditions are not ideal. Sharing best practices and providing everyone with the tools they need to use water more efficiently is critical. It is important that every single day of the year we all take the time and make the effort to conserve and protect our precious water supplies.

This lesson has been adapted for online instruction and can be found on the  Journey 2050 eLearning site .

• Fill a one-gallon container (such as a plastic ice cream bucket) with water. This represents all the water on Earth. 
• Pour one half-cup of water out of the one-gallon container and into a clear bowl. The water in the bowl represents all of the freshwater on Earth, which is less than three percent of the total water on Earth. Freshwater is found in lakes, rivers, groundwater, ice and living things. The 15 half-cups that are still in the one-gallon container represent salt water. We cannot use salt water without first removing the salt in a process known as desalination. Though research and technology are improving this process, it is still prohibitively expensive and often impractical.
• With an eyedropper, place one drop of water from the half-cup onto a small plate. This one drop represents the freshwater that is available for our use. This water is found in rivers and lakes. Explain that the rest of the water in the half-cup is deep groundwater, water bound up as soil moisture, water in living things or water in the atmosphere.
• Share the statistics found in the Did You Know? section of the lesson.
• Help students conclude from the demonstration that water is a limited natural resource. Ask, “How are water and agriculture related?” Use further guiding questions until students recognize that farmers must use a portion of our water supply to grow the crops and raise the livestock that provide our food supply. Ask students, “What practices can farmers use to conserve and protect freshwater?” Inform students that they will be learning about how water use in agriculture can be managed to provide food more sustainably for our growing population.

Explore and Explain

Activity 1:

• Open the Water slide deck.

• Slide 4: Ask students, “What do farmers need to grow a crop?” Use the click animations on the slide deck to display open space, fertile soil, sunshine, correct climate and seeds. Once these items have been discussed, explain that there is one more item. Without it, the crop will fail completely. Ask students what this could be. (water)
• Slide 6: Drip Irrigation—Using the picture, describe drip irrigation. Water is sent through plastic pipes that are laid along the crop rows. Tiny holes allow water to drip at the base of the plants. This method is most effective for fruit and vegetable crops.
• Slide 7: Center-Pivot Irrigation—Using the picture, describe center-pivot irrigation. This is a large sprinkling system on wheels. A line of sprinklers pivots around a center point in a field. This method of irrigation is what creates green crop circles that can be seen from a plane.
• Slide 9: Flood/Furrow Irrigation—Using the picture, describe flood or furrow irrigation. To utilize this method of irrigation, farmers dig furrows between their crop rows. Water is delivered to the top of each row using ditches or siphon hoses. The crop is irrigated as the water flows from the top to the bottom of each row.

• Help students recall the definition of best practice . Next, apply the principle to water conservation and ask for ideas of how farmers can conserve water as they grow our food and fiber.
• Slide 12: Refer back to the video clip they viewed at the beginning of the lesson. It described a practice called conservation tillage . Explain that farmers will leave crop residue (materials such as stalks, stems and seeds) in their fields without plowing it under in the fall. In the spring, they use an air seeder (device that precisely plants the seeds at equal distances and proper depth in the soil and then covers them) to plant the next crop, eliminating the need to plow the soil. Conservation tillage improves water-use efficiency in crops.
• Slide 13: Explain that a riparian area is a space between land and a waterway, ideally filled with native grasses, shrubs and trees. Landowners can improve water quality by preserving wetland and riparian areas, which have many benefits. These areas help filter nutrients that are collected as water runs over the land; help control water levels during floods; and provide habitat for animals. If possible, use a local riparian area as an example to help students understand.
• Slide 14: Explain to students that some methods of irrigation are more efficient than others. Best practices in irrigation vary by farm and crop, but they will generally enable farmers to decrease water evaporation, deliver water more directly to plant roots (eliminating water loss to other locations or from runoff), and measure precise soil moisture for exact watering.
• Slide 15: Ask students, “How can we protect and conserve water at home and in our schools and communities?” As students discuss answers, reinforce the concept that our actions affect our natural resources. Water conservation ideas include: turning off the water while brushing your teeth, using low flow toilets, using water bottles and refill stations, decreasing shower times, etc.

• In this level of the game you will primarily be managing water use. There will be a water meter on the left side of the screen that you will need to pay close attention to.
• The game is simulated for the year 2030.
• Stop when you finish farming in the last country.
• Total game time is 15 minutes (5 minutes in each country)
• What were your limiting factors?
• Did you find it difficult to have enough water for your crops? Why is freshwater conservation and preservation important? How did the weather impact your crops?
• What ripple effects did you notice from your investments?

Use the following supplementary videos:

• What Is a Watershed?  (1:17 min)
• Why Should You Care About Our Watersheds?  (2:04 min)

Display a map of the world and ask students, “Which countries have the least available freshwater?” Allow students to offer their guesses and proceed to ask, “Which countries have the most available freshwater?” Discuss reasons why. Through class discussion, help students more fully recognize that across the globe not everyone has access to a reliable freshwater source. Discuss factors that impact water availability and daily water use per person (estimate liters or gallons by country). Access data from  FAO  website .

Display a map of your local watershed so students can see where water flows from and to in your area. Every action you take impacts our community and our neighbors downstream. Point out to students that in some countries they can’t drink water from the tap because it is contaminated. Every day we must protect and conserve water.

The Journey 2050 lessons provide an introduction to agricultural sustainability. Take a deeper dive into additional sustainability topics using the links found on the Sustainability page.

Have students play the Water Savers board game.

Summarize the following key points (slide 19):

• Water is a natural resource critical to agriculture.
• Although the majority of Earth is made up of water, only a small fraction is actually usable.
• Farmers improve their water efficiency by using water conservation practices and technologies such as irrigation (with moisture sensors), conservation tillage and riparian areas.
• Some regions of the world face greater threats to their water supply than others.
• https://water.usgs.gov/edu/pdf/earthwherewater.pdf
• http://www.fao.org/news/story/en/item/130033/icode/
• https://www.weforum.org/agenda/2020/06/world-population-water-stress-2050-climate-change/
• http://www.nationalgeographic.com/kidsnetwork/water/session_01.html
• https://www.thefashionlaw.com/how-many-gallons-of-water-does-it-take-to-make-a-single-pair-of-jeans/
• http://www.borgenmagazine.com/impact-drip-irrigation-crop-per-drop/
• http://www.fao.org/docrep/t1696e/t1696e09.htm
• https://water.usgs.gov/edu/earthwherewater.html
• https://www.usgs.gov/special-topics/water-science-school/science/freshwater-lakes-and-rivers-and-water-cycle
• http://www.miseagrant.umich.edu/flow/pdf/U2/FLOW-U2-L3-MICHU-08-402.pdf
• http://www.ers.usda.gov/topics/farm-practices-management/irrigation-water-use.aspx

Acknowledgements

The  Journey 2050 program was originally developed by Nutrien in collaboration with Calgary Stampede, Alberta Canola Producers Commission, Nutrients for Life Foundation, and Agriculture in the Classroom Canada. Authors and contributors were drawn from each of these organizations under the direction of Lindsey Verhaeghe (Nutrien) and Robyn Kurbel (Calgary Stampede.) The lessons were updated and revised in 2017 and 2022 with contributions from the original J2050 Steering Committee, the National Center for Agricultural Literacy, and the National Agriculture in the Classroom Organization. 

Recommended Companion Resources

• Agriculture and the Sustainable Development Goals
• Agronomy - Grow with It!
• Journey 2050 Program Summary: Project-Based Learning
• Planet Zorcon
• Project WET
• The Story of Bottled Water video
• The USGS Water Science School
• Using Technology to Save Water
• Water Savers
• Wiki Watershed
• World Population History

Organization

State standards for utah, high school world geography strand 1.

Humans and their physical environment

• Standard 1.3   -  Students will cite evidence of how the distribution of natural resources affects physical and human systems.
• Standard 1.4   -  Students will use geographic reasoning to propose actions that mitigate or solve issues, such as natural disasters, pollution, climate change, and habitat loss.

Grade 9: Social Studies Standard 5

Students will understand the interaction of physical and human systems.

• Objective 2   -  Assess the importance of natural and human resources. Meeting one or more of the following indicators: a) Describe the roles of natural and human resources in daily life. b) Identify worldwide distribution and use of human and natural resources. c) Compare and contrast the use of renewable and nonrenewable resources. d) Evaluate the role of energy resources as they are consumed, conserved, and recycled.

Earth and Space Science: SEEd Strand ESS.4

Humans depend on Earth’s systems for many different resources, including air, water, minerals, metals, and energy. Resource availability has guided the development of human society and is constantly changing due to societal needs. Natural hazards and other geologic events have shaped the course of human history. The sustainability of human societies, and the biodiversity that supports them, requires responsible management of natural resources. Scientists and engineers can make major contributions by developing technologies that produce less pollution and waste and that reduce ecosystem degradation. They also evaluate solutions to resolve complex global and localized problems that contain inherent social, cultural, and environmental impacts in an effort to improve the quality of life for all.

• Standard ESS.4.1   -  Construct an explanation for how the availability of natural resources, the occurrence of natural hazards, and changes in climate affect human activity. Examples of natural resources could include access to fresh water, clean air, or regions of fertile soils. Examples of factors that affect human activity could include that rising sea levels cause humans to move farther from the coast or that humans build railroads to transport mineral resources from one location to another. (ESS3.A, ESS3.B)
• Standard ESS.4.2   -  Use computational thinking to explain the relationships between the sustainability of natural resources and biodiversity within Earth systems. Emphasize the importance of responsible stewardship of Earth’s resources. Examples of factors related to sustainability could include costs of resource extraction, per-capita consumption, waste management, agricultural efficiency, or levels of conservation. Examples of natural resources could include minerals, water, or energy resources. (ESS3.A)

High School World Geography Strand 5

Economic development

• Standard 5.1   -  Students will explain the essential attributes of a developed economy and the patterns of development that differentiate less-developed from more-developed places.
• Standard 5.2   -  Students will describe and compare the function and distribution of economic activities in primary, secondary, and tertiary sectors.
• Standard 5.3   -  Students will explain key economic concepts and their implications for the production, exchange, distribution, and consumption of goods and services.
• Standard 5.4   -  Students will cite examples of various levels of economic interdependence between nations and peoples.
• Standard 5.5   -  Students will describe the costs, benefits, and sustainability of development in terms of poverty rates, standards of living, the impact on indigenous people, environmental changes, gender equality, and access to education.

Agriculture and the Environment

• Evaluate the various definitions of “sustainable agriculture,” considering population growth, carbon footprint, environmental systems, land and water resources, and economics (T1.9-12.f)
• Describe resource and conservation management practices used in agricultural systems (e.g., riparian management, rotational grazing, no till farming, crop and variety selection, wildlife management, timber harvesting techniques) (T1.9-12.b)

Culture, Society, Economy & Geography

• Communicate how the global agricultural economy and population influences the sustainability of communities and societies (T5.9-12.a)
• Compare and contrast the economic challenges facing developed and under-developed countries (poverty, population, and hunger) (T5.9-12.c)
• Discuss how agricultural practices have increased agricultural productivity and have impacted (pro and con) the development of the global economy, population, and sustainability (T5.9-12.e)

Education Content Standards

Career & technical education (career).

AFNR (Grades 9-12) Natural Resource Systems Career Pathway

• NRS.01.02    Classify different types of natural resources in order to enable protection, conservation, enhancement and management in a particular geographical region.
• NRS.02.02    Assess the impact of human activities on the availability of natural resources.
• NRS.03.01    Sustainably produce, harvest, process and use natural resource products (e.g., forest products, wildlife, minerals, fossil fuels, shale oil, alternative energy, recreation, aquatic species, etc.).

Social Studies - Economics (ECONOMICS)

Economics Standard 1 (Grades 9-12) Scarcity

• Objective (Grades 9-12)    Identify what they gain and what they give up when they make choices.

Economics Standard 2 (Grades 9-12) Decision Making

• Objective (Grades 9-12)    Make effective decisions as consumers, producers, savers, investors, and citizens.

Social Studies - History (HISTORY)

NCSS 8 (Grades 9-12): Science, Technology, and Society

• Objective 2    Science and technology have had both positive and negative impacts upon individuals, societies, and the environment in the past and present.
• Objective 9    Science, technology, and their consequences are unevenly available across the globe.
• Objective 10    Science and technology have contributed to making the world increasingly interdependent.
• Objective 11    That achievements in science and technology are increasing at a rapid pace and can have both planned and unanticipated consequences.
• Objective 12    Developments in science and technology may help to address global issues.

NCSS 9 (Grades 9-12): Global Connections

• Objective 4    The actions of people, communities, and nations have both short-and long-term effects on the biosphere and its ability to sustain life.

NCSS 3 (Grades 9-12): People, Places, and Environments

• Objective 3    Consequences of changes in regional and global physical systems, such as seasons, climate, and weather, and the water cycle.

Science (SCIENCE)

HS-ESS3: Earth and Human Activity

• HS-ESS3-4    Evaluate or refine a technological solution that reduces impacts of human activities on natural systems.

HS-LS2 Ecosystems: Interactions, Energy, and Dynamics

• HS-LS2-7    Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.

APES Unit 5 Land and Water Use

• STB-1.A Introduction to Sustainability    Explain the concept of sustainability.
• STB-1.E Sustainable Agriculture    Describe sustainable agricultural and food production practices.

Common Core Connections

Anchor standards: reading.

CCSS.ELA-LITERACY.CCRA.R.4 Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

Anchor Standards: Speaking and Listening

CCSS.ELA-LITERACY.CCRA.SL.1 Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.

CCSS.ELA-LITERACY.CCRA.SL.5 Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.