Agriculture, Food & Natural Resources - Oklahoma Department of ...

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Technology Learning Activity:

Agriculture, Food & Natural Resources

Student Edition www.okcimc.com 800-654-4502 01-2345678

CIMC TE8149

Agriculture, Food, & Natural Resources Student Edition

Developed by the Curriculum and Instructional Materials Center Oklahoma Department of Career and Technology Education

TE8149

Copyright © 2011

Project Manager: Claire Zevnik-Cline Design: Melinda Hawk Editing: Craig Maile

Oklahoma Department of Career and Technology Education Curriculum and Instructional Materials Center All rights reserved. Printed in the United States of America by the Oklahoma Department of Career and Technology Education Stillwater, OK 74074-4364 This publication, or parts thereof, may not be reproduced in any form photographic, electrostatic, mechanical, or any other methods for any use including information storage and retrieval, without written permission from the publisher. Use of commercial products in these instructional materials does not imply endorsement by the Oklahoma Department of Career and Technology Education. Web site addresses were accurate and all content on referenced web sites was appropriate during the development and production of this product. However, web sites sometimes change; the CIMC takes no responsibility for a site’s content. The inclusion of a website does not constitute an endorsement of that site’s other pages, products, or owners. You are encouraged to verify all web sites prior to use. The Oklahoma Department of Career and Technology Education does not discriminate on the basis of race, color, national origin, sex/gender, age, disability, or veteran status. This publication could not have been possible without the support of Craig Maile and Kimberly Sadler. Delivery of the final product was accomplished through the excellence of the Curriculum Customer Service under the direction of Lana Austin, and the CIMC Warehouse staff, under the direction of Hank Martin. Special thanks to the Technology Engineering staff under the direction of Lynn Hawkins for their guidance and input.

Contents Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 LESSON 1: Introduction to Agriculture . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

Activity 1: Agriculture Around You . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

Activity 2: What’s Produced Here? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

Review/Quiz . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11

LESSON 2: Food Products and Processing Systems . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

Activity 1: Follow that Food! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21

Activity 2: Sanitation Savvy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23

Review/Quiz . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27

LESSON 3: Soil Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29

Activity 1: Make a Soil Profile . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33

Activity 2: Painting with Soil . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35

Activity 3: Mud in the Water . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37

Activity 3: Challenge Activity — Wind Erosion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41

Activity 4: Test Soil pH . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43

Review/Quiz . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45

LESSON 4: Plant Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47

Activity 1: Is it a Fruit or a Vegetable? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55

Activity 2: Dissect a Flower . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57

Activity 3: Profile a Plant . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59

Activity 4: L earn the Secrets of Plant Genomes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61

Review/Quiz . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63

LESSON 5: Animal Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65

Activity 1: Cow Facts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77

Activity 2: The Science of Homemade Ice Cream . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 81

Activity 3: L et’s Make Ice Cream in a Bag! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 83

Activity 4: All About Eggs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 85

Activity 5: Egg Sizing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 87

Activity 6: Protecting an Egg . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 89

Review/Quiz . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91

LESSON 6: Natural Resources and the Environment . . . . . . . . . . . . . . . . . . . . . . . . . . . 93

Activity 1: Crossword Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 99

Activity 2: Effects of Acid Rain . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 101

Activity 3: Profile a National Park . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 103

Activity 4: C ompare Wind Power Yesterday and Today . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 105

Activity 5: D etermine Your Impact and Plan to Improve . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 107

Activity 6: C ompare Hybrid and Gasoline Powered Vehicles . . . . . . . . . . . . . . . . . . . . . . . . . . . . 109

Review/Quiz . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 111

LESSON 7: C areers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 113

Activity: R esearch a Career Related to Agriculture . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 115

Review/Quiz . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 117

6-09-10

What do you think about when you hear the word Agriculture? Do you think about farming and growing wheat, corn, or other crops? Do you think about raising livestock? What about living off the land? Agriculture is that and a lot more. It is the art and science of raising crops and livestock. It is the study of soil, plants, and animals. It is all around you and affects you every day!

What You Will Learn About: Introduction to Agriculture

Plant Science

• History of agriculture • How agriculture affects you

• • • •

Food Products and Processing • • • •

Food production stages Processing and preservation Transporting food Food safety

Parts of a plant How plants grow Plants as food Other plant uses

Animal Science • Major species of animals • Animal industries • Animal products and by-products

Soil Science • What is soil • Soil composition • Soil pH Agriculture, Food & Natural Resources CIMC — Copyright © 2011

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Natural Resources and the Environment • • • •

Renewable and non-renewable resources Effects of pollution Alternative energy Wildlife protection

Careers in Agriculture

What You Will Do: • Determine how agriculture affects your life • Identify agricultural products produced in your area • Learn how a food product is produced • Explore sanitation issues • Create a soil profile • Paint with soil • Test soil pH • Determine fruits and vegetables • Dissect a flower • Profile a plant • Learn the secrets of plant genomes • Explore cow facts • Explore the science of homemade ice cream • Make ice cream in a bag • Learn all about eggs • Size eggs • Complete a crossword review • Determine effects of acid rain • Profile a national park • Compare wind power yesterday and today • Determine your impact and plan to improve • Compare hybrid and gasoline-powered vehicles • Research an agriculture career

Agriculture, Food & Natural Resources CIMC — Copyright © 2011

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Food Products and Processing words to know bacteria — microscopic single-celled organisms cross contamination — transferring bacteria or germs from one item to another microbe — microorganisms in food that could be dangerous pasteurization — to heat milk to kill or decrease disease-causing bacteria process — to prepare, change, or modify

Did You Know? In the 1940s, the number of people fed annually by one farmer was 19 people. By the 1970s it had risen to 73 people. Today, the number has grown to 143 people!

Stages of Food Processing There are three stages of food processing: • Pre-processing — anything that affects the crop before it is processed. Examples include fish in a fish farm tank, crops in the field, and apples on a tree. • Processing — stage during which the raw material is made into the desired product. There can be many steps in the processing stage. Processing can be as simple as picking the apples, washing them, and packaging them for sale or as complex as the steps involved in turning the fish at the fish farm into fish sticks.

Note: Using time, labor, technology, and by-products efficiently is key to creating a good and profitable product. Agriculture, Food & Natural Resources CIMC — Copyright © 2011

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Lesson 2:

• Post-processing — stage that occurs after the item has been processed. This can include shipping those fish sticks to the store in a refrigerated truck or putting the apples out at the grocery store. Post-processing includes the sale, transportation, and storage of products.

Did You Know? Processors hate waste! They try to use everything in one way or another. When a cow is slaughtered, the bones and blood can be used in dog food, the hormones can be used to create medicines, ear hairs can be used to make paintbrushes, and the meat is sold for you to cook for dinner!

Processing and Preservation

WEB ACTIVITY Go to https://wikis.nyu.edu/xdesign/ mediawiki/index.php/Fortune_Cookie and read about how fortune cookies are produced.

Processing Food Much of the food we buy has been processed in some way. The processing might be simply cleaning and sorting fruits and vegetables or it can be more complex. Those fish sticks have gone through many processing steps before you get the box out of the freezer. There are several basic steps in processing and foods may go through steps more than once. Steps may include:

• Material handling — getting the food from one place to another; this is a step that can happen several times. The fish for the fish sticks has to be handled to remove them from the tanks; they have to be packed for shipping to the processing plant; and they are handled even more during processing, storage, and transporting. Agriculture, Food & Natural Resources CIMC — Copyright © 2011

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• Cleaning — dirt and bacteria removal must take place, even for products that are sold fresh. • Sorting and separating — some products require sorting and/or separating. Nuts may need to have the nut meat separated from the shell and tomatoes may be sorted by size. • Size reduction — a side of beef is cut into smaller “retail cut” pieces; vegetables are cut into smaller sizes for canning; peanuts are ground to make peanut butter. • Heat transfer — Some foods are heated and cooled to extend their shelf life and kill pathogens. • Forming — many foods are formed into shapes during processing. Examples include fish sticks, hot dogs, chocolate bars, and cheese. • Packaging — cans, bottles, plastic wrapping, boxes, etc., are used to protect the final product. Packaging is also used to help market the item and to portion items into saleable products — you probably wouldn’t want to buy a whole side of beef without it being cut into portions and wrapped! Preserving Food For centuries, we have been using various methods for preserving food. Salting, drying, and pickling methods have been used since the days of Napoleon. Early Americans developed methods to preserve fruits and vegetables that were only grown during certain times of the year. Native Americans developed ways to dry buffalo meat so they would have meat in the winter. Common methods of preservation include: • Drying — also known as dehydration; moisture is removed from foods like fruits, vegetables, and even some meats and fish; dried fruits and meat jerky is preserved this way • Salting — one of the oldest methods; hams, bacon, and some cheeses use salt preservation • Sugaring — early settlers boiled fruits with sugar to preserve them; sugar reduces water activity so bacteria that causes spoilage can’t grow


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• Pickling — also known as brining; this method was widely used for fruits and vegetables in early days; the method of soaking cucumbers in a mild salt and vinegar brine makes pickles • Refrigeration and freezing — before there were refrigerators, people would use cellars for cold storage; the invention of commercial refrigeration and freezing allowed for storage of fresh meats and other items; refrigerated trucks allow fresh produce to be shipped nationwide • Dry freezing — this method is similar to dehydration because moisture is removed; freeze-drying removes all moisture from an item and water must be added to reconstitute it for eating or drinking; astronauts use freezedried foods • Canning — foods that are canned are sealed tightly then heated to eliminate air • Pasteurization — mainly used for dairy products as they are highly susceptible to spoilage due to bacteria • Irradiation — the newest form of preservation, low doses of radiation are used to kill harmful bacteria and microbes

Transporting Food The colonists who settled America had only the foods they could grow or catch. Today, we can get gulf shrimp in Oklahoma because of the transportation systems we have. Specially designed trucks and railroad cars protect the temperature and atmosphere in which food items are shipped. For processed foods, farmers and ranchers send their food products to collection points, or terminal markets and stockyards. The products are sold and transported to processing companies where processing takes place. The processor then transports the final product to warehouses for storage. When a store needs cans of green beans, the warehouse transports them to the store. So, you can see what an important role transportation plays in getting food to the store! Produce items, like apples and lettuce, don’t go to the processing company — they can be sent to terminal markets, food cooperatives, and warehouses before going to the grocery store. Agriculture, Food & Natural Resources CIMC — Copyright © 2011

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Food Safety

WEB ACTIVITY Read the information on spoilage found at www.foodservice.com/food_safety/fb6.cfm Web

Did You Know? About 25% of people get sick after eating contaminated food.

As you have seen, there are many methods used to preserve food so it doesn’t spoil. Spoilage is wasteful and it can make you sick too. Foodborne illnesses are caused by bacteria that multiply on food products. There are more than 250 types of foodborne diseases identified. Two of them are salmonella and E-coli. The bacteria can cause food poisoning. Education is the best way to prevent food poisoning. Learn to look at labels to see if a food is past its sell-by or use-by date. Some foods, like cheese, show their spoilage when they mold. Other foods, like milk, will smell or taste bad. Others, however, may not be so obvious. Be safe and do not use food that has a bad odor, an “off” flavor, or doesn’t look fresh.

WEB ACTIVITY Go to www.fooddetectives.com/trailer.html and play the games to learn how to Fight Bac!


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Safe food handling will help keep you from getting sick too. We have a safe food supply but it isn’t fool-proof. Sometimes there is harmful bacteria on the foods we buy. Sometimes the way a food is prepared causes problems. Here are some food safety guidelines from the USDA: • Clean

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W ash your hands before handling food, after using the bathroom, and after handling pets; wash them often when preparing food so you don’t cross-contaminate

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W ash work surfaces and utensils; be sure to wash utensils before you use them on a different food item

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R inse fruits and vegetables well; this includes ones with skins or rinds you don’t eat

• Separate

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K eep raw meats, poultry, eggs and seafood separate from other food items in your shopping basket and in the refrigerator

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U se one cutting board for fresh produce and another for raw meats, poultry, and seafood

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N ever put cooked food back on a plate that had raw meat, poultry, eggs, or seafood on it

• Cook

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Use a food thermometer to measure the internal temperature of meats, eggs, and poultry

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P roper temperature varies for different foods — check to see what temperature you need before cooking

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G round meats carry a higher risk for contamination; use a thermometer to check for an internal temperature of at least 160° F and don’t rely on color as an indicator

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C ook fish to 145° F and poultry to 165° F

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E ggs should be cooked through and yolks and whites firm, not runny


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• Chill ■

R efrigerate or freeze meats, eggs, poultry, seafood, and other perishable items as soon as you get home from the store

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D on’t let raw or cooked food sit at room temperature for more than two hours

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D efrost foods in the refrigerator, the microwave, or in cold water – never thaw at room temperature

WEB ACTIVITY Go to www.cfsan.fda.gov/~dms/fttstore.html and read the refrigerator and freezer storage information. Think about foods you commonly have at home. Do you follow these guidelines?


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Follow that Food! What You Will Do: For this activity, you will select a food item and follow it from the farm to the table.

What You Will Need: • • • •

Computer with Internet access Pen or pencil Poster board Art supplies

What to Do: 1. Select a food to follow from the farm to the table and write it here:____________________ 2. Research the steps the food goes through to get to your table. You should start with the seeds being planted or the animal being born. Write your steps below:

_______________________________________________________

_______________________________________________________

_______________________________________________________

_______________________________________________________

_______________________________________________________

_______________________________________________________

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Activity 1

_______________________________________________________

_______________________________________________________

_______________________________________________________

_______________________________________________________

3. Create a poster showing the process your food item follows to become the food you eat.


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Sanitation Savvy What You Will Do: Now that you have learned about proper food handling and sanitation, we will look at how that information can be applied.

What You Will Need: • • • • • • • • • • • •

Petri dishes (at least 5), with agar or other host material Wax pencil for marking dishes Sterile cotton swabs Anti-bacterial soap Anti-bacterial cleaner Small dish or container Plain paper Hole punch Test tube Sterilized water (water should be boiled and then allowed to cool) Tweezers Bleach

What to Do: 1. Make sure petri dishes are at room temperature. 2. Remove the lid from a petri dish and gently press your fingers on the surface of agar. 3. Replace the lid, label as “unwashed hands” and set aside. 4. Wash your hands thoroughly with anti-bacterial soap. 5. Using a new petri dish, open and gently press your fingers on the surface of agar. 6. Replace the lid, label as “washed hands” and set aside. 7. Wash your hands again. 8. Remove a hair or two from your head and place in a new petri dish. 9. Replace the lid, label as “hair” and set aside. 10. Take a cotton swab and collect a sample from one area of the lab. Agriculture, Food & Natural Resources CIMC — Copyright © 2011

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Activity 2

11. Move the cotton swab across the petri dish, in a streaking motion, across the surface of the agar, being careful not to tear it. 12. Replace the lid and label with the location you sampled. Set aside. 13. Punch out two paper disks with the hole punch. 14. Place the anti-bacterial cleaner in a small bowl or container. 15. Place the paper disks you punched out into the cleaner to soak. 16. Take a sample of another area and label accordingly. 17. Pour sterilized water into the test tube to half full. 18. Put your swab into the water and swirl to allow the bacteria to enter the water. 19. Remove the swab. 20. Inoculate a new dish with the bacteria by pouring the water in the dish and making sure the whole surface is covered; pour out excess water. 21. Using the tweezers, remove the paper disks from the cleaner and shake off any excess cleaner. 22. Place the disks in two areas of the petri dish. 23. Replace the lid and label with the location you sampled. 24. Place all the petri dishes in a warm location that is not in the sun or on a heat vent. Ideally it should be about 80°F. 25. Let your samples grow undisturbed for several days. 26. Evaluate your samples and draw conclusions.

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27. Take your sample dishes to the sink and clean them by pouring bleach over them to kill the bacterial colonies. Follow your instructor’s directions for the dishes. Don’t allow the bleach to get on your clothes, in your eyes, or on your hands as it can remove color and burn soft tissue.


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Review/Quiz

Instructions: Answer the questions by filling in the circle beside the best possible answer. 1. There are __________ stages of food processing. ❍ ❍ ❍ ❍

A. Two B. Three C. Four D. Five

2. True or false? There are several steps in processing foods but food only goes through each step one time. ❍ A. True ❍ B. False

3. Which is the newest form of food preservation? ❍ ❍ ❍ ❍

A. Pasteurization B. Dry freezing C. Irradiation D. Freezing

4. True or false? You can put cooked food back on the same plate it was on when it was raw. ❍ A. True ❍ B. False

5. What is the longest you can leave food sitting at room temperature? ❍ ❍ ❍ ❍

A. One hour B. Two hours C. Three hours D. Overnight


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Lesson 2: