journey 2050 nutrients

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Agricultural Literacy Curriculum Matrix

Lesson plan, grade levels, type of companion resource, content area standards, agricultural literacy outcomes, common core, journey 2050 lesson 2: soil nutrients (grades 9-12), grade level.

Students will identify nitrogen, potassium and phosphorus as primary soil nutrients necessary in the production of abundant and healthy foods, describe various methods of replenishing soil nutrients that have been depleted by plant growth, discover how overall plant health impacts a plant’s ability to resist disease and pests and describe what best management practices are in agriculture to improve overall sustainability.  Grades 9-12

Estimated Time

Materials needed.

• 1 clear drinking glass with 8 equidistant marks (glass or plastic, use a grease pencil or dry-erase marker to add the marks)
• Drinking straw
• Journey 2050: Soil Nutrients video
• Soil Nutrients  slide deck
• Play online or download app
• Create Free Teacher Account  to track student progress and print reports on Sustainability Farming Game .
• Computer or tablet device for each student
• Glossary of Key Terms

4R Nutrient Stewardship System: helps farmers apply the right source of nutrients at the right rate, time and place on their fields

best management practices: methods that can improve efficiency, optimize resources, and prevent or help reduce pollution

fertilizer: any material of natural or synthetic origin that is applied to soils or plant tissues to supply one or more nutrients essential to plant growth

organic material: relating to living things; made without the use of artificial chemicals

Did You Know?

• A modern combine can harvest 1,000 bushels of wheat per hour (1 bushel of wheat = 60 pounds). 2
• The weight of a bushel varies by crop. A bushel of oats is 32 pounds, a bushel of corn is 70 pounds and a bushel of cotton is 32 pounds. 3
• An acre is equal to 43,560 square feet, which is about the size of a football field not including the two end zones. 4
• In areas where the soil is depleted of nutrients, applying fertilizer could double if not triple the crop yields. 5
• Manufactured fertilizers are responsible for 50% of the world’s food supply. 6

Background Agricultural Connections

• Lesson 1: Sustainable Agriculture
• Lesson 2: Soil Nutrients
• Lesson 3: Water
• Lesson 4: Economies
• Lesson 5: Land Use
• Lesson 6: Careers
• Lesson 7: Technology and Innovations
• Take Action: Project-based Learning and Program Summary

Nutrients are essential. We need them to produce food.  They provide energy and support the growth and maintenance of our bodies. Without adequate nutrients, people become malnourished and cannot protect themselves from disease. 

We get our nutrients from plants and animals through the food we eat. Animals get their nutrients from the plants they eat, and plants take nutrients from the soil and elements from the air.

• Nitrogen is often called the Builder . It is necessary for chlorophyll synthesis, which helps the plant stay healthy, green and strong. Nitrogen helps make proteins as well.
• Phosphorus is referred to as the Enforcer . It helps the plant trap and use the sun’s energy to make food through photosynthesis. Plants also need phosphorus to grow healthy root systems.
• Potassium is the Protector. Potassium protects plants against diseases and helps them stay healthy when it is cold or dry by facilitating the movement of nutrients and water within the plant to where they’re needed most.

We may not realize it, but the soil beneath our feet is a vibrant source of life and nutrients. Soil is home to lots of living and non-living materials. This includes rocks, minerals, bacteria and countless insects and organisms so small you need a microscope to see them. It takes a long time to make soil. As rock crumbles and erodes, the minerals mix with organic material from the remains of plants and animals that decay over time, creating nutrient-rich soil.

Soils are like a bank where nutrients and water are stored. Plants get the nutrients they need from the soil through their roots. If these nutrients are not replaced using fertilizer and organic material, the bank is depleted and the soil slowly becomes less fertile.

Nutrient-deficient plants show symptoms like turning pale-yellow in color and have poor growth. They’re less able to compete with weeds and resist plant diseases, insects or drought. These plant health problems may result in less food grown with lower nutritional value. 

Best management practices are developed from science and experience. They’re used to prevent soil depletion, improve production on current land and make sure farmers aren’t forced to move onto new, fertile land elsewhere. Thus, more natural habitat is preserved. These practices range from the simple planting of shelter belts or hedge trees for the prevention of soil erosion to more technical practices like the use of global positioning systems for the precise application of nutrients. Best management practices differ depending on the unique characteristics of each farm, but each practice allows farmers to do more with less.

The 4R Nutrient Stewardship System is an example of one best management practice that farmers use. First, farmers test the soil to find out what nutrients the soil needs, and then they select the seed that will grow best in the area. Next, they use the 4Rs—right source, right rate, right time and right place—to precisely apply the nutrients required to grow a healthy crop.

Farmers start by determining the right source, which will provide the correct combination of nutrients. Then they figure out the exact amount the plant needs; this is the right rate—not too much and not too little. The nutrients must then be applied at the right time of year and in the right place in the field to increase crop uptake.

The 4R Nutrient Stewardship System can help farm families, especially when used in combination with other best management practices. For example, in Kenya farmers carefully bury fertilizers, plant material or manure near plants’ roots using the 4Rs. If they applied nutrients on the surface (not the right place), the nutrients would be at risk of being lost to the environment. Too many losses can cause negative impacts on air, water quality and habitats. In the long run, it’s not sustainable.

That’s why best management practices like the creation of riparian areas and the use of the 4R Nutrient Stewardship System are so important. Together all of these practices can improve crop yields, increase soil quality, increase farm profits and protect habitats.

You will have the opportunity to help your farm families use best management practices to improve sustainability.  Remember the sustainability barrel. Be thoughtful with your choices. And always keep in mind that every decision has more than one impact on sustainability.

This lesson has been adapted for online instruction and can be found on the  Journey 2050 eLearning site .

• Project the Soil Nutrients  slide deck beginning with slide 2. Ask students to keep the question “How are nutrients depleted from the soil?” in mind as you give them a demonstration.

• Seeds are planted in a field. After receiving moisture, they germinate and use the food energy stored in the seed to begin to grow.
• As the plants continue to grow, they need additional nutrients because the nutrients in the seed become depleted. (Instruct the student volunteer to drink the water until the level drops to the level 3 mark.)
• As the plants mature and begin to produce flowers, followed by fruits or seeds (such as corn, soybeans, vegetables, etc.), they need additional nutrients. (Instruct the student to drink two more units, leaving the water at the level 1 mark.)
• When the plants are harvested, the field rests until the next season. (The water level should remain at the level 1 mark.)
• The following season the field is planted again. Ask students, “Do we have more or less nutrients to begin season two with?” (less)
• The seeds germinate and begin to grow, once again requiring nutrients. (Drink the last unit of water.)
• As the plants continue to grow, more nutrients are needed. (Instruct student to drink one unit even though there is no water left). Remind the class that the plants are still hungry for nutrients so they keep trying to get them. As the volunteer student keeps sucking on the straw, explain that without proper nutrients the plants’ health will suffer: the plants will grow slow, they may turn yellow, they may be more susceptible to diseases and insects, and/or the size of the harvest they produce may decrease.
• Ask the students if there is a way the farmer can add nutrients to the soil. (Yes, they can add nutrients in a variety of ways, including mineral fertilizer, manure (from livestock), composted organic matter or by growing green crops (cover crops like alfalfa and clover).) Pour more water in the glass, representing the farmer applying nutrients to their field. Ask the student to drink another unit of water in order to have sufficient nutrients to finish the season and provide a harvest.
• We know that crops need nutrients to grow, and farmers must replace soil nutrients. Could farmers add too many nutrients of any type (manure, fertilizer, compost) to their fields? (Yes. If they add too much it costs them money, and there is a risk the nutrients will run off the land into bodies of water).
• Could farmers also not add enough nutrients? (Yes. If crops don’t receive enough nutrients they will be weaker, more susceptible to disease, produce less yield (which means less food), the crop will be less profitable and the soil won’t be as healthy.)
• If growing plants deplete soil nutrients, why should farmers continue to grow crops? (To produce our food so we can eat! Without farmers ensuring we have nutrient-rich soil we would not have a stable food supply.)
• Remind students of the meaning of the word sustainability . Inform them that they will be learning how farmers can sustainably manage plant health to produce food for the world while also preserving the environment for future generations.

Explore and Explain

Activity 1: Introduction to Soil Nutrients

• Slide 6: Ask students, “Why does soil matter to agriculture and to us?” ( Crops that we eat grow in the soil as well as the crops we use to feed livestock that provide us with foods like meat, milk and eggs.) Explain to students that just like we need nutrients, which we obtain from the food we eat, plants also require nutrients, which they get from the soil. Successful agriculture relies on healthy soil. The soil beneath our feet is one of our most precious resources; in reality, it makes life possible! It is much more than just dirt! Soil is composed of sand, silt, clay, plant nutrients, organic material, bacteria, crawling critters, oxygen, water and much more.
• Remind students of the analogy used in the video of a bank and storing nutrients. As an additional example you can use a refrigerator analogy. Explain that we have to restock the refrigerator when we run out of food. Similarly, after we harvest a crop, we need to “restock” the soil with the nutrients that were used as the crop grew. This will allow the next crop to reach its full potential.
• Slide 10: Ask students to picture two individuals. One eats a balanced diet, exercises and has overall good health. The other does not consume a healthy diet and is much less healthy. If both of these individuals were exposed to the same contagious illness, which one is more likely to get sick? (The less-healthy individual.)
• Nutrient deficiencies
• Weed infestation
• Plants will be better able to resist pests and disease, thereby requiring less human intervention.
• Plants will grow vigorously and be able to outcompete (grow faster than) weeds.
• Plants will grow to their genetic potential and produce more food.
• Slide 13: Point out to students that we make lots of choices in life; some choices are poor, others are good, and still others are better or best. The same is true in managing plant health. In agriculture the term best management practice refers to the best way to do something. Ask students if they can think of ways to protect the soil. Farmers use a variety of soil conservation practices to prevent erosion (contour plowing, terracing, windbreaks, cover crops, crop rotation, no-till farming, etc.) and other technologies to maximize yields sustainably. These are examples of best management practices.

• When fertilizers are used properly, they provide the exact nutrients needed by soils and plants, reducing the risk of losses to the environment.
• Fertilizer applied based on science and the 4R Nutrient Stewardship guidelines is essential as we strive to feed the world.

• Level 2 allows you to see the impacts of adding nutrients to the soil. You will be comparing three nutrient management practices.
• As you farm, you will be asked if you want to make investments that will cost money but will be used to improve the roads, research new seed varieties, Explain that these are examples of real-life investment opportunities that exist in each country.
• OPTIONAL: Divide your class into three groups and assign each group a specific nutrient practice. Group 1 will choose “No Nutrients” each time they plant a new crop. Group 2 will choose “Standard Practice” each time they plant a crop. Group 3 will choose “Best Practice” each time they plant a crop. (These nutrient management methods represent a poor, good and best practice.) Instruct students to stop after they finish the first round in Kenya. Their screens should show their sustainability scores and the results of their sustainability barrels. Once the students have finished round one, compare the results of the three groups and their nutrient management practices. What were their sustainability scores? What were their limiting factors? After the class discussion, allow the students to complete the next two rounds using the nutrient management practice that they deem best. Once they finish farming in Canada they will be done with Level 2 Have them stop here.
• Which nutrient practice was best?
• What negative impacts on crop yield, environment or economics did you see if you applied excess nutrients? What if you didn’t apply enough nutrients? (When excess nutrients are applied, the crop can’t use them all, and the nutrients can be lost to the environment, potentially damaging water quality and habitats. Using excess nutrients isn’t economical for the farmer. When insufficient nutrients are applied, the crop cannot reach its full potential, earning less for the farmer and producing less food to feed the world.)
• Can farmers use nutrients while still farming in a sustainable way? ( Refer back to the demonstration at the beginning of the lesson to tie the concepts together for understanding. Farmers who use best management practices monitor the health of their soil and apply soil nutrients as they are needed by following the 4Rs.)

Use the free, downloadable PDF Feeding the World and Protecting the Environment  from the Nutrients for Life Foundation to provide an overview of sustainability and the 4R Nutrient Stewardship System.

To review the concept of best management practices, use the Best Management Practices video  (1:06)  

Review and summarize the following key concepts (Slide 21):

• Agriculture provides our food supply. Growing our food requires the use of nutrients, which must be returned to the soil through proper application in order to continue growing healthy crops.
• Crops grown in soil without proper nutrients are less healthy, less resistant to insects and diseases, and produce a less abundant harvest than crops grown in nutrient-rich soil.
• When plant health is managed using best practices, farmers can be more successful in harvesting an abundant crop of healthy foods.
• https://en.wikipedia.org/wiki/Bushel
• https://wagrains.org/wheat/
• https://www.ers.usda.gov/webdocs/publications/41880/33132_ah697_002.pdf
• https://en.wikipedia.org/wiki/Acre
• http://www.scidev.net/sub-saharan-africa/agriculture/news/fertile-soil-increases-crop-yields.html
• https://www.topcropmanager.com/the-role-of-fertilizer-in-growing-the-worlds-food-10387/

Acknowledgements

The  Journey 2050 program was originally developed by Nutrien in collaboration with Calgary Stampede, Alberta Canola Producers Commission, Nutrients for Life Foundation, and Agriculture in the Classroom Canada. Authors and contributors were drawn from each of these organizations under the direction of Lindsey Verhaeghe (Nutrien) and Robyn Kurbel (Calgary Stampede.) The lessons were updated and revised in 2017 and 2022 with contributions from the original J2050 Steering Committee, the National Center for Agricultural Literacy, and the National Agriculture in the Classroom Organization. 

Recommended Companion Resources

• Agricultural Pests
• Agriculture and the Sustainable Development Goals
• Agronomy - Grow with It!
• Feeding the World and Protecting the Environment
• Insect Herbivores and Plants
• Is There Ever Too Much of a Good Thing?
• Journey 2050
• Journey 2050 Program Summary: Project-Based Learning
• Mobile System Removes Phosphorus From Manure
• Move 'N Around—The Nitrogen Cycle Game
• Nitrogen & Agriculture
• Phosphate Mining Video
• Potash Mining Video
• Soil Health Education Resources

Organization

Agriculture and the environment.

• Describe resource and conservation management practices used in agricultural systems (e.g., riparian management, rotational grazing, no till farming, crop and variety selection, wildlife management, timber harvesting techniques) (T1.9-12.b)
• Evaluate the various definitions of “sustainable agriculture,” considering population growth, carbon footprint, environmental systems, land and water resources, and economics (T1.9-12.f)

Culture, Society, Economy & Geography

• Discuss how agricultural practices have increased agricultural productivity and have impacted (pro and con) the development of the global economy, population, and sustainability (T5.9-12.e)
• Communicate how the global agricultural economy and population influences the sustainability of communities and societies (T5.9-12.a)
• Compare and contrast the economic challenges facing developed and under-developed countries (poverty, population, and hunger) (T5.9-12.c)

Plants and Animals for Food, Fiber & Energy

• Compare similarities and differences between organic and inorganic nutrients (e.g., fertilizer) on plant growth and development; determine how their application affects plant and animal life (T2.9-12.b)

Education Content Standards

Career & technical education (career).

AFNR (Grades 9-12) Plant Science Systems Career Pathway

• PS.03.02    Develop and implement a management plan for plant production.
• PS.03.04    Apply principles and practices of sustainable agriculture to plant production.

Social Studies - Economics (ECONOMICS)

Economics Standard 1 (Grades 9-12) Scarcity

• Objective (Grades 9-12)    Identify what they gain and what they give up when they make choices.

Economics Standard 2 (Grades 9-12) Decision Making

• Objective (Grades 9-12)    Make effective decisions as consumers, producers, savers, investors, and citizens.

Economics Standard 6 (Grades 9-12) Specialization

• Objective (Grades 9-12)    Explain how they can benefit themselves and others by developing special skills and strengths.

Social Studies - History (HISTORY)

NCSS 8 (Grades 9-12): Science, Technology, and Society

• Objective 2    Science and technology have had both positive and negative impacts upon individuals, societies, and the environment in the past and present.
• Objective 9    Science, technology, and their consequences are unevenly available across the globe.
• Objective 10    Science and technology have contributed to making the world increasingly interdependent.
• Objective 11    That achievements in science and technology are increasing at a rapid pace and can have both planned and unanticipated consequences.
• Objective 12    Developments in science and technology may help to address global issues.

NCSS 9 (Grades 9-12): Global Connections

• Objective 4    The actions of people, communities, and nations have both short-and long-term effects on the biosphere and its ability to sustain life.

Science (SCIENCE)

HS-ESS3: Earth and Human Activity

• HS-ESS3-3    Create a computational simulation to illustrate the relationships among the management of natural resources, the sustainability of human populations, and biodiversity.

HS-LS2 Ecosystems: Interactions, Energy, and Dynamics

• HS-LS2-7    Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.

HS-LS4 Biological Evolution: Unity and Diversity

• HS-LS4-6    Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity.

APES Unit 5 Land and Water Use

• STB-1.A Introduction to Sustainability    Explain the concept of sustainability.
• STB-1.E Sustainable Agriculture    Describe sustainable agricultural and food production practices.

Common Core Connections

Anchor standards: reading.

CCSS.ELA-LITERACY.CCRA.R.4 Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

Anchor Standards: Speaking and Listening

CCSS.ELA-LITERACY.CCRA.SL.1 Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.

CCSS.ELA-LITERACY.CCRA.SL.5 Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.

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Journey 2050

TOPICS: Plant and Soil Science , Sustainable Agriculture

MIDDLE , HIGH | GAME ADD TO FAVORITES

The year 2050 is a key moment in time – the world’s population will be nearly 10 billion. Food production needs are expected to rise by 60% and changing agronomic conditions will put pressure on agricultural yields. Journey 2050 is an agriculture education program that challenges participants to answer the question, “How will we sustainably feed nearly 10 billion people by the year 2050?”

Learn more about the Journey 2050 program or schedule a guest speaker

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Agricultural Literacy Curriculum Matrix

Lesson plan, grade level, early elementary, upper elementary, middle school, high school, type of companion resource, content area standards, agricultural literacy outcomes, common core, journey 2050 lesson 2: soil nutrients (grades 6-8).

Students will identify nitrogen, potassium and phosphorus as primary soil nutrients necessary in the production of abundant and healthy foods, describe various methods of replenishing soil nutrients that have been depleted by plant growth, discover how overall plant health impacts a plant’s ability to resist disease and pests and describe what best management practices are in agriculture to improve overall sustainability.  Grades 6-8

Estimated Time

Materials needed.

• 1 clear drinking glass with 8 equidistant marks (glass or plastic, use a grease pencil or dry-erase marker to add the marks)
• Drinking straw
• Journey 2050: Soil Nutrients video
• Soil Nutrients  slide deck
• Play online or download app
• Create Free Teacher Account  to track student progress and print reports on Sustainability Farming Game .
• Computer or tablet device for each student

4R Nutrient Stewardship System: helps farmers apply the right source of nutrients at the right rate, time and place on their fields

best management practices: methods that can improve efficiency, optimize resources, and prevent or help reduce pollution

fertilizer: any material of natural or synthetic origin that is applied to soils or plant tissues to supply one or more nutrients essential to plant growth

organic material: relating to living things; made without the use of artificial chemicals

Did You Know?

• A modern combine can harvest 1,000 bushels of wheat per hour (1 bushel of wheat = 60 pounds). 2
• The weight of a bushel varies by crop. A bushel of oats is 32 pounds, a bushel of corn is 70 pounds and a bushel of cotton is 32 pounds. 3
• An acre is equal to 43,560 square feet, which is about the size of a football field not including the two end zones. 4
• In areas where the soil is depleted of nutrients, applying fertilizer could double if not triple the crop yields. 5
• Manufactured fertilizers are responsible for 50% of the world’s food supply. 6

Background Agricultural Connections

• Lesson 1: Sustainable Agriculture
• Lesson 2: Soil Nutrients
• Lesson 3: Water
• Lesson 4: Economies
• Lesson 5: Land Use
• Lesson 6: Careers
• Lesson 7: Technology and Innovations
• Take Action: Project-based Learning and Program Summary

Nutrients are essential. We need them to produce food.  They provide energy and support the growth and maintenance of our bodies. Without adequate nutrients, people become malnourished and cannot protect themselves from disease. 

We get our nutrients from plants and animals through the food we eat. Animals get their nutrients from the plants they eat, and plants take nutrients from the soil and elements from the air.

• Nitrogen is often called the Builder . It is necessary for chlorophyll synthesis, which helps the plant stay healthy, green and strong. Nitrogen helps make proteins as well.
• Phosphorus is referred to as the Enforcer . It helps the plant trap and use the sun’s energy to make food through photosynthesis. Plants also need phosphorus to grow healthy root systems.
• Potassium is the Protector. Potassium protects plants against diseases and helps them stay healthy when it is cold or dry by facilitating the movement of nutrients and water within the plant to where they’re needed most.

We may not realize it, but the soil beneath our feet is a vibrant source of life and nutrients. Soil is home to lots of living and non-living materials. This includes rocks, minerals, bacteria and countless insects and organisms so small you need a microscope to see them. It takes a long time to make soil. As rock crumbles and erodes, the minerals mix with organic material from the remains of plants and animals that decay over time, creating nutrient-rich soil.

Soils are like a bank where nutrients and water are stored. Plants get the nutrients they need from the soil through their roots. If these nutrients are not replaced using fertilizer and organic material, the bank is depleted and the soil slowly becomes less fertile.

Nutrient-deficient plants show symptoms like turning pale-yellow in color and have poor growth. They’re less able to compete with weeds and resist plant diseases, insects or drought. These plant health problems may result in less food grown with lower nutritional value. 

Best management practices are developed from science and experience. They’re used to prevent soil depletion, improve production on current land and make sure farmers aren’t forced to move onto new, fertile land elsewhere. Thus, more natural habitat is preserved. These practices range from the simple planting of shelter belts or hedge trees for the prevention of soil erosion to more technical practices like the use of global positioning systems for the precise application of nutrients. Best management practices differ depending on the unique characteristics of each farm, but each practice allows farmers to do more with less.

The 4R Nutrient Stewardship System is an example of one best management practice that farmers use. First, farmers test the soil to find out what nutrients the soil needs, and then they select the seed that will grow best in the area. Next, they use the 4Rs—right source, right rate, right time and right place—to precisely apply the nutrients required to grow a healthy crop.

Farmers start by determining the right source, which will provide the correct combination of nutrients. Then they figure out the exact amount the plant needs; this is the right rate—not too much and not too little. The nutrients must then be applied at the right time of year and in the right place in the field to increase crop uptake.

The 4R Nutrient Stewardship System can help farm families, especially when used in combination with other best management practices. For example, in Kenya farmers carefully bury fertilizers, plant material or manure near plants’ roots using the 4Rs. If they applied nutrients on the surface (not the right place), the nutrients would be at risk of being lost to the environment. Too many losses can cause negative impacts on air, water quality and habitats. In the long run, it’s not sustainable.

That’s why best management practices like the creation of riparian areas and the use of the 4R Nutrient Stewardship System are so important. Together all of these practices can improve crop yields, increase soil quality, increase farm profits and protect habitats.

You will have the opportunity to help your farm families use best management practices to improve sustainability.  Remember the sustainability barrel. Be thoughtful with your choices. And always keep in mind that every decision has more than one impact on sustainability.

This lesson has been adapted for online instruction and can be found on the  Journey 2050 eLearning site .

• Project the Soil Nutrients slide deck  beginning with slide 2. Ask students to keep the question “How are nutrients depleted from the soil?” in mind as you give them a demonstration.

• Seeds are planted in a field. After receiving moisture, they germinate and use the food energy stored in the seed to begin to grow.
• As the plants continue to grow, they need additional nutrients because the nutrients in the seed become depleted. (Instruct the student volunteer to drink the water until the level drops to the level 3 mark.)
• As the plants mature and begin to produce flowers, followed by fruits or seeds (such as corn, soybeans, vegetables, etc.), they need additional nutrients. (Instruct the student to drink two more units, leaving the water at the level 1 mark.)
• When the plants are harvested, the field rests until the next season. (The water level should remain at the level 1 mark.)
• The following season the field is planted again. Ask students, “Do we have more or less nutrients to begin season two with?” (less)
• The seeds germinate and begin to grow, once again requiring nutrients. (Drink the last unit of water.)
• As the plants continue to grow, more nutrients are needed. (Instruct student to drink one unit even though there is no water left). Remind the class that the plants are still hungry for nutrients so they keep trying to get them. As the volunteer student keeps sucking on the straw, explain that without proper nutrients the plants’ health will suffer: the plants will grow slow, they may turn yellow, they may be more susceptible to diseases and insects, and/or the size of the harvest they produce may decrease.
• Ask the students if there is a way the farmer can add nutrients to the soil. (Yes, they can add nutrients in a variety of ways, including mineral fertilizer, manure (from livestock), composted organic matter or by growing green crops (cover crops like alfalfa and clover).) Pour more water in the glass, representing the farmer applying nutrients to their field. Ask the student to drink another unit of water in order to have sufficient nutrients to finish the season and provide a harvest.
• We know that crops need nutrients to grow, and farmers must replace soil nutrients. Could farmers add too many nutrients of any type (manure, fertilizer, compost) to their fields? (Yes. If they add too much it costs them money, and there is a risk the nutrients will run off the land into bodies of water).
• Could farmers also not add enough nutrients? (Yes. If crops don’t receive enough nutrients they will be weaker, more susceptible to disease, produce less yield (which means less food), the crop will be less profitable and the soil won’t be as healthy.)
• If growing plants deplete soil nutrients, why should farmers continue to grow crops? (To produce our food so we can eat! Without farmers ensuring we have nutrient-rich soil we would not have a stable food supply.)
• Remind students of the meaning of the word sustainability . Inform them that they will be learning how farmers can sustainably manage plant health to produce food for the world while also preserving the environment for future generations.

Explore and Explain

Activity 1: Introduction to Plant Health

• Slide 6: Ask students, “Why does soil matter to agriculture and to us?” ( Crops that we eat grow in the soil as well as the crops we use to feed livestock that provide us with foods like meat, milk and eggs.) Explain to students that just like we need nutrients, which we obtain from the food we eat, plants also require nutrients, which they get from the soil. Successful agriculture relies on healthy soil. The soil beneath our feet is one of our most precious resources; in reality, it makes life possible! It is much more than just dirt! Soil is composed of sand, silt, clay, plant nutrients, organic material, bacteria, crawling critters, oxygen, water and much more.
• Remind students of the analogy used in the video of a bank and storing nutrients. As an additional example you can use a refrigerator analogy. Explain that we have to restock the refrigerator when we run out of food. Similarly, after we harvest a crop, we need to “restock” the soil with the nutrients that were used as the crop grew. This will allow the next crop to reach its full potential.
• Slide 8: Recap with students, “Where do soil nutrients come from?” (Nature! Fertilizer, manure, organic sources/compost.) Be sure your students recognize that soil nutrients come from both organic and inorganic sources. Organic nutrients come from sources that were once living. Examples include animal manure, green crops and composts. Inorganic nutrients come from natural mineral deposits in the earth, which can be mined and processed into fertilizers that are easy for farmers to use and for plants to absorb.
• Slide 10: Ask students to picture two individuals. One eats a balanced diet, exercises and has overall good health. The other does not consume a healthy diet and is much less healthy. If both of these individuals were exposed to the same contagious illness, which one is more likely to get sick? (The less-healthy individual.)
• Nutrient deficiencies
• Weed infestation
• Plants will be better able to resist pests and disease, thereby requiring less human intervention.
• Plants will grow vigorously and be able to outcompete (grow faster than) weeds.
• Plants will grow to their genetic potential and produce more food.
• Slide 13: Point out to students that we make lots of choices in life; some choices are poor, others are good, and still others are better or best. The same is true in managing plant health. In agriculture the term best management practice refers to the best way to do something. Ask students if they can think of ways to protect the soil. Farmers use a variety of soil conservation practices to prevent erosion (contour plowing, terracing, windbreaks, cover crops, crop rotation, no-till farming, etc.) and other technologies to maximize yields sustainably. These are examples of best management practices.
• Slide 14: The 4R Nutrient Stewardship System represents the best known method of applying nutrients to crops. Regardless of the type of nutrient used, these practices must be followed for ideal crop yields, environmental protection and economic returns.
• When fertilizers are used properly, they provide the exact nutrients needed by soils and plants, reducing the risk of losses to the environment.
• Fertilizer applied based on science and the 4R Nutrient Stewardship guidelines is essential as we strive to feed the world.

• Level 2 allows you to see the impacts of adding nutrients to the soil. You will be comparing three nutrient management practices.
• As you farm, you will be asked if you want to make investments that will cost money but will be used to improve the roads, research new seed varieties, Explain that these are examples of real-life investment opportunities that exist in each country.
• OPTIONAL: Divide your class into three groups and assign each group a specific nutrient practice. Group 1 will choose “No Nutrients” each time they plant a new crop. Group 2 will choose “Standard Practice” each time they plant a crop. Group 3 will choose “Best Practice” each time they plant a crop. (These nutrient management methods represent a poor, good and best practice.) Instruct students to stop after they finish the first round in Kenya. Their screens should show their sustainability scores and the results of their sustainability barrels. Once the students have finished round one, compare the results of the three groups and their nutrient management practices. What were their sustainability scores? What were their limiting factors? After the class discussion, allow the students to complete the next two rounds using the nutrient management practice that they deem best. Once they finish farming in Canada they will be done with Level 2 Have them stop here.
• Which nutrient practice was best?
• What negative impacts on crop yield, environment or economics did you see if you applied excess nutrients? What if you didn’t apply enough nutrients? (When excess nutrients are applied, the crop can’t use them all, and the nutrients can be lost to the environment, potentially damaging water quality and habitats. Using excess nutrients isn’t economical for the farmer. When insufficient nutrients are applied, the crop cannot reach its full potential, earning less for the farmer and producing less food to feed the world.)
• Can farmers use nutrients while still farming in a sustainable way? ( Refer back to the demonstration at the beginning of the lesson to tie the concepts together for understanding. Farmers who use best management practices monitor the health of their soil and apply soil nutrients as they are needed by following the 4Rs.)

Use the free, downloadable PDF  Feeding the World and Protecting the Environment  from the Nutrients for Life Foundation to provide an overview of sustainability and the 4R Nutrient Stewardship System.

To review the concept of best management practices, use the  Best Management Practices video  (1:06) 

Review and summarize the following key concepts (Slide 21):

• Agriculture provides our food supply. Growing our food requires the use of nutrients, which must be returned to the soil through proper application in order to continue growing healthy crops.
• Crops grown in soil without proper nutrients are less healthy, less resistant to insects and diseases, and produce a less abundant harvest than crops grown in nutrient-rich soil.
• When plant health is managed using best practices, farmers can be more successful in harvesting an abundant crop of healthy foods.
• https://en.wikipedia.org/wiki/Bushel
• https://wagrains.org/wheat/
• https://www.ers.usda.gov/webdocs/publications/41880/33132_ah697_002.pdf
• https://en.wikipedia.org/wiki/Acre
• http://www.scidev.net/sub-saharan-africa/agriculture/news/fertile-soil-increases-crop-yields.html
• https://www.topcropmanager.com/the-role-of-fertilizer-in-growing-the-worlds-food-10387/

Acknowledgements

The  Journey 2050 program was originally developed by Nutrien in collaboration with Calgary Stampede, Alberta Canola Producers Commission, Nutrients for Life Foundation, and Agriculture in the Classroom Canada. Authors and contributors were drawn from each of these organizations under the direction of Lindsey Verhaeghe (Nutrien) and Robyn Kurbel (Calgary Stampede.) The lessons were updated and revised in 2017 and 2022 with contributions from the original J2050 Steering Committee, the National Center for Agricultural Literacy, and the National Agriculture in the Classroom Organization. 

Recommended Companion Resources

• Agricultural Pests
• Agriculture and the Sustainable Development Goals
• Agronomy - Grow with It!
• Feeding the World and Protecting the Environment
• Insect Herbivores and Plants
• Is There Ever Too Much of a Good Thing?
• Journey 2050
• Journey 2050 Program Summary: Project-Based Learning
• Mobile System Removes Phosphorus From Manure
• Move 'N Around—The Nitrogen Cycle Game
• Nitrogen & Agriculture
• Phosphate Mining Video
• Potash Mining Video
• Soil Health Education Resources

Organization

State standards for utah, grade 6: social studies standard 4.

Students will understand current global issues and their rights and responsibilities in the interconnected world.

• Objective 2   -  Explore current global issues facing the modern world and identify potential solutions. Meeting the following indicator: a) Investigate pressing issues facing the world today (e.g. environmental, pollution, political turmoil, hunger, poverty, genocide, famine, natural disasters, child labor).

Grade 8: SEEd Strand 8.3

Life systems store and transfer matter and energy

• 8.3.1   -  Plan and conduct an investigation and use the evidence to construct an explanation of how photosynthetic organisms use energy to transform matter. Emphasize molecular and energy transformations during photosynthesis.
• 8.3.2   -  Develop a model to describe how food is changed through chemical reactions to form new molecules that support growth and/or release energy as matter cycles through an organism. Emphasis is on describing that during cellular respiration molecules are broken apart and rearranged into new molecules, and that this process releases energy.

Agriculture and the Environment

• Recognize the factors of an agricultural system which determine its sustainability (T1.6-8.h)
• Describe benefits and challenges of using conservation practices for natural resources (e.g., soil, water, and forests), in agricultural systems which impact water, air, and soil quality (T1.6-8.b)

Plants and Animals for Food, Fiber & Energy

• Identify farm practices for plant protection (e.g., using a pesticide, integrated pest management, cultural practices) and the harvest of safe products for consumers (T2.6-8.c)

Education Content Standards

Career & technical education (career).

AFNR (Grades 6-8) Natural Resource Systems Career Pathway

• NRS.02.02    Assess the impact of human activities on the availability of natural resources.

Social Studies - Economics (ECONOMICS)

Economics Standard 1 (Grades 6-8): Scarcity

• Objective (Grades 6-8)    Identify what they gain and what they give up when they make choices.

Economics Standard 2 (Grades 6-8) Decision Making

• Objective (Grades 6-8)    Make effective decisions as consumers, producers, savers, investors, and citizens.

Economics Standard 15 (Grades 6-8) Economic Growth

• Objective (Grades 6-8)    Predict the consequences of investment decisions made by individuals, businesses, and governments.

Social Studies - History (HISTORY)

NCSS 7 (Grades 6-8): Production, Distribution, and Consumption

• Objective 1    Individuals, government, and society experience scarcity because human wants and needs exceed what can be produced from available resources.

NCSS 8 (Grades 6-8): Science, Technology, and Society

• Objective 2    Society often turns to science and technology to solve problems.
• Objective 4    Science and technology have had both positive and negative impacts upon individuals, societies, and the environment in the past and present.

Science (SCIENCE)

MS-ESS3: Earth and Human Activity

• MS-ESS3-3    Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment.

Common Core Connections

Anchor standards: reading.

CCSS.ELA-LITERACY.CCRA.R.4 Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

Anchor Standards: Speaking and Listening

CCSS.ELA-LITERACY.CCRA.SL.1 Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.

CCSS.ELA-LITERACY.CCRA.SL.5 Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.