Unit D Sustainable Agriculture & Biomass Energy

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UNIT D SUSTAINABLE AGRICULTURE & BIOMASS ENERGY

NM Standards and Benchmarks

Social Studies

Economics Strand, Content Standard IV-B:

Analyze and evaluate how economic systems impact the way individuals, households,

businesses, governments, and societies make decisions about resources and the

production and distribution of goods and services.

Performance Standard #8:

Evaluate economic systems by their ability to achieve broad societal goals (e.g.,

efficiency, equity, security, employment, stability, economic growth).

Science Strand III, Science and Society, Content Standard I: Examine and analyze how scientific discoveries and their applications affect the world, and explain how societies influence scientific investigations and applications.

Performance Standard #4: Understand the scientific foundations of common technologies (e.g., kitchen appliances, radio, television, aircraft, rockets, computers, medical X-rays, selective breeding, fertilizers and pesticides, agricultural equipment).

Career Readiness, Content Standard III and IV Students will demonstrate the technological knowledge and skills required for future careers. Students will develop and demonstrate responsible and ethical workplace behaviors.

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Content  WhatIn this constitutes unit, students biomass will becomeenergy? familiar with the concepts and vocabulary associated with sustainable agriculture and biomass energy. Organic food and fiber production without the use of synthetic pesticides or chemical fertilizers is the fastest-growing sector of the agricultural industry, fueled by consumer demand in both North America and Europe. Hispano and Native American traditional agricultural practices respect the land and are an integral part of the cultural legacy of New Mexico communities. Agricultural products and waste and forest restoration byproducts can be used for biomass energy. Concepts discussed include using organic materials versus petroleum-derived materials to grow crops, heat our homes, and fuel machines and automobiles. The applied science will be instructed and demonstrated to inform the following: carbon and nitrogen cycles in agriculture, carbon footprints of organic fertilizers versus petroleum-based fertilizers, biomass energy, the variety of ways in which we use biopower, biofuels production, and the use of biofuels for transportation. Students will engage in an experiential activity in an effort to raise awareness of the variety of employment opportunities available in these fields. Students will receive information on training programs in these fields.

Vocabulary Essential Questions organic production  In sustainable agriculture and biomass energy, sustainable agriculture what careers are emerging in the effort to food shed reduce our dependence on fossil fuels, to food miles reduce the advance of rapid climate change, permaculture and to make responsible use of our natural green manure resources? compost

food security/insecurity  In sustainable agriculture and biomass energy, what career paths interest me and suit my biomass talents? biopower biofuels  What are the skill sets needed to be successful biodiesel in these career pathways? landfill gas  How and where can I learn the necessary skills woody biomass to land a good green job in a field that interests biomass farming me? forest restoration renewable resources Focus Questions algae  What is organic vs. sustainable?  What is food security and how can sustainable agriculture help? Time Allocation  What constitutes biomass energy?

2 weeks

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Introduction (1 - 3 classes)

Objective:

Students will demonstrate understanding of the environmental, social, and economic implications of sustainable agriculture and using biomass energy.

Activities:

1. Unit Overview Breaking petroleum dependency, petroleum-based vs. organic-based agriculture and their relative impacts, green manure, composting, making food systems less energy-dependent, permaculture, sustainable vs. organic, utilizing agricultural products and waste for biofuel, biofuel as a transitional solution, forest restoration, forest biomass, and creating biofuel from algae.

Materials: projector and screen, laptop, speakers, Portland’s Curbside Food and Yard Waste Collection for Community Composting (appendix B.1), DVD—―The Power of Community: How Cuba Faced Peak Oil,‖ laptop with available links mentioned below.

Resources:  ―Implications of Fossil Fuel Dependence for the Food System,‖ www.energybulletin.net  Plan for Portland, OR Curbside Food and Yard Waste Collection for Community Composting http://www.wmnorthwest.com/portland/yardwaste.html  Biomass Energy Basics http://www.nrel.gov/learning/re_biomass.html  Legal Definition of Sustainable Agriculture http://www.csrees.usda.gov/nea/ag_systems/in_focus/sustain_ag_if_legal.html  Definition of organic production http://www.nal.usda.gov/afsic/pubs/ofp/ofp.shtml  Cooperative Extension Service NMSU College of Agricultural, Consumer and Environmental Sciences – organic farming principles and sustainable practices http://extension.nmsu.edu  Short films: o Video segment on petroleum-based agriculture from film, ―The Power of Community: How Cuba Faced Peak Oil‖ (2004). http://www.youtube.com/watch?v=nSYHU4FXRtg o ―Permaculture Water Harvesting,‖ http://www.youtube.com/watch?v=bJL1yZ4N6fs o ―How to Compost‖, National Geographic http://video.nationalgeographic.com/video/player/environment/going-green- environment/green-home-makeover/compost-gg.html o New Mexico Forest and Watershed Restoration Institute http://www.nmfwri.org/

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2. New Mexico Farming Heritage Invite guest presenter from Seeds of Change Farm, Native Seeds/SEARCH, or Heritage Seeds to give history and to share information. Miguel Santistevan of Sol Feliz Farm ([email protected]) is happy to Skype with your class regarding New Mexico’s heritage of agriculture, acequia systems, and seed saving. Santistevan relates well to the students and inspires pride in our native culture while sharing valuable information.

Materials: laptop, screen, speakers, links below.

Resources:  Dreaming New Mexico at www.dreamingnewmexico.org  Local Foodshed and Local Value Chains http://www.dreamingnewmexico.org/food/ff- local-foodshed  Center for Southwest Culture – future of organic agriculture in NM http://www.youtube.com/watch?v=YSqdQlWC0E&feature=BF&list=ULlncsJXvA4mI &index=6  The Age of Local Foodsheds and a Fair Trade State http://www.youtube.com/watch?v=tFUxgVXytuA&feature=related  Cultural traditions are not separated from food in indigenous culture http://www.youtube.com/watch?v=kugIh-XH-WQ&list=ULlncsJXvA4mI&playnext=1  Local foods and New Mexico Pueblos http://www.youtube.com/watch?v=BA49j0_dUM4&list=ULlncsJXvA4mI&playnext=1  Youth farmers in Albuquerque http://www.youtube.com/watch?v=nL8HZe0Rpis&feature=related

Homework: Preparation for ―A Realistic Feast‖ - Assign some students to bring ramen noodles (33%), others boxes of macaroni and cheese (12%), some canned peas (13%), and still others a box of saltine crackers (14%). Teacher gets P.O. to nice restaurant to buy one carry-out of a mid-scale balanced meal, which will be served on nice pottery plate the next day. Also buy cans of soda for 50% of the class.

Assessment: Vocabulary quiz, 70% or better competency.

3. A Realistic Feast This activity demonstrates the extent of food insecurity in the world (See Appendix D.1). Before class or during the first 10 minutes, assign certain students to cook the macaroni and cheese and warm the peas, others cook/microwave ramen noodles. Bring to classroom. In the classroom, have a table set up to accommodate the entire class. Have one fancy placemat, cloth napkin, wine glass, nice plate and flatware. (0.7 % of class will be served a carry-out meal at the fancy place setting – ―High Food Security‖) A third of the table should have a plastic tablecloth, paper napkins, every day flatware and plates (33% of the class will be served macaroni and cheese and peas at the plastic table cloth – ―Marginal Food Security‖) One-half of the table will be bare with paper plates available. (50% of the class will be served ramen noodles on paper plates – ―Low Food Security‖) The remaining portion of the table will be bare. (14% of the class will receive a stack of saltine crackers at the bare table – ―Very Low Food Security‖) Tell the class that this ―feast‖ represents food insecurity throughout the world. 4 Introduction to Green Jobs – Unit D

Resources:  Food Insecurity Activity (see Appendix D.1)  Food and Agriculture Organization www.fao.org/publications/sofi/en/  Newsweek, ―Food Insecurity Rising in America‖ Claudia Kalb, August 10, 2010 http://www.newsweek.com/2010/08/10/food-insecurity-rising-in-america.html

Applied Science in Sustainable Agriculture

(1 – 2 classes)

Objective:

Student will demonstrate basic competency in the applied science involved in sustainable agriculture.

Activities: What makes it organic?

Conceptual Science Application

1. Understanding the carbon and nitrogen cycles. How can soil fertility be improved through application of green manure and compost? Play the Traveling Nitrogen game from National Earth Science Teachers Association at: http://www.windows2universe.org/teacher_resources/nitrogen_main.html .

Resources:  Carbon Cycle - National Earth Sciences Teachers Association http://windows2universe.org/earth/Water/co2_cycle.html  Nitrogen Cycle – National Earth Sciences Teachers Association http://windows2universe.org/earth/Life/nitrogen_cycle.html

Laboratory Science Application

1. How to make Healthy Compost (Center for Ecological Technology, www.cetonline.org, See Appendix D.3)

Materials: kitchen waste, shredded newspaper, manure, bucket of water, barrel.

Assessment: Complete diagram of carbon and nitrogen cycles.

Employment and Training Prospects in Sustainable 5 Introduction to Green Jobs – Unit D

Agriculture (1 class)

Objective:

The student will identify green jobs in sustainable agriculture, training resources and skill sets necessary for a career in these occupations. . Activity:

Share the following career and training information:

Green Jobs in the agriculture sector include (from NM Green Jobs Guidebook): Agricultural Farm Worker Agricultural & Food Science Technicians Farm and Home Management Advisors Environmental Scientists and Specialists First-Line Supervisors/Managers of Farming, Fishing Forest and Conservation Workers Forest and Conservation Technicians Conservation Forestry Consultant Forestry Supervisor Restoration Planner Soil Conservation Technician Soil Conservationists Soil and Plant Scientists Civil Engineer – Agriculture/Irrigation/Water supply

The Pathway Knowledge and Skills Chart for Agriculture, Food and Natural Resources Cluster This document describes what all/most learners/workers need to know and be able to do to demonstrate competence within career pathways in this cluster. http://www.careerclusters.org/clusters/16cc.php?cluster=ag

 NM Green Jobs Portal for information on Agriculture Sector Jobs www.greenjobs.state.nm.us  Green Careers: Sustainable Agriculture http://www.youtube.com/watch?v=9rG3SBQYOms&feature=channel  Worldwide Opportunities in Organic Farming www.wwoof.org  New Mexico State University, College of Agricultural, Consumer and Environmental Sciences http://aces.nmsu.edu/programs/sare/index.html  Southwest Indian Polytechnic Institute - Advanced Technical Education Certificate & Degree Programs in Natural Resources Management/Environmental Science/Crops & Soil Science/Agribusiness http://www.sipi.edu/acadprog/progstudy/divinstr/ate/natr/agtc/

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 New Mexico Farmer-to-Farmer Training Program (American Friends Service Committee) AFSC NM provides comprehensive hands-on farmer-to-farmer training. http://afsc.org/program/new-mexico-farmer-farmer-training-program  Biodynamic Farming and Gardening Association - This national association provides apprenticeship and training programs in sustainable and biodynamic farming, frequently conducted in conjunction with adult education or research centers. Internships/apprenticeships offered through Beneficial Farm, Santa Fe, NM http://mesatopfarm.com/programs.html#Anchor-Internships-11481  Los Poblanos Organics, Albuquerque, NM - Offers an apprenticeship program that focuses on well-rounded farm experiences that include many different elements of farming. http://www.lospoblanosorganics.com/internship.php

Materials: laptop computer, Internet.

Resources:  National Sustainable Agriculture Information Service http://www.attra.org/  Western Sustainable Agriculture Research & Education (SARE) Farm Internship Curriculum and Handbook http://www.attra.ncat.org/intern_handbook/  Sustainable Agriculture Resources and Programs for K-12 http://www.sare.org/publications/edguide/YouthBook_September2009.pdf  Educational and Training Opportunities in Sustainable Agriculture http://www.nal.usda.gov/afsic/pubs/edtr/EDTR2009.shtml

Experiential Component (1 class)

Objective:

Student will demonstrate understanding of jobs in sustainable agriculture through direct experience in the field.

Field Trip:

1) Field trip to local organic farm

How does the price of organic produce compare to conventionally grown produce? What are the costs associated with growing organically vs. conventional production? Are there value added products that are produced from the farm produce (e.g., jams, salsas)?

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Applied Science in Biomass Energy (2 - 3 classes)

Objective:

Student will demonstrate basic competency in the applied science involved in biomass energy.

Conceptual Science Activity:

1. What is biomass energy and what are the ways in which we use biopower?

Resources:  Biomass Energy Basics http://www.nrel.gov/learning/re_biomass.html

2. Forest restoration to prevent catastrophic wildfire and improve watershed health provides local jobs, natural building materials, and value-added forest products for biomass energy and other uses.

Resources:  Gila WoodNet http://www.gilawoodnet.com  New Mexico Forest and Watershed Restoration Institute - Video http://www.nmfwri.org/

3. Biomass energy also refers to burning of municipal solid waste (trash), demolition waste material, and animal factory wastes. Is biomass energy a net benefit to the environment? Under what conditions does burning woody biomass reduce carbon emissions?

Resources:  Energy Justice Network http://www.energyjustice.net/biomass/  Green Facts: Scientific Facts on Forests and Energy http://www.greenfacts.org/en/forests-energy/l-3/3-bioenergy-production.htm#0p0

Laboratory Science Activity

1. Production of Biofuels from Forest Biomass

How are biofuels produced from forest biomass and how are they used for power generation, heat and transportation?

Laboratory exercise ―Investigating and Using Biomass‖ http://www1.eere.energy.gov/education/lessonplans/plans.aspx?id=223

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2. Production of Biodiesel

There is an inexpensive kit from Carolina Biological Supply ($88) with enough materials for 30 students working in groups of 3. Students can collect and use their own feed stocks in the production of biodiesel with this kit.

Resources:  Biofuels: News and Information about Biofuel and Biomass Fuel Technology www.alternative-energy-news.info/technology/biofuels/  Using Biofuels in the Classroom: Lessons for High School Science http://www.teachbiofuels.org/Biodiesel%20Lessons%20&%20Labs.html  Monkeysee Videos on Making Biodiesel http://www.monkeysee.com/search?term=biodiesel

Employment and Training Prospects in Biomass Energy (1 class)

Objective:

The student will identify green jobs in biomass energy, training resources and skill sets necessary for a career in these occupations.

Activity:

Share the following career and training information:

Background:  Biofuels - About 700 new jobs in New Mexico are expected in the biofuels industry in the next 3 years, including biofuels industry plant operators (350 new jobs) and laboratory technicians (350 new jobs).  Agriculture and Forestry – The NM Green Jobs Guidebook identifies increased demand for employees that have organic farming knowledge, agricultural workers, and inspectors.  There is also an increased need for development of alternative, non-synthetic pesticides.  NM Economic Development Department identifies need for employees with enhanced skills in precision farming techniques, farmers, ranchers, and landscape architects.  New and emerging occupations include construction and manufacturing of super soil systems components and biomass farming.

Green Jobs in the biomass energy area include (from NM Green Jobs Guidebook): Biomass collection, separation, sorting workers Biomass plant operator, engineer, manager Biofuels plant technician Biofuels plant and system operator Biofuel plant field and operations engineer Biofuel technology and product development manager 9 Introduction to Green Jobs – Unit D

Biofuels business sales associate, manager Chemical equipment operator Electrical and electronic maintenance mechanic Biofuel laboratory technician Landfill gas collection system operator Landfill gas system technician Landfill gas-to-energy plant installer, operator, engineer, manager Animal waste biomethane gas collection system technician

Resources:  Green Careers: Clean Energy - Biofuels http://www.youtube.com/watch?v=nDxAqjz_Hzo&feature=mfu_in_order&list=UL  New Mexico Green Jobs Portal www.greenjobs.state.nm.us  New Mexico Green Jobs Guidebook http://newenergyeconomy.org/wp- content/uploads/2011/03/nmGreenJobsGuidebook.pdf

Experiential Component (1 class)

Objective:

Student will demonstrate understanding of jobs in biomass energy and forest restoration through direct experience in the field.

Field Trip Options:

1) Sapphire Biofuel Plant, Las Cruces, NM. Discuss process for producing biofuel from algae. What are the employment opportunities available at the facility? What types of education and training are required?

Other biofuels plants in New Mexico: El Dorado Biofuels demonstration facility in Jal, NM; Abengoa Biofuels Plant in Portales, NM.

2) Gila WoodNet, Silver City, NM An example of a green business that conducts small-diameter tree thinning on U.S. Forest Service lands for forest restoration and then utilizes the harvested wood for biomass energy and value- added wood products. Employees in this business do the following jobs: Sawyers, heavy machinery operators, and truck drivers.

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Call your local the local office of the US Forest Service or your Soil and Water Conservation District to inquire if there are any forest restoration projects going on in your area that your students could visit.

Formal Weekly Assessment

Objective:

Student will demonstrate with a 70% proficiency or better, his/her understanding of concepts and employment opportunities in this career cluster.

Assessment: weekly assessment based on Weekly Grading Rubric (See Appendix I.8)

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