Developers: Jackie Freitas, Leilehua High School, Oahu, Hawaii

Bonnie Parker, Mililani HIgh School, Oahu, Hawaii

Reviewers: Dr. Franklyn Quarcco and Dr. Wesley Chun

 

Lesson Name: Organic History Grades 9-12

Unit 1: Agriculture and Food Systems Overview

Learning Objectives:

Standard
Food Products and Processing Systems 1
Generate strategies to increase Hawaii’s self-sustainability through agriculture and food production related businesses. NGSS Alignment
●    HS-ESS3-3: Create a computational simulation to illustrate the relationships among
management of natural resources, the sustainability of human populations, and biodiversity.
●    HS-ESS3-6: Use a computational representation to illustrate the relationships among Earth systems and how those relationships are being modified due to human activity.

 

Time	Day 1 (70 min)	Day 2 (70 min)	Day 3 (50 min)
Essential Questions	Essential Question: 1.   How does agriculture impact my life? 2.   Where does food come from? 3.   What is the process of getting our food here to Hawaii?	Essential Question: 1. What impacts does the crop/agricultural practice have on the environment? 2. What impacts does it have on health, economy, culture, etc.? 3. What are the current agricultural practices and it’s known ecological and social impacts?	Essential Question: 1. How does organic farming provide potential solutions to the issues surrounding our current global food system? 2. What are the implications of certifying more organic farms locally/globally? (Is organic farm certification necessary? Important? Why or why not?)
Brief Agenda	What is agriculture class discussion	Students will complete the agricultural practices in Hawaii Jamboard.	Case study on local or local/organic farms?
Materials & Supplies Needed	● Post it notes ● What’s on my plate handout ● What’s for dinner homework handout	● Agricultural Jamboard ● Ecological Impacts Handout ● Student Computers ● Homegrown Hawaii Video	● Student Computers ● Projector/Monitor
Lecture (Topic & Time)	What is Agriculture class discussion.	Students will use the Agricultural Practices in Hawai‘i Jamboard to make observations about current agricultural practices in the context of Hawai‘i. Students may work individually, as a pair, or in small groups. Students will share their findings with the class.	Students will be given a farm to investigate. They will complete the farm case study worksheet to gain information about that specific organic farm.
Activity (Individual & Group Time)	Teacher will write “What is agriculture” on the board. Each student would be given 2 post it to answer this question and place their answers on the board.Present whats on my plate presentation. Students will complete the hand out that goes hand in hand with presentation.	Students will work in groups to research and create visual representations that show the connections between current agriculture practices, ecological impacts, and social impacts. Students will be given the Ecological Impacts Handout from FoodSpan and follow the instructions on the handout. This activity can be done on a piece of paper, using online tools such as MURAL, or other creative visual representations that students come up with.	Students will randomly choose a farm from the teacher (all organic farms). Students will complete the farm case study individually. Students will be randomly called upon to give us some information about their farm that they learned. We will discuss any common factors between farms such as they are all organic and their farming methods.
Closing Thoughts & Reflection (10-15 min)	Students will complete an exit pass in their journals answering  the essential questions that are posed for this lesson. How does agriculture impact my life? Where does food come from? What is the process of getting our food here to Hawaii?	Students will watch Homegrown Hawai‘i video and reflect on what agriculture practices and food systems are like specifically in Hawaii today. What are some issues and challenges within agriculture practices and food systems in Hawaii? What opportunities and areas for improvement exist for agriculture practices and food systems in Hawai‘i?	Students complete the exit pass in there journals to answer the following questions: How does organic farming provide potential solutions to the issues surrounding our current global/food system? What are the implications of certifying more organic farms locally/globally? (Is organic farm certification necessary? important? why? why not?)
Homework Assignment	Students will complete what I have for dinner worksheet and students will present it to the class the next class period.	Students will finish the reflection questions from the video homegrown Hawaii, and turn in the following class.

Unit 2: Organic History

Learning Objectives:

Standard

Food Products and Processing Systems 1

Examine the main factors of agriculture production NGSS Alignment

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

●   HS-ESS3-6: Use a computational representation to illustrate the relationships among Earth systems and how those relationships are being modified due to human activity.

 

 

Time	Day 1 (70 min)	Day 2 (70 min)	Day 3 (50 min)
Essential Questions	Essential Question: 1.   What is the NOP? 2.   What led to the development of the NOP?	Essential Question: 1.   What is the NOP? 2.   What led to the development of the NOP?	Essential Question: 1.   What is the NOP? 2.   What led to the development of the NOP?
Brief Agenda	Students will be given graphic organizer and work in small groups (2-3 students) As a class, students will create timeline of the history of food and agriculture (1800’s – present) and distinguish between global, U.S., and Hawaii’s agricultural histories	Students will  continue to work in small groups on timelines and research	Small groups will presentExit pass will answer essential questionsFellow students will take notes on presentations.
Materials & Supplies Needed	● Brainstorming Graphic Organizer ● Butcher paper (approx 12’) ● Drawing tools ● Sticky Index Cards ● Student Computers	● Brainstorming Graphic Organizer ● Butcher paper (approx 12’) ● Drawing tools ● Sticky Index Cards ● Student Computers	● Presentation Rubric ● Computer ● Projector
Lecture (Topic & Time)	● Going over rubric and expectations		Student presentations
Activity (Individual & Group Time)	Research. – In small groups, students will research their given time period and use graphic organizers to write down information – Students will create sticky index cards for each law, event, invention, etc.  Index cards will include a date, title, brief summary, and picture (if applicable) of the topic	Research & Build Timeline. – Students will continue their research from day 1 -Students will finalize index cards will place information on the large timeline	Presentations & Notetaking
Closing Thoughts & Reflection (10-15 min)	Communicate with team members and break up work accordingly. Conduct a temperature check to see how students are feeling and how much information students have researched.	Conduct a temperature check to see how students are feeling and how much information students have researched. Make sure students are prepared to present the following class period.	Students will synthesize information by answering the essential questions: Using what was shared about the history of food and agriculture, consider our essential questions: What is the NOP?  What led to the development of the NOP? Please complete the exit pass answering the following question in your journal: How does the NOP impact our global, national, and local agricultural systems?
Homework Assignment	Continue to work on history timeline/printing out pictures	Finalize group timelines.

Unit 3: Introduction to Soil

Learning Objectives:

Standard
NLP 1.2  Assess features of environments to support PS (non-food products or materials) commodity production and environmental sustainability. HS-ESS2-2, HS-ESS2-5, HS-ESS2-7

Time	Day 1 (70 min)	Day 2 (70 min)	Day 3 (50 min)
Essential Questions	Essential Question: 1. Why is soil important? 2. What’s happening with our soil today? 4. What can we do to protect, restore, and regenerate this resource?	Essential Question: 1. What is the difference between soil fertility and soil health? 2. How does soil fertility and soil health contribute to the nutrient cycle? 3. What are some causes of disruption to the nutrient cycle?	Essential Question: 1. What microorganisms are in our soil? 2. What are beneficial bugs? 3. Can you describe a decomposer food web that may exist in the soil?
Brief Agenda	1. Watch the “I Am Soil” (1.5min) (Nature is Speaking- Edward Norton is The Soil) 2. Establish importance of soil 3. Symphony of Soil Lab	1. Students take notes on lecture 2. As students take notes they will create a model of an ideal nutrient cycling system.	1. Notes on Soil Organisms 2. As students take notes they will be drawing a soil web in their journals
Materials & Supplies Needed	● Nature is Speaking – Edward Norton is The Soil) – Video ● Student notebooks ● Symphony of soil(57 min into video) Step by step directions on how to construct ● 4 liter bottles ● 4 hoses ● Student Computers ● Organic soil (1000g) ● Compost ● Mulch ● Water (3000ml) ● Clear jars to catch runoff	● Unit 3 powerpoint ● Student journals	●  Unit 3 powerpoint Soil Organisms ● Student journals
Lecture (Topic & Time)	Teacher will conduct a lab using the symphony of soil as a reference. Students will take notes of the lab in there journal and answer the following questions -What is happening when water is added to each bottle. Explain what you see -Why do you think that is happening? –	Teacher will go over Day 2 sections of powerpoint. Throughout the powerpoint teacher will have class discussions and allow time for students to create a model of an ideal nutrient cycling system.  in their journals.  Students will identify components that contribute to the ideal nutrient cycle system.	Teacher will go over Day 3 powerpoint section, soil organisms. Throughout the powerpoint teacher will have class discussions and allow time for students to draw each aspect of the soil web in their journals.
Activity (Individual & Group Time)	Run off Lab along with class discussion		Students will take notes and create a soil food web in their journals.
Closing Thoughts & Reflection (10-15 min)		Students will answer the following question in their journal? -What are some causes of disruption to the nutrient cycle? -What are some ways to prevent or repair these disruptions?	Students will answer the following questions in their journal. -What microorganisms are in our soil? -What are beneficial bugs? -Can you describe a decomposer food web that may exist in the soil?
Homework Assignment	None	None	None

Unit 4: Soil Horizons

Learning Objectives:

HS-ESS3-1. Construct an explanation based on evidence for how the availability of natural resources, occurrence of natural hazards, and changes in climate have influenced human activity.

Time	Day 1 (70 min)	Day 2 (70 min)	Day 3 (50 min)
Essential Questions	1. Understand that soil is precious and must be protected 2. Ability to identify and explain the five different soil layers	1. Understand that soil is the “source” of life 2. Understand that soil has many origins 3. Understand that the five layers of soil have very specific components 4. Understand that soil loses nutrients through the layers	1. Ability to identify and explain the soil horizons as it relates to the type of material being used with minimal guidance from the teacher
Brief Agenda	1. Introduce Soils with the Soil Video and Worksheet 2. Show and discuss the five Soil Layers with the sample Pictures 3. Discuss and Complete Soil Horizons Handout	1. Soil Horizons Handout Quiz 2.  Soil is the “Source” of Life Slides Presentation 3. Textbook research and group Jigsaw.	1. Edible Soil Layers Lesson Plan 2.  Soil Layers Interactive Definitions 3.  Soil Layers Interactive Board Activity 4. Soil Layers Interactive Flip Chart 5. Soil Layers Cup. Build their own type of soil and explain their reasoning of the layers.
Materials & Supplies Needed	● Links to materials/supplies above ● Present Slides/Pictures ● Print Worksheet & Handout ● Coloring and Labeling Materials ● The main focus will be to introduce soil: background and importance, and 5 horizons of soil	● Links to materials/supplies above ● Present Slides ● Print Review, Quiz, Handout ● Textbook, Note Paper, Writing Materials ● The main focus will be to understand that soil is built over time and differs according to the location.	● Links to materials/supplies above (see lesson plan) ● Soil Layers Interactive Definitions manipulatives in an envelope for each group ● Soil Layers Interactive Board printout (one set) ● Soil Layers Interactive Flip Chart (xeroxed carefully for each individual) ● Writing/Coloring Materials, Scissors, Tape, Post-it ● Prepare: Pudding, Cocoa Pebbles, Chocolate Chips, Oreo Cookies, Gummy Worms/Green Sprinkles, Clear Cups, Spoons, Black Sharpies, Saran Wrap, Print Handouts
Lecture (Topic & Time)	● Handout Soil Video Worksheet. Watch the video and answer any questions. (20 min) ● Handout Soil Horizons and discuss the definitions of each layer, coloring of each layer, and leaching. Allow students time to color appropriately and draw the humus and roots. (20 min) ● Review with the students their understanding of the five layers through Q & A of the Pictures Slides. (20 min)	● Handout the quiz after a Group of Four Review. (10 min) ● Handout Soil is the “Source” of Life Slides Worksheet. Review and discuss the Slides. (10 min) ● Establish groups and randomly assign Chapter 2 topics according to the last slide. Students take notes. Teacher facilitates the groups. (20 min)	● Follow attached Lesson Plan
Activity (Individual & Group Time)	● The students will be completing the worksheets and handout individually throughout the lesson. ● During the coloring time, the students will discuss and review with their desk partner their understanding and meaning to their drawings. ● The teacher will facilitate and check for understanding as needed. ● During the review of the Picture Slides, it is a class Q & A discussion to review the key terms and understandings of the layers.	● Students will discuss the important information from their section to share with the class – through the guidance of the teacher. ● Use the “Jigsaw” method to share their key items to the class. (20 min)	● Follow attached Lesson Plan ● Same groups of four ● Pass out the envelopes of Soil Layers Interactive Definitions. Give the students time to discuss and put the material in order. ● Randomly pass out the Soil Layers Interactive Board papers and have the class put it on the board in the correct order. Discuss and correct any misplaced items. ● Pass out the Soil Layers Interactive Flip Chart o Students will complete the Flip Chart using the manipulatives. o They must draw in the key items for each layer (humus material, small particles of rock, big rocks, compacted rocks, leaching, roots) and color appropriately. o Students must defend “WHY” their flipchart is colored and drawn that way. o Once the chart is complete, they can cut along the dotted lines (pg.1)
Lab	● Instead of a class Q & A, you can have the students in groups of four discuss and write down their understandings on a group worksheet.	● none	● Follow attached Lesson Plan
Closing Thoughts & Reflection (10-15 min)	● Students share and discuss their own Soil Horizons Handout: ○ Key terms: 5 layers, humus, leaching, drawing of roots ○ Explain to each other why they chose specific colors	● Parking Lot Question(s) on a Post-It o I still don’t understand… o I found it interesting that… o I want to know more about… o I enjoyed doing… o I learned a lot about…	● Follow attached Lesson Plan
Homework Assignment	● Study the Soil Horizons Handout and Soil Video in preparation for a drawing and written quiz next class.	● Review the two lessons for an interactive test next class.	● none

Unit 5: Soil Testing

Learning Objectives:

Standard NLP 1.2  Assess features of environments to support PS (non-food products or materials) commodity production and environmental sustainability. HS-ESS2-2, HS-ESS2-5, HS-ESS2-7

Time	Day 1 (70 min)	Day 2 (70 min)	Day 3 (50 min)
Essential Questions	1. Understand that soil is precious and must be protected 2. Ability to identify and explain the five different soil layers 3. How are soils formed?	1. Explain moisture retention capabilities of the three major soil particles. 2. Describe ways soil can be enriched. 3. Students will be able to determine the type of soil in the sample based on its composition.	1. Explain moisture retention capabilities of the three major soil particles. 2. Describe ways soil can be enriched. 3. Students will be able to determine the type of soil in the sample based on its composition.
Brief Agenda	1. Teacher will present the google slides presentation and click on the clickable links. 2. Students will use the following handout to answer questions prompted by the youtube videos.	1. Students will be completing a soil analysis lab in small groups.	1. Complete soil analysis lab 2. Complete the smell of soil for homework
Materials & Supplies Needed	● Links to materials/supplies above ● Present google slide presentation ● Print Worksheet page 2 & 3 of handout ● Answer sheet is on the following page. ● The main focus will be to review the soil horizons, introduce the different types of soils, see how erosion works and why soil conservation is important.	● Soil Analysis materials and supplies ● Students will need handouts page 5 & 6. ● a laminated copy of the Texture analysis flow chart ● A laminated copy of the soil suspension analysis.	● Students will use the same materials and worksheet from the previous day.
Lecture (Topic & Time)	● Handout Soil Video Worksheet page 1 & 2. ● Present the soil powerpoint and click the links to show the corresponding videos. (25 min)	● Students will gather all the materials that are needed to complete the lab. (Links to materials/supplies are above) ● As a class we will read the background information. ● Teacher will ask if students have any questions before they begin their lab.(20 min)	● Teacher will go over what was done the previous day and what students are expected to do to complete the lab. (10 min)
Activity (Individual & Group Time)	● The students will be completing the worksheets individually throughout the lesson. ● The teacher will facilitate and check for understanding as needed.	● Students will complete the soil analysis lab in their small groups, while the teacher walks around the room. ● Students will complete Part 1 & 2 up to step 8. ● Students will need the laminated Texture analysis flow chart to complete this section. ● Students will leave their jar overnight to complete the rest of the lab the following day. (20 min)	● Students will get back into their groups and grab their bottle from the previous day. ● Students will then complete their worksheet from the analysis section to conclusion. ● Students will need their soil suspension laminated sheet to complete this section. (20 min)
Closing Thoughts & Reflection (10-15 min)	● As a class we will go over the answers for the two worksheets. ● Answer any questions students may still have about soils.	● Students will complete an exit slip answering 3 questions 1.   What type of soil did you have today and what did it feel like? 2.   Before starting the lab what type of soil did you think you had? 3.   Where did you collect your soil sample from? What part of the farm? (10 min)	● Parking Lot Questions & thoughts Does anyone have any further questions about soil? If there are no questions then students are to write 1 thing that they learned about soil. -Students will write there question on a post it (10 min)
Homework Assignment	● Students will watch “Kiss the Ground” video and complete the handout that goes with video. This is due the next class.	● none	● The smell of soil-worksheet page 9 and answer sheet to follow

Outdoor work: This week students will see the plot that they will be growing their crops organically. Students will be taking the soil data from that plot to see the nutrient values. Teacher should have already got a soil sample done and sent it in for students to review and compare there analysis with the actual soil analysis. (Plot should already have mustard being grown and at week 2 of almost time of being tilled so students can put in drip lines)

Unit 6: Conclusion of Soil

Learning Objectives:

Standard NLP 1.2  Assess features of environments to support PS (non-food products or materials) commodity production and environmental sustainability. HS-ESS2-2, HS-ESS2-5, HS-ESS2-7

Time	Day 1 (70 min)	Day 2 (70 min)	Day 3 (50 min)
Essential Questions	1. Students will be able to create a poem about soil using their knowledge gained throughout the unit.	1. Students will be able to orally present their poem to the class.	None
Brief Agenda	1. Students will complete an assessment on our soil unit 2. Students will create a soil poem	1. Poem Presentations	None
Materials & Supplies Needed	● Soil Assessment ● Soil Assessment Key	● Poem Presentation Rubric	None
Lecture (Topic & Time)	None	None	None
Activity (Individual & Group Time)	● Soil Assessment ● Soil Poem- Students will use this time to create a poem about soil. As a class we will go over the rubric and what is expected.	● Student presentations	None
Closing Thoughts & Reflection (10-15 min)
Homework Assignment	● Continue to work on poems	● None	● None

Unit 7: Building & Maintaining Organic Matter with Compost

Learning Objectives:

Standard NLP 1.2  Assess features of environments to support PS (non-food products or materials) commodity production and environmental sustainability. HS-ESS2-2, HS-ESS2-5, HS-ESS2-7

Time	Day 1 (70 min)	Day 2 (70 min)	Day 3 (50 min)
Essential Questions	1.   Why is building and maintaining organic matter in your soil an essential part of regenerative agriculture 2.   How does organic matter content contribute to the nutrient cycle 3.   What is decomposition 4.   What is the role of compost in building organic matter 5.   Identify compost decomposers and their roles 6.   How do composting systems create an optimal environment for decomposition
Brief Agenda
Materials & Supplies Needed
Lecture (Topic & Time)	● Handout Soil Video Worksheet page 1 & 2. ● Present the soil powerpoint and click the links to show the corresponding videos. (25 min)	● Students will gather all the materials that are needed to complete the lab. (Links to materials/supplies are above) ● As a class we will read the background information. ● Teacher will ask if students have any questions before they begin their lab.(20 min)	● Teacher will go over what was done the previous day and what students are expected to do to complete the lab. (10 min)
Activity (Individual & Group Time)	● Lecture Slides ● Living Soil Demo – How do we know there are microbes? Prepare 2 soil samples in a sealed ziplock bag, one with organic matter, one without.  What do you notice?  Sample with organic matter should have more moisture (condensation).  Why should we expect this result?
Closing Thoughts & Reflection (10-15 min)
Homework Assignment

Unit 8: Composting Systems

Learning Objectives:

Standard NLP 1.2  Assess features of environments to support PS (non-food products or materials) commodity production and environmental sustainability. HS-ESS2-2, HS-ESS2-5, HS-ESS2-7

 

Time	Day 1 (70 min)	Day 2 (70 min)	Day 3 (50 min)
Essential Questions	Aerobic Composting 1. How do you build an aerobic composting system?	Vermicomposting	Technological advances
Brief Agenda	1.Create Aerobic Composting System	1.  Create or maintain vermicomposting system (can also time with a vermicompost harvest if there is a system already in place)
Materials & Supplies Needed	● Aerobic Composting Lesson ● Aerobic Compost Log ● Class compost maintenance schedule	● How to Set Up Box Bin ● Vermicompost Log ● Class compost maintenance schedule	● Video – The COMPOST MACHINE pt.1: What is it and how did it get to HAWAI’I?
Lecture (Topic & Time)	UCSC Lecture Slides: Unit 1.7 Making and Using Compost
Activity (Individual & Group Time)	Students will be working outside in creating an Aerobic compost pile.
Closing Thoughts & Reflection (10-15 min)	-Who and how will we maintain our aerobic composting system? -Who, how, where will we keep our data? (Student sign-up)	-Who and how will we maintain our vermicomposting system? -Who, how, where will we keep our data? (Student sign-up)	-Would this compost machine be good to implement for schools? -What actions would need to take place in order to get a compost machine for each of our schools?
Homework Assignment

Outdoor work: Prepare aerobic compost pile and worm bin

Unit 9: Seeds

Learning Objectives:

Standard NLP 1.2  Assess features of environments to support PS (non-food products or materials) commodity production and environmental sustainability. HS-ESS2-2, HS-ESS2-5, HS-ESS2-7

Time	Day 1 (70 min)	Day 2 (70 min)	Day 3 (50 min)
Essential Questions	1. Where do seeds come from 2. Are all seeds Organic? 3. What is an organic seed?
Brief Agenda	1. Seed discussion 2.  Seed packet scavenger hunt	1. Organic Seed Research Project 2. Popcorn read seeds for tomorrow	1. Gallery walk of seed packets 2. Organic seeds to be planted in field
Materials & Supplies Needed	● A variety of different seeds on tables ● chart paper ● markers ● Seeds powerpoint ● How to read a seed packet worksheets	● Organic Seed Research Packet ● Seeds for tomorrow article ● Seed Packet template	● Journal ● Organic seeds ● Soil for starters
Lecture (Topic & Time)	Teacher will have a class discussion about the different seeds that are on the student tables.Teacher will present the powerpoint on seeds and show the videos	As a class we will popcorn read the following article Seeds for tomorrow. -Students will then be given a vegetable crop that they need to research and create a seed packet for.	Teacher will go over the Seedling gallery walk and have the questions that the students need to answer in there journals  on the board.(30 min of class) Next teacher will go over directions on how to plant seedlings that will be transplanted in the organic area.
Activity (Individual & Group Time)	-When students come into the classroom, have them sit in groups of 4-5. Each group will have a variety of different seeds on their table. -Each group will examine the seeds that they have. Groups will then use the chart paper and explain what they are looking at, categorize the types of seeds, make predictions on the type of seeds they have, come up with a group conclusion on where seeds come from. -Teacher will then present the seeds powerpoint and videos while students take notes. -Students will then complete the seed packet scavenger hunt	-After reading the article together and with the information given the day before students will have the rest of the period to create a seed packet with information on how a specific crop gains organic seeds. -Go over the seed packet research worksheet with the students so that they understand what is expected from them. -Students will randomly choose a vegetable crop to research.	-Students will turn in their seedling packet and they will be spread around the classroom for students to look at. -Students will answer the the following questions about 3 classmates seedling packets 1.   What seedling packet did you choose and why? 2.   What did you learn from the seedling packet? 3.   Is this a seedling that we would want to plant in our garden? Why or why not? 4.   Was this seedling easily sourced in Hawaii? Students will then use the rest of the period to plant their seedlings which will be transplanted.
Closing Thoughts & Reflection (10-15 min)		-Check in with the students. See how far along everyone has gotten. Get a temperature check 1-5 on how they are feeling and if they have any questions for you.	-Teacher will go over homework assignment: -Students will explore the following website Growing tips -Students will watch the 6 min video and write 10 facts in their journal about what they thought was interesting, new or still does not understand to start a class discussion the following class period.
Homework Assignment		Finish their seedling packets to share with classmates next class.	Growing Tips

Outdoor work: Students will begin making seedling starters for the garden plot.

Unit 10: Weeds, Disease, and IPM

Learning Objectives:

Standard NLP 1.2  Assess features of environments to support PS (non-food products or materials) commodity production and environmental sustainability. HS-ESS2-2, HS-ESS2-5, HS-ESS2-7

Goal: To identify pests, pathogens, weeds relevant to the school site and design IPM solutions to implement on-site.

Time	Day 1 (70 min)	Day 2 (70 min)	Day 3 (50 min)
Essential Questions	1. What is the purpose of implementing integrated pest management (IPM)? 2. What are the main principles of IPM?	1. How do we determine a crop pest? 2. How can we distinguish “beneficial” posts from other crop pests? 3. What are plant pathogens and how do we recognize and identify these pathogens? 4. What is considered a weed and what are their positive and negative effects	1. What are ways to manage pests, pathogens and weeds using methods approved by NOP? 2. How do we design an IPM best suited for
Brief Agenda	1.Students will take notes on lecture in their journals and participated in discussion questions throughout the lecture 2. Students will conduct a field observation	1. Students will continue to take notes on lecture in their journals 2. Class will begin to compile a list of “Wanted” and “Unwanted” chart (can be done in between lectures or after)	1. Students will identify NOP standards related to pests, pathogens, and weeds 2. Students propose IPM designs to implement in the field
Materials & Supplies Needed	● Student Journal ● Magnifying glass Resources – –How to keep a field journal (Eleanor Sterling) –Grinnell Technique for field notes	● Student journals ● Poster board or butcher paper ● Card stock Resources (make hardcopies or electronic copies available) ● Beneficial Insect Cards – CTAHR link for electronic copies ● List of Common Pests – Link to CTAHR pdf ● Print/laminate “Some Common Weeds for Hawaiʻi” for each group Common Weeds ● Top Crops Top Diseases Crop & Diseases ● Resource for plant diseases: CTAHR List of Plant Disease	– USDA Guide for Organic Crop Producers – USDA NOP: The National List of Allowed and Prohibited Substances – IPM record keeping log
Lecture (Topic & Time)	Introduction to IPM Lecture Slides (Adapted from Hawaiʻi Farm to School Toolkit Slides	-Managing Arthropod Pests Lecture Slides -Plant Pathogens Lecture Slides: Part 1, Part 2 -Weed Management Lecture Slides	-Review Chapters 8 & 9 of USDA NOP Guide for Organic Crop Producers -Review Record Keeping Log
Activity (Individual & Group Time)	Field Observation/Survey	Pests, Pathogens, & Weeds Wanted/Unwanted Chart: Students will work in pairs to create a card to place on the chart.  Using but not limited to resources provided, students will identify a pest, pathogen, or weed to present to the class and add to the chart (students can choose from a prepared list, or a list created by the class from Day 1 to avoid duplicates). Instructions to students: With a partner, choose a pest, pathogen, or weed from the class list.  Research your pest, pathogen, or weed using but not limited to the resources provided. Determine if your pest, pathogen, or weed is wanted or unwanted.  Create a card for the class chart.  Cards need to include the following information: Scientific & common name Picture or drawing to identify Effects on crops Life cycle of pest What can be used organically for removal if its invasive If beneficial how should it be planted to help other plantsWeb graphic Organizer[Create rubric for wanted/unwanted cards]	– IPM Design Proposals – IPM Field Implementation Students will determine pest, pathogen, and/or weed management control needs for the school site based off of Day 1 observations and draft an IPM proposal that addresses the site specific needs.  Students will refer to the USDA NOP Guide for allowed and prohibited substances and strategies. Students will first work in pairs, then small groups, then will decide on a plan as a class. [Create proposal template] 1st Draft Proposal – in pairs 2nd Draft Proposal – in small groups 3rd Draft Proposal – as a class
Closing Thoughts & Reflection (10-15 min)	– Class discussion of pests, pathogens, weeds observed. – Identify and list any pests, pathogens, weeds observed		– Reflect on process of creating a plan,
Homework Assignment		● Communicate and work with your partner to complete card for presentation	Growing Tips

Outdoor work: Students will practice identifying pests, pathogens, weeds in the field. Students will implement IPM methods.

Unit 11 & 12: Record-keeping & Organic System Plan

Learning Objectives:

Standard NLP 1.2  Assess features of environments to support PS (non-food products or materials) commodity production and environmental sustainability. HS-ESS2-2, HS-ESS2-5, HS-ESS2-7

Time	Day 1 (70 min)	Day 2 (70 min)	Day 3 (50 min)
Essential Questions	1.   How do farm records and the organic system plan reflect trends & patterns, management strategies, challenges?
Brief Agenda	1.   Go over the important documents that have been completed thus far. a.   Farm map	1. Farm field trip or video tour. Students can see how records and OSP translate in real life. Students can ask their prepared questions or any new questions.	1.Students write  their observations about the farm (how records and OSP match with farm activity), maybe they can offer comments and/suggestions to the farm.
Materials & Supplies Needed	● Map of farm plot and what is being planted (update) ● Organic Crop documentation	● In pairs, students review prepared records from farm partner.  Students make predictions about farming practices used by identifying any patterns, trends, anomalies, etc, in the data/records. ● Farm videos (optional extension to arrange a field trip to the farm) that students can watch and write down what are some areas that the farms are compliant with organic farming and what are some areas that the farmer needs to work on. ● Student note books
Lecture (Topic & Time)	Teacher will present the Organic Crop documentation record sheet to the students and go over each of the documents that need to be recorded.
Activity (Individual & Group Time)	Students will work in pairs to complete each of the different sheets using the knowledge of their hands on tasks completed in the farm.
Closing Thoughts & Reflection (10-15 min)
Homework Assignment			Growing Tips