Project Food, Land & People

Following are testimonies from educators nationwide who have used lessons from FLP's Resources for Learning or who have participated in facilitator or educator training workshops.

The following statement is from a FLP online-course graduate at Utah State University:

"Agriculture is such an important part of my life; I can’t imagine anyone not using it in their classroom. Everything we do in life ties to agriculture. When we go to the grocery store, on a field trip, we show the students the coolers with the dairy products in them. It is so easy to plug in a lesson on how that milk gets to those coolers, what butter, yogurt and ice cream are made of.

After visiting the grocery store last spring, my students made a power point about milk because they were so excited about learning where the milk comes from. I love spending a little bit longer in the produce department looking at all of the different fruits and vegetables, and then start the discussion of how long it takes to grow this produce. That discussion leads to many different units, life cycles, seeds, the Grow lab program, (and many others). They also learn what a difference the weather makes and why we can’t grow oranges and bananas, etc. here in Morgan. The discussions are endless.

What every child in my class knows before they leave and go to third grade is that EVERYTHING in that store ties to agriculture. Even the t-shirts that are for sale, they learn, come from agriculture. That leads to a great discussion about cotton, and they love the cotton we get from the Utah AITC! I love teaching them about Utah and what natural resources we have, and what foods we get from our own state. It is such fun to bring in several vegetables and fruits from the farmers market every fall, and dissect them and save their seeds, and then read Sherry Garland’s "Lotus Seed". It shows them an appreciation of how priceless the seeds in the vegetables and fruits are. We are going to Red Butte Gardens this fall, and we have to read "The Tiny Seed" first to the class. This is going to start another great unit! We are looking forward to visiting the Garden, and learning what is grown naturally in Utah. I can’t wait to put up my grow lab lights and show the students how much can grow in such a tiny space.

I have really enjoyed taking this class, because it forced me to organize my Ag units. I love the ideas in the teacher tips, and I have used several. I think this should be a required course for anyone who teaches school, because the resources that you have in the AITC are endless. It is so simple to get on line and order what you need, and it is delivered so quickly. I really appreciate the hands on things that we have experienced, and I plan on using many more in the future. Kudos’ to all of you for working so hard to put all of this online so that we have so many great resources at our fingertips. This teacher will for sure use it often! Thank You!"

-- Barbara Spencer, Morgan Elementary School

FLP around the country: North Dakota
By Kay Power

I am a third grade teacher at Cathedral School in
Bismarck, North Dakota. I have been teaching for 14 years. I also stayed
home to raise my children while doing day care for 11 years.

When I got the flyer for the Food, Land and People Project workshop, I knew
right away that I wanted to be a part of it. From my experience of working
with children for 25 years, I know without a doubt that the most effective
way to engage kids and to get them excited about learning is to teach them
using the things they encounter in their everyday lives. I could tell by
the flyer that this workshop would provide just that, and it did, and more.
The fact that there would be a stipend made it possible for me to attend.
Teachers have to absorb most of their costs when extending their education
and offering this help shows that FLP is really committed to their work and
know that they have a good product. Without this help it would have been
hard to attend.

The lessons in this project are awesome. I am thoroughly impressed with
the organization of each lesson. The objectives and standards are easily
definable. Reproducible materials, evaluation options, and additional
resources are delineated. In teaching, one of the hardest things to do is
to develop new lessons because of the amount of time it takes to research
and come up with material. It is also very time consuming to align a
project with the state standards, and to use your project to touch on more
than one academic area. The FLP project has done all of this and more. I
have over 45 graduate credits, which means I have taken many classes to
enhance my teaching. This is the first workshop that has handed me teacher
friendly, interesting, hands on materials that actually coincide with
children’s everyday lives. Also, the presenters were excellent.

Our school has decided to participate in the "Know Your Body" program. As
an extension of this program we are focusing on healthy snacks. FLP
provided the following lessons that fit in perfectly with this program:
"Chewsy Choices", "Fruits and Veggies", "Germ Busters", "Be Label Able",
"Calorie Counting", and "Mighty Macros". I am combining all these lessons
to use as a unit instead of my science book. These lessons have more of a
real life appeal to my students.

In October my theme was "It’s Pumpkin Time". I used "We’re Into Pumpkins"
as part of my unit. The graphing activities provided an excellent extension
of my math unit on graphs.

In November our service projects are recycling and filling the food
pantries in town. The great thing about the Resources for Learning Book and
CD that was given to us at the workshop is that the lessons can be adapted
to fit the time frame you need for your classroom. I will use these as
mini units: "School Ground Caretakers", "Trash Bashing", "Tree-mendous",
"Feed the Need", and " Don’t Use It All Up".

FLP has provided a very valuable resource for use in the classroom. I urge
you to keep the program intact so that other teachers have the chance to
experience this workshop and the resources that are provided.

FLP around the country: Maine
By Pam Meader, Portland Adult Education, Portland, Maine

"When I attended the (FLP educator) training last year, I was looking for interesting activities for a math classroom. Little did I know that I would be teaching a general science curriculum this semester. Your materials are invaluable! I am just completing a plant unit and have used "Root, Root for Life," understanding seeds ("Banking on Seeds"), and will do the photosynthesis role play ("Gifts from the Sun") after break along with "Buzzy Buzzy Bee." The students love the activities and mind you, my students are adult students whose ages range from 18 to 77! Many of them hated science in school or had very little science exposure at all. They all are pleasantly surprised by how "fun" science can be. Thank you for your wonderful materials."

FLP around the country: New Mexico

Following are comments provided by participants of FLP facilitator training workshops held in Las Lunas and Los Cruces, New Mexico:

"Great networking opportunities. Good activity plans and wide-ranging content. -- Cliff Sánchez, American Indian Liaison, New Mexico USDA, Natural Resources Conservation Service, Los Lunas, New Mexico

"I learned a lot about agricultural issues, especially from talking with other participants." -- Cheri Vogel, New Mexico State Engineers Office, Santa Fe, New Mexico

rom the workshop I learned "coalitions are the way to go -- everyone brings something to the table" and "how good and diverse are the (FLP) curriculum materials." -- Darlene Dickson, New Mexico 4-H Cooperative Extension Service, Las Cruces, New Mexico

FLP around the country: California
By Stephen P. Andrews, Jr. - Bay Area Coordinator, Environmental and Natural Resources, Cooperative Extension-University of California

"FLP is successfully engaging at-risk youth in agro-environmental literacy through a rich program of supplementary curriculum activities suitable for both formal and non-formal educators."

"The dedication and commitment of FLP workshop attendees is amazing. For example, last February, Sharon Osteen, a local (California) vegetable farmer and graduate of our Master Gardener program, attended the FLP Resources for Learning workshop to learn how she might incorporate agro-environmental literacy into local schools' field trips to her farm. In just a few hours she was making connections between the activities in Resources for Learning and the elementary students that visit her farm. And these students aren't from posh rural or suburban areas; they're city kids who typically have very limited opportunities.

"To make the most of each child's farm experience, Sharon now utilizes three Resources for Learning activities when schools visit. She engages them in lively activities designed to teach the importance of soil, seeds and bees. To extend each student's visit, Sharon developed a personal farm journal that students receive at the beginning of their visit and complete days or weeks later in the classroom. In the last year, Sharon's efforts alone have reached 6000 students in grades two through five.

"The effect of Sharon's integration of Resources for Learning is critical when one stops to consider just how disconnected today's youth are from understanding basic agricultural and environmental concepts. To illustrate this point, I recall a third grader from Caesar Chavez Elementary School in Richmond, California, who quite authoritatively told me that water pollution and the conservation of wetlands were no longer issues because factories could produce all the clean, bottled water we need. The idea that a third grader would think that we can actually manufacture water was astonishing. At that point, I realized just how negligent we have all been at keeping our students informed about the limits of our natural resources and the critical role they play in food and fiber production. "

FLP plays a key role in social studies
By Carolee Coleman - Social Studies Specialist, Utah Department of Education Salt Lake City, Utah

Social studies programs are intended to help students learn how human beings have viewed themselves over time and across cultures. Modern brain research, educational research and sound educational teaching tell us that hands-on, student-based learning is what students need. Project Food, Land & People's materials help teach basic social studies concepts in innovative ways that actively engage students.

Social studies had its beginnings when the first group of hunter/gatherers found they could grow their own food and become agrarian. A farming system developed that allowed fewer people to provide food for larger groups, and a division of labor was created. Government bloomed, education began and the arts flourished.

Following are samples of FLP lessons that directly address the key elements of social studies: geography, history, economics and civics.

Geography - studies the relationships among people, places and environments.

FLP lesson: "Sea to Shining Sea" (grades 4-6) Students use mapping and graphing skills to develop an understanding of where in the United States various commodities are produced.

History - historical understanding requires students to think through cause-and-effect relationships, to reach sound historical interpretations and to conduct historical inquiries and research leading to the knowledge on which informed decisions in contemporary life can be based.

FLP lesson: "Soil's Not Trivial" (grades 4-12) A trivia game format helps students understand the need for soil conservation from the beginning of the Dust Bowl to current soil conservation efforts.

Economics - economic concepts are the bases of economic understanding and reasoned decision making. They provide the analytical tools needed to understand and make reasoned decisions about economic issues-both personal and social.

FLP lesson: "Trading Favorites" (grades 5-12) Students explore trade by acting as exporters and importers.

Civics - in the United States is the study of how personal action can influence the state or federal government.

FLP lesson: "To Whom It May Concern" (grades 6-12) After conducting research, students write a letter expressing their opinions about a controversial issue.

FLP lessons are well written and pilot and field tested, and are presently being used in hundreds of classrooms throughout the country. Their clear, objective treatment of social, political, and economic topics make them an ideal supplemental curriculum for any social studies teacher.

FLP around the country: Kentucky
By Stacy Carrier - Kentucky educator and FLP facilitator

"I just wanted you to know how well the workshop went today! Everyone had a really good time doing the activities and even presenting to the group. My principal said this was one of the best programs he has seen for teachers in a long time. He stayed in the training with us because he was so into the activities. I ended up with 11 participants and by the end of the day I already had another principal wanting me to come teach the workshop at his school later this fall. The teachers can't wait to get their books! Several have asked to borrow mine until theirs come in so they can begin using the program next week." - Stacy Carrier, Kentucky educator and FLP facilitator

FLP lesson helps student recover from heart transplant
By Lori Foley - Iowa Educator

FLP's Germ Busters lesson plan is without a doubt an activity that I will do again in the future in my classroom! I think it was absolutely wonderful. The objectives were easily met in a way that even my first graders could grasp and comprehend.

Interestingly this year, proper hand washing has been extremely important in my classroom. I have a student, Nick, that had a heart transplant last year. He is required to wear a surgical mask when in the classroom because his immune system is suppressed due to his anti-rejection medications. Throughout the entire school year (up until the time that I took FLP), I had been trying to stress the importance of washing hands properly because Nick's doctor had said that that was the number one way to help keep him from getting sick. To be honest, I really wasn't making much headway and I can understand why. The concept was just too abstract for my students to understand.

I am completely truthful when I say that the Germ Busters activity was a completely effective way to convey the concept and the desired outcome.

Next year, I intend to use this activity at the beginning of the school year when we review proper "bathroom behavior." I think it will fit perfectly!

FLP performs in the music classroom
By Beverly Bruns - FLP Steering Committee Member and Elementary Music Educator, Victoria, Texas

Project Food, Land & People has said from its inception that its lessons are supplemental and interdisciplinary. What does this mean to a coach, a drama teacher or a music teacher? It means that a specialized educator such as those named should be able to use the materials in their classrooms.

Here's an example of how the FLP Resources for Learning lesson "Step by Step" can be used in a music class. When a group of fourth grade "city" students were asked "Where do you get peanuts", the answer given was "Trees." There was more than melodic line, meter, piano and forte to be learned! Voice training and music terminology are important in the music class but if the words are not important, then the students probably ought to sing only vocables (sounds/syllables with no meaning). If the learning child is to develop holistically, they must be given the opportunity to interpret the meaning of words. There was a "teachable moment" when the majority of the children did not know peanuts grow in the ground are harvested even after the camp song "Peanut Butter" (see below) was sung. By incorporating the "Step by Step" lesson and its flow chart exercise, students were able to understand that there is a sequence of production steps from the soil to their eatable peanut butter and jelly sandwich. The students came to the conclusion that jelly and bread for the sandwich did not just happen to be in the grocery store. They were now ready to apply their production sequencing skills to other foods we eat.

The song had been enhanced, the rhythm, steady beat, loudness and softness of the voice had all been experienced. The music objectives had been met, and the students also had a meaningful appreciation for the lyrics of the song.

Peanut Butter - A Camp Song
Peanut Butter
Peanut, Peanut Butter, Jelly
First you dig some peanuts, and you dig 'em, you dig 'em, you dig 'em, dig 'em, dig 'em.
Then you smash 'em, you smash 'em, smash 'em, smash 'em, smash 'em.
Then you pick some grapes, and you pick 'em, you pick 'em, you pick 'em, pick 'em, pick 'em.
Then you squish 'em, you squish 'em, squish 'em, squish 'em, squish 'em.
Then you take some bread and you spread it, you spread it, you spread it, spread it, spread it.
Then you eat it, you eat it, you eat it, eat it, eat it eat it.
Peanut, Peanut Butter, Jelly.

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