Here we will take a look at a few agricultural phenomena by discipline that could be used in a variety of ways. These are some of the phenomena that come up frequently as we work with teachers through the Food and Agriculture Center for Science Education. These examples come from educators who have attended and participated in On The Farm STEM, a professional learning experience designed for science teachers to explore applied sciences in agriculture. 

In our last post of the series (coming soon!), we will go into further detail about how we evaluate and use phenomena to create science education resources and professional learning experiences, taking a deeper dive into the Center’s resource catalog of materials designed for NGSS.

Earth Science

Food production and agriculture can serve as an excellent context for earth science due to their inherent connection to the Earth's natural systems and processes. The global food system's impact on environmental concerns, such as deforestation, biodiversity loss, greenhouse gas emissions, and water, emphasizes the importance of resilient and sustainable practices and the consequences of human actions on the planet. For example, investigating agriculture can foster an understanding of geology and landforms as students examine the influence of topography and soil types on crop distribution. By using food and agriculture as a context for earth science, students could develop an appreciation for the intricate interactions between human activities, the Earth's resources, and the environment, encouraging environmentally responsible practices and sustainable approaches in food production and land management.

The following phenomenon could be used in a wide variety of classroom settings across multiple domains. Here we consider how methane digestion could be used in service of earth science. 

A video stimulus could be a segment of this YouTube video. Specifically, from the 2:05 mark to the 3:50 minute mark to avoid giving away the explanation. 

 

As we mentioned, this particular phenomenon, depending on the angle you take in sensemaking, could be used to address multiple DCIs across multiple domains. Here are a few earth science DCIs that could fit:

ESS3.A: Natural Resources

• All forms of energy production and other resource extraction have associated economic, social, environmental, and geopolitical costs and risks as well as benefits. New technologies and social regulations can change the balance of these factors. (HS-ESS3-2) This is built toward understanding how carbon levels in the atmosphere have increased dramatically as a result of the use of fossil fuels spanning nearly all aspects of our students’ everyday lives. The dairy industry has many regulations to mitigate potentially negative environmental effects. Dairy owners must balance the costs, risks, and benefits of technologies such as digesters. 

ESS3.C Human Impacts on Earth Systems

• The sustainability of human societies and the biodiversity that supports them requires responsible management of natural resources. (HS-ESS3-3) Responsible manure management by dairy owners keeps our soil, water systems, and surrounding ecosystems protected from harmful effects.  
• Scientists and engineers can make major contributions by developing technologies that produce less pollution and waste and that preclude ecosystem degradation. (HS-ESS3-4) Manure management practices and regulations are designed specifically for the prevention of ecosystem degradation.

ESS3.D: Global Climate Change

• Though the magnitudes of human impacts are greater than they have ever been, so too are human abilities to model, predict, and manage current and future impacts. (HS-ESS3-5) This builds toward the context of the biogenic carbon cycle and the effects of removing stored carbon (in the form of fossil fuels) that otherwise would not have much of an effect on the levels of greenhouse gases.

Biology (Life Science)

Food systems and agriculture can offer a compelling and relevant context for biology classes, as they encompass a wide range of biological concepts and processes. Students can explore the intricacies of plant and animal anatomy and physiology by studying growth, breeding, and animal husbandry. The principles of genetics and heredity come to life through discussions on selective breeding and genetically modified organisms used in agriculture. Moreover, exploring food chains, ecological interactions, and the delicate balance of ecosystems highlights the interconnectedness of organisms and their environments. The study of food and agriculture also enables students to investigate topics related to nutrition, health, and food safety, fostering an understanding of the biological basis of human dietary requirements. By using food and agriculture as a context for biology, students develop a holistic understanding of living organisms and their interdependence, encouraging them to make informed choices about their diets and engage in discussions about sustainable agricultural practices for the benefit of both humans and the environment. The implications of the global food system on human health and nutrition, including food safety, dietary choices, and the impact of healthy eating patterns, encourage students to make informed decisions about their well-being. 

When built toward making sense of nitrogen fixation this phenomenon could address the following middle school and/or high school DCIs:

LS2.A Interdependent Relationships in Ecosystems

• Similarly, predatory interactions may reduce the number of organisms or eliminate whole populations of organisms. Mutually beneficial interactions, in contrast, may become so interdependent that each organism requires the other for survival. Although the species involved in these competitive, predatory, and mutually beneficial interactions vary across ecosystems, the patterns of interactions of organisms with their environments, both living and nonliving, are shared. (MS-LS2-2) Built toward instruction related to Nitrogen fixation, which occurs in rotating crops, involves a mutually beneficial interaction between certain plants (legumes) and nitrogen-fixing bacteria.

LS2.B Cycles of Matter and Energy Transfer in Ecosystems 

• Plants or algae form the lowest level of the food web. At each link upward in a food web, only a small fraction of the matter consumed at the lower level is transferred upward, to produce growth and release energy in cellular respiration at the higher level. Given this inefficiency, there are generally fewer organisms at higher levels of a food web. Some matter reacts to release energy for life functions, some matter is stored in newly made structures, and much is discarded. The chemical elements that make up the molecules of organisms pass through food webs and into and out of the atmosphere and soil, and they are combined and recombined in different ways. At each link in an ecosystem, matter and energy are conserved. (HS-LS2-4) Built toward understanding how Nitrogen-fixing bacteria convert atmospheric nitrogen into a form that plants can use, and when these plants decompose, the fixed nitrogen is released back into the soil, contributing to the nitrogen cycle.

LS4.D: Biodiversity & Humans

• Humans depend on the living world for the resources and other benefits provided by biodiversity. But human activity is also having adverse impacts on biodiversity through overpopulation, overexploitation, habitat destruction, pollution, introduction of invasive species, and climate change. Thus sustaining biodiversity so that ecosystem functioning and productivity are maintained is essential to supporting and enhancing life on Earth. Sustaining biodiversity also aids humanity by preserving landscapes of recreational or inspirational value. (secondary to HS-LS2-7) (HS-LS4-6) Built toward understanding how Nitrogen fixation in rotating crops can contribute to maintaining biodiversity by enriching the soil with nitrogen and supporting the growth of diverse plant species. 

Here, we explored how this phenomenon could drive learning in an earth science setting. However, with a subtle shift in focus, we could use it for physical science. For instance, in a chemistry class, exploring nitrogen fixation in rotating crops could drive student sensemaking by demonstrating the chemical process of converting atmospheric nitrogen into a usable form by plants through symbiotic interactions with nitrogen-fixing bacteria, highlighting the role of chemical reactions and the importance of biological systems in nutrient cycling.

Chemistry

To that point, I have experienced many teachers in many workshops insist that food, more so agriculture, is a stretch for the chemistry classroom. That could not be further from the truth! Food and agriculture offer a tangible context to bring chemistry to life. By exploring the chemical processes involved in food production, preservation, and cooking, students can understand the fundamental principles of chemistry in a relevant and engaging manner. They can examine the interactions between acids and bases in fermentation, the role of enzymes in digestion, the chemical reactions behind food spoilage, and the transformations that occur during cooking and baking. Additionally, students can investigate the chemistry of soil, fertilizers, pesticides, nutrient cycles, and crop growth, gaining insights into the chemical components that impact agricultural practices and their environmental consequences. Understanding the chemistry of food and agriculture not only fosters scientific curiosity but also highlights the practical applications of chemistry in everyday life, enabling students to make informed decisions about the food they consume and the agricultural practices that shape our world.

The cycling of nutrients provides us with ample phenomena from which to approach chemistry instruction. For instance, eutrophication and hypoxia can be used to illustrate the chemical processes involved in nutrient cycling and oxygen depletion in aquatic ecosystems. Students can explore the role of nitrogen and phosphorus as nutrients in promoting algal growth, leading to eutrophication, and the subsequent biochemical reactions involved in decomposition, which deplete oxygen levels. Through exploring these processes, students can make sense of the complex chemical interactions underlying environmental systems, enhancing their understanding of the crucial role chemistry plays in comprehending and mitigating ecological challenges.

As we surveyed teachers and students to determine the relevance of this phenomenon, we envisioned using this phenomenon toward sensemaking that would require the following high school DCIs:

PS1.A: Structure and Properties of Matter

• A stable molecule has less energy than the same set of atoms separated; one must provide at least this energy in order to take the molecule apart. (HS-PS1-4) Built toward with instruction related to the chemical processes in photosynthesis and energy release.

PS1.B: Chemical Reactions

• Chemical processes, their rates, and whether or not energy is stored or released can be understood in terms of the collisions of molecules and the rearrangements of atoms into new molecules, (HS-PS1-4),(HS-PS1-5) Built toward with instruction related to the chemical processes in photosynthesis.
• In many situations, a dynamic and condition-dependent balance between a reaction and the reverse reaction determines the numbers of all types of molecules present. (HS-PS1-6) Built toward with instruction related to photosynthesis and also oxygen as a limiting factor in the pond.

PS3.D: Energy in Chemical Processes

• The main way that solar energy is captured and stored on Earth is through the complex chemical process known as photosynthesis. (HS-LS2-5) Built toward with instruction related to photosynthesis.

We recognize that there are several ways that this phenomenon could be leveraged to drive learning in the classroom. We are excited to find out how educators might modify or customize to meet the needs of their students and curriculum. 

Physics/Engineering

Food and agriculture offer a dynamic and relatable setting to explore physics and engineering in a three-dimensional manner. By exploring the principles of physics applied in these fields, students can grasp the underlying scientific concepts in a practical and engaging manner. They can investigate the mechanics of agricultural machinery, understanding the forces and motions involved in plowing, planting, and harvesting. Physics concepts like energy transfer and efficiency of systems come into play when studying food processing, refrigeration, and cooking, enabling students to appreciate the physics behind food preservation and preparation. Moreover, examining topics such as the physics of irrigation systems or the behavior of fluids in agriculture deepens students' understanding of how physical laws underpin essential processes in food production and the agricultural sector. By integrating physics with agricultural phenomena, students gain a deeper appreciation for the practical application of engineering and its significance in addressing the complexities of food production and sustainability.

Let’s consider turbidity in water. In physics, turbidity refers to the cloudiness or haziness of a fluid caused by large numbers of individual particles that are generally invisible to the naked eye. It is a measure of the scattering and absorption of light by these particles as it passes through the water. This phenomenon is studied in the context of optics, particularly in the field of light scattering and the interaction of light with matter.

Turbidity influences water quality in agricultural settings, particularly in aquaculture operations, where it plays a crucial role in the health and productivity of aquatic organisms. High turbidity levels in water sources used in aquaculture can impair the growth and well-being of fish and other aquatic species, leading to reduced yields and economic losses (Turbidity 2021). Additionally, turbidity can disrupt the balance of aquatic ecosystems, affecting biodiversity and overall ecosystem health. Therefore, managing turbidity is essential for sustaining aquaculture production and preserving aquatic environments.

Therefore, understanding and monitoring turbidity is important both for understanding fundamental principles of physics related to light scattering and for practical applications in agriculture to ensure water quality and optimize agricultural production.

Science & Engineering Practices (SEPs) & Crosscutting Concepts

In A Framework for K–12 Science Education and associated state standards, student learning goals go beyond Disciplinary Core Ideas (DCIs); Science and Engineering Practices (SEPs) and Crosscutting Concepts (CCCs) are equally important. Therefore, these three “dimensions” are critical parts of all science and engineering instruction. The examples above start with the DCIs but still provide ample opportunities for teachers to integrate the other two dimensions. While the exact activities and engagements are up to the educator, here are some considerations for aligning SEPs and CCCs that could be applied in the sensemaking of agricultural phenomena. 

Through the SEPs, students can engage in scientific inquiry and develop essential skills that are crucial in addressing real-world challenges within the food and agricultural sectors. By applying practices such as planning and conducting investigations, students can investigate the dynamics of pollinator populations and their impact on crop pollination and ecosystem stability. Using mathematics and computational thinking enables students to make evidence-based decisions about food safety, nutrition, and crop yield optimization. The process of Obtaining, Evaluating, and Communicating Information could be used to allow students to explore innovative methods for food preservation and enhancing agricultural efficiency. Engaging in argumentation from evidence empowers students to discuss topics like sustainable farming practices and the implications of genetic modification. The SEPs are of utmost importance as they empower students to actively participate in scientific inquiry, critical thinking, problem-solving, and communication. By engaging in these practices, students learn how to think like scientists and engineers, fostering a deeper understanding of scientific concepts, encouraging evidence-based reasoning, and preparing them to tackle real-world challenges effectively. The SEPs also promote a positive and inclusive learning environment, enabling students to work collaboratively, explore their curiosity, and develop valuable life skills essential for success in both scientific pursuits and everyday life.

The Crosscutting Concepts provide a powerful lens through which students can make sense of food and agricultural phenomena. Concepts like patterns, cause and effect, systems thinking, energy and matter, and stability and change enable students to analyze and understand the intricate relationships and interconnections within the food and agricultural systems. By recognizing patterns in crop growth or animal behavior, students can make predictions and conclude agricultural practices. They can investigate cause-and-effect relationships, such as the impact of environmental factors on crop yield, leading to informed decisions about sustainable agriculture. Systems thinking allows students to view the food supply chain as a complex network, where changes in one component can have far-reaching consequences. The concepts of energy and matter come into play when studying food production and processing, shedding light on the transformations that occur throughout the agricultural cycle. Additionally, understanding stability and change helps students grasp the dynamic nature of agricultural systems and the need for adaptable and sustainable practices in response to changing conditions. By applying these crosscutting concepts to food and agriculture, students gain a holistic perspective on the complexities of the global food system, empowering them to address critical issues related to food security, environmental sustainability, and responsible consumption.

Exploring Science through the lens of agriculture enables students to develop a broader perspective of global interdependence, cultural diversity, and the tradeoffs involved in production. Moreover, ethical discussions about animal welfare, fair trade, and sustainable practices foster an understanding of responsible practices and social responsibility. By incorporating the complexities of our global food systems into science education, students could find learning experiences more relevant and also become informed and responsible global citizens with the critical thinking and problem-solving abilities necessary to use science in addressing pressing global challenges related to food security and sustainable production.

In our upcoming blog post, we will share how the Food and Agriculture Center for Science Education offers a comprehensive support system, enabling educators to seamlessly incorporate agricultural science into their NGSS classrooms.

Reflection: Using Food and Agriculture as a Context for Science Learning

• How can you leverage science and engineering practices (SEPs) and crosscutting concepts (CCCs) to support student sensemaking in your instructional design with agricultural phenomena?
• In what ways can you use agriculture as a context to help students understand the interconnectedness of science disciplines (ecology, chemistry, biology, etc.) and their real-world applications?
• How might you engage students in scientific inquiry and problem-solving around real-world issues like food security, environmental justice, and resilience through agricultural examples?
• What strategies can you employ to integrate student interests and identities into science education using agriculture as a lens?
• How can you address issues of equity and access within the food system through science education?

Learn more about how a sustainable future begins in the science classroom! Register now for a one-hour webinar on Tuesday, May 14th at 7 PM EST.

Sources:

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