The concept of "risk" is a huge component of the concepts in these six lessons about natural resources and their ties to agriculture. Students first learn the risks and reasons associated with some agricultural practices. Then, they will explore potential solutions for the various risks agricultural practices could have on our natural resources. [permalink]

Just like we rely on clean, fresh air to breathe, aquatic animals depend on clean, fresh water to do the same. A gravel vacuum is an excellent way to keep a tank clean, and students will design their very own in this puzzler. [permalink]

In this high school task, students explore the food ecosystems of two samples of yogurt with different bacteria to figure out which types are harmful and then explore the environmental conditions that allow harmful and less harmful bacteria to thrive. This is the high school version of the middle school Food Fermentation task. This task intends to elicit student learning of the following NGSS dimensions:

Disciplinary Core Ideas

• LS2.A: Interdependent Relationships in Ecosystems (HS)

Science and Engineering Practices

• Analyzing and Interpreting Data (HS)
• Engaging in Arguments from Evidence (HS)

Crosscutting Concepts

• Cause and Effect (HS)

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In this high school task, students are introduced to bioreactors, a new technology that helps farmers reduce nitrates in their agricultural drainage water. A farmer, Caroline, installs two bioreactor systems on her farm, one with and one without a gate in the outlet. Students help Caroline figure out which option she should recommend to other farmers by doing calculations with sensor data to compare the total number of nitrates exiting each bioreactor system. Next, they use this data to decide whether to recommend gates or no gates in bioreactor systems, drawing a model to help Caroline explain the recommendation, including how it will increase the sustainability of Caroline’s farming practices. This task intends to elicit student learning of the following NGSS dimensions:

Disciplinary Core Ideas

• ESS3.C: Human Impacts on Earth Systems (HS)

Science and Engineering Practices

• Using Mathematics and Computational Thinking (HS)
• Developing and Using Models (HS)

Crosscutting Concepts

• Patterns (HS)

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This lesson is jam-packed with 9 hours of lessons surrounding the concepts of biotechnology, DNA, GMOs, and more! After taking on the role of a researcher and learning about the future of how their food is being grown, students will apply their knowledge about these topics, including genetic engineering, to establish where they stand. [permalink]

This phenomenon explores how butter is made from cream. [permalink]

In this high school task, students evaluate and compare sources of information presented in different formats to explore what is causing wildfires, the negative impacts of wildfires on biodiversity and human communities, and several potential forest management strategies to mitigate these impacts in two different areas of California. This task intends to elicit student learning of the following NGSS dimensions:

Disciplinary Core Ideas

• ESS3.C: Human Impacts on Earth Systems (HS)

Science and Engineering Practices

• Obtaining, Evaluating, and Communicating Information (HS)

Crosscutting Concepts

• Scale, Proportion, and Quality (HS)

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In this upper elementary task, students obtain information from various media sources to explain how an agricultural management practice, the rotational grazing of cattle, can improve a pasture ecosystem. Students explore the components of the rotational grazing system and how the system improves vegetative cover, grass, and root growth, dry matter production, soil erosion, and stream health. Students use what they learned in the task to explain the original phenomena—before and after images showing a previously degraded pasture system that has been improved using a rotational grazing system. This is an updated version of the Grazing Task. This task intends to elicit student learning of the following NGSS dimensions:

Disciplinary Core Ideas

• ESS3.C-E1: Ecosystem Dynamics, Functioning and Resilience (ES)

Science and Engineering Practices

• Obtaining, Evaluating, and Communicating Information (ES)

Crosscutting Concepts

• Systems and System Models (ES)

New York State P-12 Standards

• 5-ESSE3-1

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How does milk become cheese? This lab activity shows students the science behind milk curds. Students will wonder why the milk changes once acidic lemon juice is added and explore science through the lens of their food! [permalink]

Water is undoubtedly one of our most important resources. In this lesson, students use driving questions to discover the agricultural significance of water sources, why water is needed to produce and maintain life, and how they can responsibly use water. They will then use their new skills and knowledge to create a presentation based on careers related to water that they are most interested in. [permalink]

These 15 middle school and high school lessons engage students in activities rooted in collaboration, critical thinking, and innovation. Students will participate in various labs, examine case studies, research careers in energy, and more...all while gaining valuable knowledge surrounding the uses and types of energy involved in the different stages of producing agricultural commodities. [permalink]

It's no surprise that the weather we experience every day directly impacts the world of agriculture. But what exactly are the results of these weather impacts on food supply, crop health, and soil viability? Well, NASA's Jet Propulsion Laboratory and resources from the American Farm Bureau Foundation for Agriculture are here to help students discover the answers through 5 activity-based lessons! [permalink]

In this middle school task, students develop an explanation for how one organism’s (lactobacillus) population growth in an ecosystem may cause the population growth of other organisms in the same ecosystem to decrease. The ecosystem students explore is food. This task intends to elicit student learning of the following NGSS dimensions:

Disciplinary Core Ideas

• LS2.A: Interdependent Relationships in Ecosystems (MS)

Science and Engineering Practices

• Analyzing and Interpreting Data (MS)
• Engaging in Arguments from Evidence (MS)

Crosscutting Concepts

• Cause and Effect (MS)

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In this high school task, students evaluate a series of mathematical models to determine how a mysterious fungus impacts various populations in a pond ecosystem. This task intends to elicit student learning of the following NGSS dimensions:

Disciplinary Core Ideas

• LS2.A: Interdependent Relationships in Ecosystems (HS)
• LS2.C: Ecosystems Dynamics, Functioning, and Resilience (HS)

Science and Engineering Practices

• Developing and Using Models (HS)

Crosscutting Concepts

• Cause and Effect (HS)

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In this middle school task, students will write an argument that justifies the selection of a particular bull to be mated with a group of cattle to meet the criteria set forth by the producer. First, students will identify trait heritability and make connections between trait heritability and making cattle produce beef more efficiently. Then, students review the basic probability of outcomes for calf traits based on the expected differences between two bulls. Students are introduced to a concept called Expected Progeny Difference. Next, students are asked to focus on a growth production trait and compare the genetic difference between two calves on several economically and environmentally important traits. Last, students justify a decision to select a particular bull to be used in a selective breeding program to get the desired outcome. [permalink]

Based on the concept of rotational grazing, this elementary task takes students on a journey to learn about how cattle and the ecosystem are deeply intertwined. Matter cycles, food webs, and interdependent relationships all come into play as students explore how various agriculture practices can cause an ecosystem to improve. [permalink]

Using the results from a hands-on energy flow lab, students will use this lab knowledge to build upon and explore how a beef animal's diet directly affects their output of methane emissions and the biogenic carbon cycle. Students will begin to see the correlation between the energy inputs and outputs associated with cattle systems as they search for answers to the overall question of - "What can cattle raisers, scientists, and consumers do to reduce the amount of methane gas produced by cattle?" [permalink]

In this updated middle school task, students use a model to predict the effects of selecting a bull to be mated with a group of cattle, given the goal of decreasing cattle carbon emissions using genetics. This is an updated version of the Genetics Task. This task intends to elicit student learning of the following NGSS dimensions:

Disciplinary Core Ideas

• LS4.B-M2: Biological Evolution: Unity and Diversity (MS)

Science and Engineering Practices

• Developing and Using Models (MS)
• Constructing Explanations and Design Solutions (MS)

Crosscutting Concepts

• Cause and Effect (MS)

New York State P-12 Standards

• 3-LS3-2 and 3-LS4-2

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In this middle school task, students analyze data to determine how harmful algal blooms in New York waterways can affect biodiversity and human access to recreational waterways. Students consider changes in the ecosystem that contribute to harmful algal blooms along with four existing beef cattle production/industry practices for conservation management. Students select a combination of two practices and use empirical evidence and scientific reasoning to support or refute an argument about how combining conservation practices could contribute to protecting water quality and biodiversity in water ecosystems. This is an updated version of the Water Stewardship Task. This task intends to elicit student learning of the following NGSS dimensions:

Disciplinary Core Ideas

• LS2C-M1: Ecosystem Dynamics, Functioning and Resilience (MS)
• LS4.D-M1: Biodiversity and Humans (MS)

Science and Engineering Practices

• Engaging in Arguments from Evidence (MS)
• Developing and Using Models (MS)

Crosscutting Concepts

• Stability and Change (MS)
• Patterns (MS)

New York State P-12 Standards

• MS-LS-2 and MS-LS2-5

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This phenomenon explores the frequencies of lactase persistence worldwide. It offers an opportunity for students to see the changing nature of science. [permalink]

This phenomenon explores why some individuals sensitive to lactose eat some fermented dairy foods without any issues. [permalink]

This phenomenon explores how manure from cattle can be transformed into electrical power. [permalink]

Is the production of milk good or bad for the environment? Conflicting media claims tell opposing views, which can be difficult for students to understand. In this high school 5E unit on the dairy food system and sustainability, students explore media claims about the impacts of the dairy sector on the environment to figure out which ones most accurately represent the body of science on the dairy sector’s impacts. Across a series of four modules, students figure out how the components of the dairy food system impact the environment, including pollution, greenhouse gas emissions, climate, and biodiversity. To conclude the unit, students use engineering design processes to evaluate multiple solutions to reduce the dairy sector’s environmental impact. [permalink]

This phenomenon explores why swimmers who added chocolate milk to their regular post-training routine swam faster than swimmers who used carbohydrate sports drinks or calorie-free beverages. [permalink]

Aquatic animals and fish have a symbiotic relationship. Students will study this relationship as they research aquaponics and build a functioning prototype where fish and animals can grow strong and flourish together. [permalink]

This Purple Plow Puzzler encourages students to think of why greenhouses are used in production agriculture and why they are important to food security. These reasons will serve as the basis for understanding as students create their own miniature greenhouses. [permalink]

This high school task focuses on human impacts on earth systems. Throughout the task, students evaluate two different grazing techniques as possible strategies to manage natural resources. Students interpret a model, calculate data, and read an article to gather information to decide on the best resource management system to maximize profits and minimize negative impacts on biodiversity. This task intends to elicit student learning of the following NGSS dimensions:

Disciplinary Core Ideas

• ESS3.C: Human Impacts on Earth Systems (HS)
• ETS1.B: Developing Possible Solutions (HS)

Science and Engineering Practices

• Analyzing and Interpreting Data (HS)
• Engaging in Arguments from Evidence (HS)

Crosscutting Concepts

• Cause and Effect (HS)

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In this high school task, students use models and data to explain why lactose intolerant people experience lots of gas, bloating and diarrhea when they eat certain dairy products. Here, students explore models of lactose-tolerant and lactose-intolerant people to see how the inputs, outputs, and processes of each person’s digestive systems affect how they function to process dairy products. They then develop their own comparative model to explain why only lactose intolerant people experience these painful symptoms. At the end of the task, students examine new data to recommend what types of dairy products lactose intolerant people might eat to cause less painful symptoms. This is the high school version of the middle school More Cheese, Please task. This task intends to elicit student learning of the following NGSS dimensions:

Disciplinary Core Ideas

• LS1.A: Structure & Function (HS)

Science and Engineering Practices

• Developing and Using Models (HS)
• Analyzing and Interpreting Data (HS)

Crosscutting Concepts

• Systems and Systems Models (HS)

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In this middle school task, students use models and data to explain why lactose intolerant people experience lots of gas, bloating and diarrhea when they eat certain dairy products. Here, students explore models of lactose-tolerant and lactose-intolerant people to see how the inputs, outputs, and processes of each person’s digestive systems affect how they function to process dairy products. They then develop their own comparative model to explain why only lactose intolerant people experience these painful symptoms. At the end of the task, students examine new data to recommend what types of dairy products lactose intolerant people might eat to cause less painful symptoms. This task intends to elicit student learning of the following NGSS dimensions:

Disciplinary Core Ideas

• LS1.A: Structure & Function (MS)

Science and Engineering Practices

• Developing and Using Models (MS)
• Analyzing and Interpreting Data (MS)

Crosscutting Concepts

• Systems and Systems Models (MS)

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Can sand, rocks, soil, and plants actually make water cleaner? Sure they can! In this puzzler, students are tasked with creating a natural filtration system using materials found in nature. [permalink]