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What Is Industrial Agriculture?

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What Is Industrial Agriculture? Module 2 Educator’s Guide Investigation 2 What is industrial Geography Standards agriculture? Standard 1: The World in Spatial Terms Investigation Overview How to use maps and other geo- graphic representations, tools, and This investigation focuses on the technologies to acquire, process, high-energy- and technology-using and report information system of commercial agriculture in the • Produce and interpret maps and other developed, industrialized world. Students graphic representations to solve investigate industrial agriculture as a system of geographic problems. inputs and outputs, compare it to subsistence agriculture, examine its effects on human and physical landscapes, and consider how changes in technology are transforming the way it operates. A debate or forum Standard 14: Environment about industrial agriculture enables students to argue its advantages and and Society disadvantages and discuss the ability of agriculture to support future How human actions modify the populations without degrading the environment. physical environment • Evaluate the ways in which technology Time required: has expanded the human capacity to Introduction and Part 1: One or two 45-minute sessions modify the physical environment. • Explain the global impacts of human Part 2: One or two 45-minute sessions changes in the physical environment. Parts 3 and 4: One or two 45-minute sessions • Develop possible solutions to sce- Part 5: One or two 45-minute sessions narios of environmental change induced by human modification of the Materials physical environment. Investigation Briefing and Log, one for each student Computer with CD-ROM drive. The Mission Geography CD-ROM Standard 18: Uses of contains color graphics needed for this activity. Geography How to apply geography to inter- Content Preview pret the present and plan for the Industrial agriculture, which is typified by the highly productive commer- future cial agricultural system in the United States, is important to understand • Develop policies that are designed to because it produces most of the world’s food and fiber. But there are two guide the use and management of major issues: (1) because it relies on fossil fuels, which are nonrenew- Earth’s resources and that reflect multiple points of view. able resources, its ability to support world populations in the long run is problematic, and (2) because it sometimes produces serious environ- mental degradation, it may not be sustainable. Whether or not technol- Geography Skills ogy can solve these problems is an open question. Skill Set 3: Organizing Geographic Information • Classroom Procedures Select and design appropriate forms of graphs, diagrams, tables, and Beginning the Investigation charts. 1. The first sentence of the Briefing asks: “Where did your last meal Skill Set 4: Analyzing Geographic come from?” Information • Ask if it came from subsistence agriculture, which students may • Make inferences and draw conclu- have studied previously in this module. sions from maps and other geo- • Ask for student responses to initiate discussion. graphic representations. • Then say that this investigation will help them understand the type of agriculture that provides the food they eat. 1 Module 2 Educator’s Guide Investigation 2 Alternative: This will take more time than #1 • carefully studying and discussing the tables and above. figures, including the satellite images; The first sentence of the Briefing asks: “Where did • working on group answers to the Log questions; your last meal come from?” Have students and • list what they ate and drank for breakfast, lunch, • graphing the data from the 3 tables in Part 1— dinner, and snacks in one day; graphing helps students grasp the relationships • list the places of origin of each of those foods and trends portrayed in the tables. and beverages by both interviewing managers at stores and supermarkets and reading labels (A 6. To monitor progress and to keep students moving Big Mac, a pizza, a mocha latte, and a banana through the Briefing at roughly the same pace, ask split have many ingredients and therefore many students to give their interpretations and examples of places of origin.); • key concepts (e.g., input-output system, produc- • collate the information for the class as a whole tion, productivity, landscape patterns, calorie into two lists: foods and places of origin of comparisons, sustainability, precision agricul- foods; and ture, etc.), • mark the places of origin on a world map. • the satellite images, and/or • use the Log questions (or other questions) to Focus class discussion on generate class discussion. • popularity of types of foods; • spatial distributions and patterns of places of 7. The purpose of Part 2: What do the landscapes origins of foods; of industrial agriculture look like? is to help • speculations about how various foods are students practice skills of satellite image interpreta- produced, including any common elements of tion and to learn that industrial agriculture is an agricultural production; and important geographic phenomenon because it • any problems or issues regarding agriculture • creates many different landscape patterns on that students may know about. Earth’s surface, • transforms physical landscapes into human Developing the Investigation landscapes, and 2. Hand out copies of the Briefing and Log to each • varies from place to place because of environ- student or to small groups of students. mental and human differences. • Students can work on this activity individually, Tell students that a geographic landscape can have but it is recommended that they work in small both physical and human characteristics. groups—pairs or triads are especially recom- mended. 8. Part 3: What inputs does industrial agriculture • You may wish to form groups to take sides in a require? deals with the input side of the input- debate or in a forum, as suggested in Conclud- output system. ing the Investigation, #12 below. • It helps students understand why industrial agriculture is so productive, but 3. Leaf through the materials with the students and • it distinguishes different kinds of productivity— point out: those based primarily on labor inputs and those • the underlined questions to be answered on the based primarily on energy inputs from fossil Log at the end of the materials (the answers to fuels. the questions are found at the end of this Educator’s Guide) and 9. Students may need assistance understanding • a schedule for completing the questions. some of the arguments presented. For example: • Eisenberg, quoted in Part 4: What problems 4. Have students read the Background and Objec- does industrial agriculture create? is criticiz- tives sections and then take any questions they ing industrial agriculture for its negative environ- may have. mental effects. • Students should understand that industrial 5. Set students working through the Briefing, begin- agriculture requires inputs, such as fertilizer and ning with Part 1. How productive is industrial herbicides that can damage the environment if agriculture? which looks at the output of industrial they are misused. agriculture; Part 3 will look at the input side of the system. Emphasize the importance of 2 Module 2 Educator’s Guide Investigation 2 • Although these practices can produce large Concluding the Investigation amounts of food and fiber in the short run, they 12. Organize a debate or a forum about industrial also have the potential to produce serious agriculture. For example: environmental effects in the long run. • What are the advantages and disadvantages • Technological changes may have unintended (“pros” and “cons”) of industrial agriculture? consequences. For example, contaminated • Will industrial agriculture be able to feed future water supplies may be an unintended negative populations? Why? consequence of using chemical fertilizers to • Is industrial agriculture environmentally sustain- increase production. able? Why? • To support their positions in a debate or discus- 10. Of course, technological changes may, in turn, also sion, students should bring in new information to help address unintended negative consequences— supplement the data in this activity. For ex- they may solve some of the negative environmental ample, perspectives favoring industrial agricul- effects of industrial agriculture. One such change ture may be found on web-sites for Cargill (http:/ is the use of remote sensing for precision agricul- /www.cargill.com) and ADM (http:// ture, which is presented in Part 5: How are www.admworld.com). improvements in technology reshaping indus- • Have students write statements that they believe trial agriculture? Precision agriculture is a would represent the positions of key parties in concept that students (especially urban students) the debates about industrial agriculture, and may find difficult. then have them use these statements in a • You may need to help students interpret the dialog/round-table. Examples of roles could be images of agricultural landscapes. a gene scientist working for Genentech, an ADM • Students should understand that agricultural executive, a World Wildlife Fund representative, fields are rarely uniform and therefore are not an official of the United Nations Food and uniformly productive. Agriculture Organization (FAO), and the Secre- • Fields will often have areas that are wet and dry, tary of the U.S. Department of Agriculture. high and low, salty and less salty, clayey and sandy, and the like. 13. Have students create a graphic organizer summa-
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