Unit 8

Unit 8 Slideshow


Unit 8 Assignments 


FRQs for the TEST


Vocabulary for quiz


March 28, 2019

Class assignment: Read Chapter 6 Gross Deceptive Product by Russell England

Write a reflection and turn in at end of class.  Reflection should cover the following:

  • On page 83 Mr. England states “imagine what the per capita usage of oil would be if all nations were to achieve the same level of development as the more wealthy nations.”  What are your thoughts on this statement?
  • On page 90 Mr. England states “I think it is unlikely that renewable will produce enough power to displace fossil fuels anytime in the foreseeable future.”  Do you agree with the author?  Why or why not?  What do you predict for the U.S. in 50 years?
  • How does the use of fossil fuels contribute to climate change?
  • What are some drawbacks for using renewable energy sources?
  • How have fossil fuels contributed to economic growth?
  • What did you find most interesting in chapter 6?  Why?

Use this form to share your Google Doc if you did not turn in a hard copy:


Make sure you copy and paste a SHAREABLE link so I can provide feedback.  Choose able to COMMENT for SHAREABLE LINK.

March 29, 2019

Textbook: Chapter 11 Feeding the World 

Work should be turned in at end of class – no matter if finished or not

Module 31 (Read and take Cornell Notes)

  • How has advancements in agriculture over the past several thousands of years improved the nutritional needs of humans?
  • Define: undernutrition, malnourished, food security, food insecurity, famine, anemia, and overnutrition
  • Why are nutritional requirements not being met in various parts of the world?

Module 32 (Read and take Cornell Notes)  As you take your notes remember to outline, leave space, include diagrams (like a mindmap or a T-chart)

  • Define industrial agriculture, energy subsidy, Green Revolution, waterlogging, salinization, organic fertilizer, synthetic fertilizer, monocropping, pesticide, pesticide treadmill, and CAFO
  • Describe the advantages and disadvantages of the Green Revolution.
  • Explain how waterlogging and salinization is bad for agriculture.
  • Provide examples as to how synthetic fertilizers have an adverse effect on the environment.
  • Identify the advantages and the disadvantages of monocropping.
  • Differentiate between a broad-spectrum pesticide and a selective pesticide.
  • Explain why DDT is a persistent pesticide.
  • Explain the connection between pesticide resistance and the pesticide treadmill.
  • Identify the advantages and disadvantages for using genetically modified organisms.
  • Explain the connection between CAFOs and algal blooms.
  • Why are we predicting a fishery collapse among smaller fish species as well as larger, predatory fish species? (reminder – fishing down the food web)
  • Describe the environmental impacts of commercial (intensive) fishing.

April 8, 2019

Today we began class with a discussion as to how an increase in the world’s human population could lead to issues with diseases, clean drinking water supplies, and food supplies.  Here is the link for today’s discussion.


In the TEDx video Allan Savory talks about how desertification can help with climate change because exposed soil warms quicker than soil which is covered in litter or plants such as grasses.  He showed how grasslands needed the grazing herds to maintain their healthy soils.  His solution to desertification is the use of livestock for his holisitic planned grazing plan.  This would require the movement of the livestock between different areas to mimic nature – grass litter to cover the soil, animal waste to contribute to nutrients, and trampling of soil by hooves will aerate the soil.

Homework tonight: (Student assignment page listed at start of this web page)

  • Answer the 2 questions at the bottom of the handout from today
  • Work on Module 32 (should be done by class Wednesday)
  • Watch the following video and take notes on the pros and cons of vertical farming


April 9, 2019

Activity: Feeding your family.  Today’s activity has students working on a strict budget to plan their grocery shopping so they can provide healthy meals for their family.  Why is it important people get the proper amount of vitamins and nutrients the body needs?  Why do we have malnutrition issues in the United States and around the world?

Teams who finished early worked on homework.  See student assignment document listed at the start of this page.

Students absent today will need to make up the missed activity.   Makeup for the activity is Thursday at 7:30 am in my classroom.  Students will be allowed to work together on the activity.  Any student who is unable to attend Thursday will need to complete the activity on their own over the weekend.

April 10, 2019

Pop quiz today over Modules 31 and 32.  See email about makeup and other updates about Recovery due dates.

We completed our activity today with a reflection.


Students worked on homework after discussion and reflection of activity.  Be sure to check assignments document at the top of this page.

April 11, 2019

Today we worked on slideshow questions and read some of Gross Deceptive Product and wrote a reflection.  See assignment document for more detail.  

Homework is to complete questions #1 – 24.  Do not get behind, this is a short unit and time will fly by.

Closure was a short discussion on why healthy soils are important for food security.

April 12, 2019

Class will watch video about food deserts and answer questions

  1. What is a food desert?
  2. Why are convenience stores not a good replacement for grocery stores?
  3. What is meant by “empty calories?”
  4. Why is it important for people to have access to affordable healthy foods?
  5. How can people work together to provide affordable healthy foods for people living in food deserts?

Closure Questions to turn in for a grade:

  1. Identify 3 causes of food deserts in the U.S.
  2. What are 2 solutions to food deserts in the U.S.?
  3. What is 1 thing you can do to help reduce food insecurity in the U.S.?
  4. What is the connection between food insecurity and food deserts?

April 15, 2019

Today we had Pop Quiz #2…anyone absent needs to schedule a time to make up the missed pop quiz.  Needs to be done this week.

We talked about Green Revolution I and Green Revolution II today.  Everyone present today should be able to distinguish between the two.  Closure today was a focus on the connection between agriculture and the Gulf of Mexico dead zone and the connection between agriculture and the enhanced greenhouse effect.

Homework – complete up to #45 on the questions.

April 16, 2019

Today we transitioned from benefits and drawbacks of monocropping to integrated pest management.  Third Period did a fabulous job today with their discussion…listening to others, contributing ideas, connecting to prior knowledge, etc.

Homework: Have questions completed up to #67.  I suggest students look at the email sent today around third period.

April 17, 2019

We had a 3 question pop quiz today (#3).  Makeup times are in the morning at 8am or during first part of fifth period lunch.  

After the pop quiz we discussed “feed conversion ratios” and how they relate to amount of energy required to raise cattle, pigs, chickens, and fish.  I researched the feed conversion ratio *FCR) for salmon and found salmon traditionally have a slightly better FCR than omnivorous fish such as catfish and tilapia (between 1.8 and 2.2 pounds feed/pound of flesh).  Salmon diet is high in fish protein = more mass.

How many pounds of feed required to get one pound of body mass?

feed ratios

How does feeding animals grown using intensive agricultural operations contribute to biodiversity loss, accelerated eutrophication and loss of ecosystem services?

  • salmon diet consists of fish (caught from the ocean) [interrupt food chain and biodiversity]
  • caftish and tilapia diet consists of more grains [grow more corn = more monocroping = more fertilizer and pesticide = eutrophication
  • cattle feedlots = more methane = greenhouse gas = climate change
  • Growing more corn for feed results in deforestation to create more cropland = loss of forest ecosystem services

Homework: complete question up to 83

I hope everyone has started their project by now.  Updated info for project.

  • No…Wills Park is not a state park.  Go to the Georgia DNR website to find all of our state parks.  You can have a state park from another state as part of your scavenger hunt.
  • Add National Forests to the list
  • A sanitary landfill deals with municipal solid waste…Chadwick is not a sanitary landfill…but think indirectly – what represents what is put into a sanitary landfill…or is there a way to indirectly explain leachate in a sanitary landfill?
  • Think creatively – indirect connections are very welcome…have a good explanation
  • Be sure you read the emails I send…you might see hints every now and then.  When in doubt ask, do not risk not getting points because you asked a friend or asked someone who had the class last year.

April 18, 2019

Today we had a vocabulary quiz.  Homework tonight is to complete the slideshow questions.

April 19, 2019

Today was Whiteboard Day!  A few misconceptions were addressed.  Remember IPM (integrated pest management) is a process and not one thing.  The steps of IPM begin with the identification of the pest.  Once the pest is identified then you look for ways to control the pesticides besides using chemical pesticides.  Maybe the pest can be fooled by using crop rotation.  Some GMOs are designed to be pest-resistant…remember the Bt corn.  Phermone traps can be used or the introduction of a natural predator (as long as they do not become invasive like the Cane Toad).  Chemical pesticides can be used, but after using other alternatives, less chemical pesticides are needed.  The farmer will continue to monitor and make changes as necessary.  IPM will not eradicate a pest (eliminate it from the area), but it can control the pest to economically feasible levels while reducing the need for spraying lots of chemical pesticides.

Homework: Catch-up on your video assignments and questions.  Look at the FRQs which I will choose from for your test.  A link for the FRQs can be found at the top of this page.

April 22, 2019

April 22, 2019

Happy Earth Day!

Today class was shorter due to EOC testing this morning.  With our 30 minutes we discussed the advantages and disadvantages of GMOs and then as a class we answered the third FRQ on the list provided to you last Friday.  

Letter “d” was the question most classes missed.  See the slide below for irrigation best management strategies.  You will need to use two of them for your answer on the test.

Unit 8 2019

April 23, 2019

Today we had Pop Quiz #4.  From the looks of the results (which were emailed out this afternoon) some of you need to go back and look at the examples of agricultural pests and agricultural biocontrol organisms.

Good insects which help control bad insects are: lady bugs, praying mantis, spiders (arachnid), assassin bug, and the parasitic wasp.  I have only mention the lady bug and the parasitic wasp a “hundred” times the past two weeks.

Agricultural pests (bad bugs): aphids (lady bugs eat these), corn borer, white fly, and locust (grasshoppers).

Also IPM does not include the use of broad spectrum pesticides.  Eradication means to remove/kill all of a population in an area (such as the eradication of wolves from Yellowstone NP).  IPM is the reduction of pests and then by knowing what pest you are dealing with you can then choose a narrow-spectrum pesticide (more specific).

And how many times do I need to tell you DDT is an insecticide.  Roundup is an herbicide (so is Atrazine).

I am assuming some of you were absent yesterday and did not hear me share with you that GMOs are not used by organic farmers if they want to use the USDA Organic label.

Self-perpetuating means capable of carrying on…such as the biocontrol insects can reproduce and make more to help with fighting the pests year after year.

After the pop quiz we read pages 114 and 115 in Gross Deceptive Product.  I had a worksheet for you to use for your reflection today (due Friday).  In addition to describing the environmental costs associated with producing food on biodiversity, soil, water, air, and human health you had an additional challenge.  You were challenged to include one of the two words listed below the impact category and explain its connection.  

Biodiversity loss: bottleneck effect or ecosystem services

Soil: desertification or ecosystem services

Water: biological oxygen demand or Aral Sea disaster

Air Pollution: Global climate change or acid rain

Human  Health: E.coli or chronic toxicity

Slide 176 (not 174) will help.

April 24, 2019 (Resources to help study for test found on Unit 8 Resources Page)

Today was pop quiz #5.  Makeup can take place either 8am tomorrow or in class after you complete the FRQ portion of your Unit 8 test.  Shout out to first period today…fewest absences!

After the pop quiz we discussed the 4th FRQ of the 4 choices you were provided.  Several people had a difficult time describing vertical gardens.  Reminder, vertical gardens can be grown with soil or hydroponically.  Vertical gardens can be indoors or outdoors.  See pic below for benefits of vertical wall gardens.  The information below will help you with the FRQ which you might have tomorrow for your test.

See the source image

See the source image

See the source image

What does a hydroponic vertical garden look like?



How can we take what we have learned this year and make an urban environment more sustainable? 


Aquaponics is hydroponics with fish.  The nitrogen cycle is very important here.  A mutualistic relationship where the fish provide the nitrates for the plants to grow and the plants clean the water of excess nitrates (too many nitrates is dangerous to fish health).

Learn about aquaponics from my friend Jay and his friend Ranger Nick.

Benefits of aquaponics


Learn about the ecosystem services provided by rooftop gardens.  This rooftop garden is at UGA.


Connection between urban farming and food deserts:

Found this video about composting.


April 25, 2019

Today was the FRQ portion (10 pts) of the Unit 8 Test.  Tomorrow we have the multiple-choice portion (45 questions 2 pts each).  I sent an email to everyone outlining how you can prioritize your studying/reviewing for tomorrow’s assessment.  There are a few practice assessments found on the Unit 8 Resource page.

Some ending thoughts for Unit 8:

  • You have learned how worldwide agriculture has led to some environmental issues.  But you have also learned what farmers and ranchers are doing to be more sustainable and how they can reduce their ecological footprint.
  • Urban agriculture has many benefits: helps reduce urban heat island effect, poverty, food insecurity, and food deserts.  Urban agriculture can be community gardens or rooftop gardening.  And we can grow vegetables without soil – hydroponics and aquaponics.
  • You have learned also that GMOs are not all that bad.  Become educated before making decisions.  Just because so many say something is bad, it does not mean it is so…ask folks why they say GMOs are bad…are they able to give you a satisfying answer?  Are you now able to tell folks why GMOs have been beneficial to providing food security for the world’s population?
  • Composting is something you can do at home.  Compost material generally consists of crushed egg shells, other kitchen food scraps (except citrus peals and onions), organic yard waste, livestock manure, and poultry (chicken) litter (poo).  Crushed egg shells help with decreasing acidity of your compost, manure and chicken litter can add nitrogen, and the the other adds nutrients and food for your soil organisms.  However, it is not advisable to add the poop from dogs and cats (and other carnivores) to your compost. Their waste often contains microorganisms and parasites that you do not want to introduce to the crops you will be eating.  You can check out the complete list of don’ts here: https://www.smallfootprintfamily.com/10-things-you-should-not-put-in-a-compost-pile

April 26, 2019

Today was the multiple-choice portion of the Unit 8 test.  It should take 12 – 14 hours to grade your FRQ.  My goal is to have your test scores ready by Monday, Tuesday the latest.

Part I of your semester project is due Monday.  I hope everyone has been keeping up with the email and website posts about what does not count.  Follow instructions provided to you for the project so you know how to submit your Part I.  The instructions can be found on the Calendar page of the website.


%d bloggers like this: