Why Farming Matters Secondary Schools Classroom activities for KS3 Geography and Citizenship
www.whyfarmingmatters.co.uk
Secondary Schools
Contents Foreword
1
Teachers’ introduction
2
Using the picture cards
4
Using the video
7
Main activities
9
Points of view
9
Mystery – Why is Valley Farm converting the old dairy?
10
Ideal farmer
12
Symbolic story
14
Follow the money
15
Reading images
16
Sequencing
16
Grand designs
18
Costing the earth
19
Why Farming Matters
Foreword Farming plays a fundamental part in all our lives; without it our very existence is at threat. The role of farming is increasingly topical in an era when sustainable management of scarce resources is of global concern. Our farmers: generate our own food supplies are environmental stewards and landscape managers help us rise to the challenge of climate change contribute to the rural economy. The contribution that farming makes to our immensely diverse landscape, wildlife habitats, thousands of rural jobs, and in sustaining rural communities is well established. However, public perception of UK farming does not always YLÅLJ[ [OL JVYL I\ZPULZZ VM HNYPJ\S[\YL HUK OVY[PJ\S[\YL" namely producing high quality, affordable food in a sustainable manner. At a time when issues of children’s health and diet are MVYLTVZ[ PU [OL UH[PVUHS JVUZJPV\ZULZZ W\WPSZ JSLHYS` ILULÄ[ from any exploration of what food does for them and what they should expect from it. As increasingly sophisticated consumers of food, their opinions are of genuine interest. As they are people who will have families of their own in the future, it is entirely appropriate that their voices should be heard and their questions taken seriously. The aim of this booklet is to help children develop a better understanding of a part of their world about which few of them have direct RUV^SLKNL HUK ILNPU [V ÄUK V\[ ¸^O` MHYTPUN TH[[LYZ¹
1
Secondary Schools
Teachers’ introduction This pack has been devised to aid teachers in secondary schools to raise awareness of farming matters in the classroom. Children are often enthusiastic about food and [OL JV\U[Y`ZPKL I\[ TH` HSZV IL YLTV[L MYVT ÄYZ[ OHUK experience of food production. As they develop they become PUJYLHZPUNS` PUÅ\LU[PHS PU [OL MVVK JOVPJLZ [OLPY MHTPS` THRLZ and better informed about the way their foods are produced. They will begin to make important decisions about what they want for their own children in the future. Those choices will PUJYLHZPUNS` YLÅLJ[ H ^PKLY W\ISPJ JVUJLYU V]LY PZZ\LZ IL`VUK [OL WYPJL VM MVVK ;OL` ^PSS IL PUÅ\LUJLK I` MHJ[VYZ Z\JO HZ quality, variety, traceability and sustainability. Thinking about the issues and talking about what is important to them now and in the future is an important step in helping children develop into informed decision makers of the future. The activities address key themes in farming: Providing food – food quality, local variety, traceability, animal welfare standards. Maintaining the countryside – maintaining and creating wildlife and landscape features. Tackling climate change – environmental management, role of bio-energy, water security. Contributing to the rural economy – tourism, rural life.
2
Why Farming Matters
The activities in this pack have been designed to encourage young people to think more carefully about farming and food. ;OL` JHU IL \ZLK [V Z\WWVY[ ZWLJPĂ„J HYLHZ VM J\YYPJ\S\T study or as a means to stimulate thought and debate. They also seek to respond to the QCA review for the secondary curriculum and are designed to help pupils acquire Personal, Learning and Thinking Skills which will help pupils to become: team workers self-managers independent enquirers YLĂ…LJ[P]L SLHYULYZ creative thinkers effective participators. By engaging in these activities pupils are encouraged to participate and form opinions. They will need to: listen to the opinions of others change their views in the light of further information work together in pairs and groups develop individual work suggest possible solutions create new designs evaluate their work. The activities have been presented as simply as possible and are designed for quick reference and to stimulate your own ideas. You may choose to use them exactly as they are included here, or to adapt them to better suit the needs of your class.
3
Secondary Schools
Using the picture cards The picture cards in this pack show the following images:
Set one
Set two
Set three
The pictures have not been numbered or captioned to avoid restricting their use in the classroom; captions are provided on the Why Farming Matters DVD and can be printed out if required. The pictures in this pack have been provided by www.ukagriculture.com a charity that helps to explain the role VM HNYPJ\S[\YL PU [OL JV\U[Y`ZPKL ;OL ^LIZP[L JVU[HPUZ H U\TILY VM \ZLM\S YLZV\YJLZ ZWLJPÄJHSS` MVY ZJOVVSZ including a photo library with over a 1000 free to use images for printing or including in school projects.”
4
Why Farming Matters
Using the picture cards provided ask pupils to: a. arrange the images of the sheep farming year or the wheat farming year in sequence b. write sticky note captions for each picture c. add transition comments to explain what happens in between each picture. Electronic versions of these images are supplied on the DVD and can be used with software such as Microsoft Photo Story 3* [V JYLH[L ZOVY[ ÄST ZLX\LUJLZ ^P[O H JVTTLU[HY` ^YP[[LU HUK recorded by pupils. *Microsoft Photo Story 3 can be downloaded free of charge from www.microsoft.com
Produce a fortune line to mirror the tasks and events shown in the pictures. a. Using a grid like the one shown on page 6 pupils should draw H JVU[PU\V\Z Å\J[\H[PUN OHWW` ZHK SPUL HNHPUZ[ H 12 month time line according to how they would feel having to do the farmer’s job at each stage in the sequence. b. Ask pupils to justify and explain the reactions shown in their graph. c. Suggest different circumstances that might impact on the MHYTLY HUK HZR W\WPSZ OV^ [OL` ^V\SK IL YLÅLJ[LK PU [OL fortune line. Events could include: a bumper harvest drought HU \UL_WLJ[LKS` ^L[ JVSK ZWYPUN an outbreak of foot-and-mouth disease on a local farm an increase in the prices paid to farmers by supermarkets.
5
Secondary Schools
Jan Feb Mar Apr May Jun Jul Aug Sep Oct Nov Dec
6
Why Farming Matters
Using the video The DVD contains a video of interviews with farmers talking about their lives, their farms and their attitudes to the environment, food production and the rural economy. The key themes explored are: arable farming beef farming KP]LYZPÄJH[PVU HUK ZLSSPUN [V [OL SVJHS THYRL[ horticulture (strawberry growing) environmental management. The video can be used in sections or as a whole.
Create a product time line Allow pupils to watch the interviews and using the information WYV]PKLK ÄSS PU H [PTL SPUL PSS\Z[YH[PUN [OL ^VYR PUW\[ YLX\PYLK to get a particular product to their table.
Speculation Ask pupils to listen out for information on aspects of farming life, environment and community covered by the farmers in the video and make brief notes on the key ideas e.g. job, crops, animals, climate etc. What will the farmer be saying about those jobs, crops and animals and the climate etc. in 20 years’ time and why? What will remain and what will change? What will be the likely gains from the predicted changes and what will be lost? What is worth preserving? Keep checking ‘NFU Tube’ for other farming videos that can be incorporated into classroom activities O[[W! \R `V\[\IL JVT UM\[\IL
7
Secondary Schools
Mind movie Before watching clips ask pupils to close their eyes and imagine a farmer’s work throughout spring, summer, autumn and winter using oral prompts every 15 seconds (what would they see, hear and smell?). Then ask some students [V YLJV\U[ [OLPY TV]PL" ZLLR ZPTPSHYP[PLZ KPMMLYLUJLZ ^P[OPU the class to emphasise. Then watch the video and repeat [OL ZPTPSHYP[PLZ KPMMLYLUJLZ L_LYJPZL JVTWHYPUN [OL PTHNPULK examples and reality.
Sound bites Turn the sound off before showing a clip from the video. Ask pupils to write down what they think the clip is about by analysing the images they have seen in the video and picture pack. Listen again and discuss which aspects of their speculation were right and which were aspects they did not anticipate.
Seen, Heard, Inferred & Ask SEEN ASK HEARD
INFERRED
H 7\WPSZ ÄSS PU H :,,5 /,(9+ 05-,99,+ (:2 [YPHUNSL SPRL [OL VUL [OL SLM[ ¶ YLÅLJ[PUN VU [OL [OPUNZ [OL` OH]L seen and heard in the video or could infer from it about farming in the UK. b. Compare results and derive class consensus on how their perception of farming in the UK has been challenged by what they have recorded. c. Start in pairs (comparing initial responses) and moving to fours (to rationalise their initial ideas) each table contributes to a class discussion and has the opportunity to raise their question about farms and farming. Encourage pupils to question others. They should also record any questions they might still require the answers to.
8
Why Farming Matters
Main activities Points of view Divide the class into groups and give each of the following statements to two groups; one group must come up with a supporting argument, the other with a counter argument. >OLU [OL NYV\WZ OH]L OHK Z\MÄJPLU[ [PTL [V HNYLL [OLPY arguments the teacher selects a statement and asks one group for a supporting argument, then another for a counter argument. Other groups are invited to contribute to the KLIH[L \U[PS H JSHZZ JVUZLUZ\Z PZ KLYP]LK 9LWLH[ [OL HJ[P]P[` for the statements handed out to other groups: ¸7LVWSL ZOV\SK I\` ZLHZVUHS MVVK THPUS` MYVT [OL <2 ¹ ¸6YNHUPJ MVVKZ HYL VUS` MVY ^LHS[O` WLVWSL ¹ ¸:OVWZ ZOV\SK VUS` ZLSS MVVK WYVK\J[Z MYVT [OL <2 ¹ ¸0[»Z NVVK MVY JVUZ\TLYZ [V RUV^ ^OV WYVK\JLK [OLPY MVVK HUK OV^ [OL` KPK P[ ¹
9
Secondary Schools
Mystery – Why is Valley Farm converting the old dairy? This activity requires pupils to identify themes and links between apparently random facts and to use the facts to identify a solution to the mystery. a. Copy and cut out the cards on page 11 and give complete sets in envelopes to pairs or small groups of pupils. b. Encourage pupils to share the cards and take turns reading and listening to the content as they build up a picture of the issues faced on Valley Farm. c. Pupils should try to group the cards to identify common themes. They can assign headings to the groups like factors to KV ^P[O ¸4PSR¹ ¸7HYRPUN¹ VY ¸:OVW¹ d. The pupils should try to devise an answer to the X\LZ[PVU ¸>O` PZ =HSSL` -HYT JVU]LY[PUN [OL VSK KHPY`&¹ They should show evidence in their answer of having understood many of the statements in the cards and should be able to explain how many are linked.
10
Why Farming Matters
Visitors say it would be nice to have a place for a drink and a snack.
Some of the fruit pickers used to be decorators in Budapest.
Tommy the dairyman says if supermarkets sell milk from Ireland so cheaply no one locally will be able to compete.
There are twice as many visitors this year as last year. The cars are parked all down the lane and block the road for passers-by.
During the foot-and-mouth crisis of 2002, Molly learnt how to set up a website to advertise her home-made cakes and jams. They’re very popular!
The “working farm” holidays have been very popular with 25 families staying in one year alone. A “kids’ room” would add space inside on wet days.
Bernard and Molly say that if Jack or Lucy want to stay on the farm when they grow up there will need to be something more than just a milk income to rely on each month.
Hot summers have meant poor grass from June to September in recent years, so dairy cows have needed more expensive cattle food than expected to keep milk yields up.
Wildlife walks and bird watching trips use the footpaths into Valley Farm Woods. They often ask about guide books.
The price of milk in the shop may be 51p a litre but Bernard says he gets no more than 18p a litre.
Some of the old pasture land has been ploughed up and planted with vegetables.
Bernard and Tommy are growing salad crops in a polytunnel.
Summer workers from Europe need somewhere to stay when they help to harvest the crops.
To make more money out of dairying would require a much bigger herd and a £250,000 YLÄ[ VM [OL TPSRPUN WHYSV\Y
Bernard says running a farm shop shows that there is a market for local meat and veg. By selling it himself he reckons he makes TVYL WYVÄ[
Teachers on school visits say it would be great to have an information base or classroom on the farm.
11
Secondary Schools
Ideal farmer This activity introduces pupils to the wide range of expectations placed on farmers and encourages them to ZLSLJ[ HUK Q\Z[PM` [OLPY ¸PKLHS¹ MHYTLY 7\WPSZ ZVY[ [OL JHYKZ and select six that they believe are the most important for their ideal farmer. They are forced to make choices and realise that some desires may not be compatible. The focus of the exercise may be changed by asking for the characteristics of the farmer who is the most: environmentally friendly sustainable WYVÄ[HISL
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Why Farming Matters
Produces food at very low cost.
Has a farm shop to sell directly to local people.
Specialises in one or two crops/animals HUK PZ ]LY` LMÄJPLU[
Doesn’t produce crops for export, grows only what the local population wants.
Grows bio-fuel crops that will be used as energy sources for heating or for vehicles.
Uses alternative energy sources on the farm to reduce CO2 emissions.
Puts the welfare of animals and health of JYVWZ ÄYZ[
Has a mixed farm using animal manures to feed the crops and some crops to feed the animals.
Is in a countryside stewardship scheme and preserves the beauty of the countryside.
Supplies big supermarkets where most people in towns shop.
Regularly hosts school visits on the farm to educate the children about farming.
Produces fewer, more expensive organic crops/animal products.
/HZ KP]LYZPÄLK PU[V UL^ I\ZPULZZ opportunities e.g. bed & breakfast, 4x4 tracks, golf driving ranges.
Uses a large amount of foreign seasonal labour to make sure people get the foods they want when they want them.
Takes an active part in the local community and sits on the parish council.
Produces the highest yield possible from the land using any approved input to make sure we have enough to eat.
Employs local labour and supports local businesses.
Has a wildlife pond and preserves hedgerows.
13
Secondary Schools
Symbolic story 9LHK V\[ [OL Z[VY` L_WSHPUPUN OV^ MHYTPUN OLSWZ [V YLK\JL the risk of climate change and then ask pupils to retell it in drawings. They cannot write any words but must draw small cartoons to help them recount the story.
H[L JOHUNL I` WYVK\JPUN )YP[PZO MHYTLYZ ÄNO[ HNHPUZ[ JSPT some of the highest energy crops and by producing to rld: environmental standards in the wo be used in the production Farmers grow crops that can bio-fuels helps to reduce of bio-fuels and bio-mass. Using e gases, with bio-fuels the build-up of harmful greenhous by up to 80% when reducing greenhouse emissions Ongoing developments compared with petrol and diesel. y will further contribute in crop husbandry and technolog N JSPTH[L JOHUNL [V [OL YVSL VM IPV LULYN` PU ÄNO[PU the soil by adding more Farmers preserve the quality of . By doing so, they organic matter and ploughing less even more carbon can preserve the quality of the soil and be stored in it. ways to use water more Farmers constantly look for new PZ UV[ ^HZ[LK HUK LMÄJPLU[S` 4HRPUN Z\YL [OH[ ^H[LY it in the summer is very storing water in the winter to use more so in the future, important and will become even rs hotter and drier. as global warming makes summe farm, using it to fertilise Farmers manage waste on the hty per cent of farms the land or to produce energy. Eig land and some even use animal manure to fertilise the sewage and compost use other people’s waste such as also use animal slurry from town councils. Some farmers combined heat and to make bio-gas that is burned in ity for the National Grid. power plants to produce electric
14
Why Farming Matters
Follow the money 7\WPSZ HYL YLX\PYLK [V JVUZ[Y\J[ H ÅV^ KPHNYHT [V ZOV^ how £10 spent at a farm shop passes through a village, e.g. £10 is earned by: a farm worker who spends it... (in village shop, petrol station, on rural bus service) a farmer who spends it... (buying feed, food, papers, paying farm worker, in the pub) etc.
£10.00 spent in farm shop
£2.50 to shop assistant for wages
£5.00 to farmer for produce supplied
£3.00 to farm hand for time spent picking produce
£1.00 to neighbour for 1 dozen farm eggs
£1.00 to Inland Revenue for income tax (out of village)
£1.00 for bus fare home (out of village)
£2.50 for light, heat and carrier bags (out of village)
£1.50 for a sandwich from the village shop
£3.00 for a beer and a pie in the village pub
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Secondary Schools
Reading images Environment
Seasonal
Rural economy
Working in pairs pupils are assigned two of the farming pictures and asked to ÄUK ZPTPSHYP[PLZ HUK KPMMLYLUJLZ IL[^LLU [OLT (ZR [OLT [V YLJVYK [OLPY ÄUKPUNZ on a Venn diagram. This activity raises awareness of connections between MHYTPUN WYHJ[PJLZ L N OLKNL ÄLSK WPJ[\YL vs. farm shop picture. The teacher can support pupil focus by suggesting words such as natural, seasons, etc.
Sequencing This activity involves sequencing of cards to explain how tourism on UK farms creates wealth in the economy and supports a wide variety of jobs. Copy the sequencing cards opposite, cut them out as indicated and give a full set to each pair or group of pupils. Ask pupils to match the cards up in sequence. H 3PZ[ HSS [OL WLVWSL I\ZPULZZLZ [OH[ ILULÄ[LK MYVT the visit. b. Explain how farm holidays help to preserve the countryside and communities we value so much. J *VUZPKLY OV^ [OL MHTPS` TH` OH]L ILULÄ[LK MYVT [OL holiday and how it might affect their choices when they get home.
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Why Farming Matters
Saw farm holiday cottages in magazine.
Sent off for brochures from travel agents.
Selected holiday cottage from brochure and posted deposit.
Booked hire car for week.
Drove to farm on :H[\YKH` ÄSSPUN up with petrol and eating at café.
Arrived at farm and went to local pub to hear folk band.
First morning spent touring farm and looking at animals.
Children go pony trekking. Parents hire cycles.
Farmer asks children if they’d like to feed the calves before breakfast.
Parents stay in and rent a DVD as it’s a wet Monday afternoon.
All family help out with wildlife survey next morning.
Visit National Trust castle for “Terrible Tuesday Torture Trip”.
All day at the Wednesday farmers’ market in nearby town.
Cinema in the evening and a pub meal.
Children help out with animals all morning. Parents OPYL ÄZOPUN [HJRSL
Relaxing reading afternoon in garden on second last day.
Best morning yet! All family help with milking and learn cheese making.
Last night at the pub supporting local charities in a sing-a-thon.
Bought Saturday papers in village shop before packing car.
:[VWWLK [V ÄSS \W H[ local petrol station. Left with boot full of fresh farm food.
17
Secondary Schools
Grand designs Ask the pupils to design a board game (e.g. based on snakes HUK SHKKLYZ [V L_WSHPU [OL ILULÄ[Z VM I\`PUN SVJHS WYVK\JL The game must show the ups and downs. ;OL` ZOV\SK [Y` [V PUJS\KL ZVTL VM [OL MVSSV^PUN ¸SHKKLYZ¹ or ups: TV shows suggest farm produce is the freshest. NFU on radio saying local produce means fewer food miles so it’s better for the environment. Local shop promotes variety of seasonal, local farm produce. ;OL` ZOV\SK [Y` [V PUJS\KL ZVTL VM [OL MVSSV^PUN ¸ZUHRLZ¹ or downs: Supermarket sells imported foods at below cost price. Some family members want all foods all year round. :VTL VM [OL W\ISPJ HYL \ZLK [V \UPMVYTS` ZPaLK JVSV\YLK foods found in supermarkets. Encourage the pupils to add some more factors to bring out the reasons why some people do support local farm produce and others don’t.
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Why Farming Matters
Costing the earth 0UUV]H[PVU -HYT ULLKZ [V JVUZPKLY [OH[ J\Z[VTLY ULLKZ HUK WYLMLYLUJLZ TPNO[ IL KPMMLYLU[ PU [OL M\[\YL 0[ HSZV ULLKZ to allow for the fact that the investment necessary to grow or diversify their business in the future might come at the expense of additional cost (in the form of debt) today. a. Provide pairs or groups of pupils with a copy of the graph on page 20 and a set of the statements. Ask them to relate the letters for each statement to a position in the graph. b. Suggest reasons for the location of each statement. J /V^ TPNO[ [OL MVSSV^PUN HMMLJ[ YL]LU\LZ HUK VY expenditure? 0UJYLHZPUN [OL HJYLHNL [V [HRL HK]HU[HNL VM economies of scale. Opening a farm shop to sell the farm produce. Joining with other farmers in the area to build a combined heat and power plant.
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Secondary Schools
Innovation Farm £35,000 £30,000 £25,000 £20,000 £15,000 £10,000 £5,000 £0 999
–1 998
1
000
1
–2 999
001
–2 000
2
KEY:
002
–2 001
2
Farm Revenue
003
2
–2 002
004
–2 003
2
005
2
–2 004
006
–2 005
2
007
–2 006
2
Farm Expenditure
A “We produce the same every year but prices are lower than three years ago” B “Expenditure has been higher than revenue for three years running – we need to look at changes to our business” C “Our debt is the highest it has ever been” D ¸>L OH]L KLÄUP[LS` ZLLU H [\YU HYV\UK PU [OL I\ZPULZZ in the last two years” E “Last year was our best ever – we can now take on more part-time staff to cope”
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Why Farming Matters
Some useful terms Fertiliser A product that is applied to soil to make it more fertile, that increases plant nutrition and quantities of crop grown. Farmers in the UK carefully follow guidelines on applying fertilisers and ensure that they do not harm the surrounding environment. Pesticide A substance, either natural or synthetic, that is used to protect the crop from pests e.g. insects, weeds or diseases. Farmers in the UK carefully follow guidelines on applying pesticides and ensure that they do not harm the surrounding environment. Arable land Land that is fit for cultivation and used to grow crops. Pasture land Land used for grazing by livestock. Traceability The ability to trace a product back to its source. Find out more about farming The following websites are a good source of background information that can be used to complement the exercises within this booklet www.face-online.org.uk www.growhow.co.uk/fertiliserfacts www.myredtractor.co.uk www.nfuonline.com www.thinkfoodandfarming.org.uk www.whyfarmingmatters.co.uk
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NFU supported by
The National Farmers’ Union represents the farmers and growers of England and Wales. Its central objective is to promote successful and socially responsible agriculture and horticulture, while ensuring the long term viability of rural communities. The NFU’s Why Farming Matters campaign aims to give everyone a much clearer idea of the contribution that farming makes to the economy, to the quality and security of our food supplies, to the beauty and diversity of our countryside, to combating climate change and to the rural economy. Farming & Countryside Education (FACE) helps young people learn more about food, farming and growing in a sustainable countryside. FACE members are organisations representing all aspects of the food and farming sector. FACE promotes visits to farms as part of the curriculum and provides easy access to resources and activities to complement these visits. FACE has a national team and ten regional educational co-ordinators who network within all government regions in England and in Wales. FACE is a charity supported by the National Farmers’ Union, the Royal Agricultural Society of England and its members. Registered Charity Number: 1108241. Think Food and Farming is the exciting legacy project building on the successes of the Year of Food and Farming. The long-term education programme is led by Farming and Countryside Education (FACE). Think Food and Farming will continue to work with partner organisations at a national, regional and local level to promote visits to farms, and to provide easy access to a variety of educational activities to complement both school-based studies and outdoor visits. The Think Food and Farming website brings together offers of help and activities, details of events and curriculum resources to make food and farming an easily accessible topic for schools. For more information visit www.thinkfoodandfarming.org.uk.
Acknowledgements Author: Roger Knill Editors: Rachel Sparks Linfield, Brian Hainsworth Design: Paula Sayer Photographs: www.ukagriculture.com Video production: 22 Ten Productions Project management & Print: K2 Marketing © National Farmers’ Union 2007