Social Studies Grade Five

Unit 3: Interdependence

Module Two - Agriculture and Related Industries

Concepts

interdependence, resources, agriculture
Knowledge Objectives
Students will know that:

agriculture involves making use of resources.
Canada produces a variety of agricultural products.
agricultural activities require and result in interdependent relationships.
Skills/Abilities Objectives
Students will:

access, organize, and present information.
make connections between resources and agriculture, agriculture and meeting needs, and needs and conservation.
Attitudes/Values Objectives
Students will:

value the country's diverse resources and agricultural products.
Suggested Approaches

Using a variety of learning resources explore agriculture products and issues in Canada. Use current issues and events to identify topics for study. Some products and issues to explore include:

growing food in mine shafts;
greenhouses connected to power plants;
hydroponic farming;
the wool industry; and
exotic breeds (for example animals such as ostrich or llama that are not typically raised in Canada).

Choices of agriculture and related industries should reflect Canadian diversity and include Indian, Inuit, and Métis examples.
Identify agricultural activities that contribute to a sustainable future and demonstrates entrepreneurial activity. Make a portfolio, scrapbook, mural, or drama about people involved in the agriculture industry who are entrepreneurial and contributing to a sustainable future.
Reflect upon the impact of choices in food. Identify considerations to keep in mind while shopping for food, such as the following:

Is the food nutritious?
Where was the food grown? Resources are used to transport food. This also contributes to pollution. We can support our own economy when we purchase food grown in our own province and country.
How much processing was required to bring the food to its present state? As food is processed resources are used and the nutritional value of the food can decrease.
How is the food packaged? Excessive and fancy packaging adds to the cost of the food and uses resources.

Investigate issues related to soil. Write letters, fax, telephone, or use a computer data base to access information. Relate information about looking after the soil to agricultural practices in different regions of Canada.

Module 2: Activity Guide

Teacher background
Agriculture is Canada's most important economic activity, even though only a small percentage of the land is suitable for farming. Agricultural products make up one sixth of all the things produced in Canada. Wheat, beef cattle, milk, and hogs are the most important agricultural products in terms of income from agriculture. Agriculture in Canada creates jobs in other industries such as the manufacture of farm machinery, and processing and transporting food. Farmers produce more than Canadians consume, so many of our agricultural products are sold to other countries. Most of Canada's farms are in the southern part of the country.
There are four main types of farming in Canada. These include grain farming, livestock farming, specialized farming, and mixed farming. All four types are found throughout Canada, even though some regions specialize.
The study of agriculture in Canada should be approached from an issues perspective. Media reports and farming shows feature new developments in the area of agriculture. Entrepreneurial farmers are constantly looking for ways to diversify. A growing awareness of the importance of sustainable agriculture has lead to increased research in the area of agriculture and an increase in innovative ways to grow crops.
Interpreting maps
Looking at a map of farming (or aquaculture) in Canada have students find where they live and identify the type of agriculture indicated. Develop critical thinking skills in the following way:

From their knowledge of farming in their area is it correct to say that what is indicated on the map is the only type of agricultural activity in that area? As students see that the map identifies the main type of agricultural activity in their area, but by no means represents all the types of agricultural activity have them apply this to other regions.

Guide the students to understand the danger of making sweeping generalizations. Help them understand that it would be incorrect to leave the impression that: "Wheat is the only crop grown in Saskatchewan," or "Wheat is only grown in Saskatchewan."
Present the following statements and ask the students to reword them so they do not over generalize:

Wheat is grown in Saskatchewan. (Answers could include: One of the main agricultural activities in Saskatchewan is growing wheat.)
Cattle is raised and grain is grown on the Prairie Provinces. (The Prairie Provinces produce much of Canada's cattle and grain.)
Identify types of food production that may not be represented on the map of farming such as hunting, gathering, aquaculture as in the growing of wild rice, and gardening. Point out that this type of map is showing the `big picture' which shows only the major items.
Technology and food production
Food production is a major economic factor in many Canadian communities.
Discuss the importance of this - the employment it creates, the identity of the community, the technology, labour, and interdependence involved. (Use the Nelson Canadian Atlas and the Living Atlas.)

Discuss the types of food produced in various areas of Canada. For example, fish from the Atlantic provinces, grain from the prairies, and fruits and vegetables from B.C. and Central Canada.
Discuss the various kinds of technology involved. For example, combines and grain elevators on the prairies; fishing boats, canneries, and nets in the Atlantic provinces; and milking machines on dairy farms.
Discuss the labour that would be involved in this type of work.
How are computers used in food production?
Model the research process. Choose a food item that you will research as a class. Initiate the research, planning as a group. Peruse a variety of print and non-print resources including encyclopedias, non- fiction books, and filmstrips. When the class has gathered information about the basic food, the final product, the technology and process used to produce the food item, transportation and distribution of the food item, and the labour involved in the production of the food, organize the information in a suitable format, for example, a concept map, a matrix (see sample), mural, or role play.
After the research process has been modelled, students may work in groups to research a specific food item. Students will examine technology, transportation, distribution, location, labour, and other relevant factors in the food industry as it relates to one type of food. Topics for research could include the processing and packaging of fish, making apple juice, making corn oil, canning or freezing vegetables, producing sugar from sugar beets. Encourage a broad representation from across Canada. Allow students to decide how they will organize the results of their research, or give them guidance as needed.
Learn about businesses that are involved in the food industry, consider:

places to buy and sell equipment;
use of specialized machinery used to help grow and harvest the food;
vehicles, trains, planes, boats, for transportation of the food.
Learn about the impact of the food industry on the local and national environment. What has farmland replaced? How has it changed the area? Are fertilizers, pesticides, herbicides used? Has packaging caused problems?
Learn about Canada's interdependent relationship with other nations. What countries import Canadian food and food products? What food and food products do we import? Where do they come from and how do they get to Canada? Make a portfolio about Canada's food industry from a global perspective. Include a map that shows interdependencies.
Suggested Resources
(listed in other bibliographies and catalogues)
Agro-Alimentary (MHP, V7971)
The Amazing Dirt Book Paulette Bourgeois (Sci)
Animal Agriculture (software) (Sci)
Animal Ecology Mark Lambert and John Williams (Sci)
CN Grains Kit (Sci)
Dairy Cows Kathy Henderson (Sci)
Dairy Goats (MHP, V3528)
Farm Light and Power
Farm Light & Power Publications Ltd.
2330 15th Ave.
Regina, SK
S4P 1A2
1-800-667-5977
Farm Show (MHP, V8021)
Farming The Land: Modern Farmers and Their Machines Jerry Bushey (Sci)
The Food Chain Malcolm Penny (Sci)
Food For Thought: Facts About Food and Farming in Canada To order the brochure or for more information about related topics write to: Ontario Farm Animal Council (OFAC), 7195 Millcreek Drive, Mississauga, Ontario L5N 4H1. (Note: The information in this pamphlet regarding issues such as organic farming are written from one perspective. Use these articles and others that provide other perspectives.)
Foodworks: An Ontario Science Centre Book Mary Donev, et al. (Sci)
Grasslands (MHP, V8392)
How Does Water Shape the Earth? (video) (Sci)
How Soil Is Formed (MHP, V7614 )
Managing Saskatchewan Rangeland
Saskatchewan Soil Conservation Association 3085 Albert Street
Regina, SK,
S4S 0B1,
tel: 787-0558
fax: 787-0551
(Note: Use the photographs to make station activities.)
Market Gardening (MHP, V263)
On The Farm (MHP, V8470)
Partners (MHP, V2551)
Place of Progress (MHP, V4956)
Plant Ecology Jennifer Cochrane (Sci)
Plants David Black and Anthony Huxley (Sci)
Plants (Videotape), (Sci)
Plants For Food (Sci) (MHP, V2735)
Protected Environment (MHP, V3524)
Soil Ed Catherall (Sci)
Soil and Water Conservation (software) (Sci)
State of the Ark: An Atlas of Conservation in Action - A Gaia Book Lee Durrell (Sci)
A Tale of Tillage (MHP, V7613)
Undersea Dan Mackie (Sci)
A Visit to Wild Rice Country (MHP, 7454)
Where Our Food Comes From (MHP, V8386)
Student Information Page: A Sample Matrix

Wheat Wild Rice Apples Grapes
Location Southern prairies
Other countries:
France, Australia,
China, Russia

Resources Good soil
Sun & rain
Growing season
Fertilizer Fuel for
machines

Technologies Tractor, plow,
combine, truck,
grain elevator,
storage bins,
scale, mill,
human skills for
operating equipment

Environmental concerns Loss of natural
vegetation
Use of herbicides
and pesticides -
pollution
depletion of soil

Foods Flour for
breads, buns,
pastries (cake,
cookies, pies),
pancakes, crafts,
pasta
Kernels for crafts

Distribution Truck, train to
rest of Canada &
ship to China,
Russia

	Wheat	Wild Rice	Apples	Grapes
Location	Southern prairies Other countries: France, Australia, China, Russia
Resources	Good soil Sun & rain Growing season Fertilizer Fuel for machines
Technologies	Tractor, plow, combine, truck, grain elevator, storage bins, scale, mill, human skills for operating equipment
Environmental concerns	Loss of natural vegetation Use of herbicides and pesticides - pollution depletion of soil
Foods	Flour for breads, buns, pastries (cake, cookies, pies), pancakes, crafts, pasta Kernels for crafts
Distribution	Truck, train to rest of Canada & ship to China, Russia