The Science of Maryland Agriculture€¦ · Maryland residents to live and work in a safe,...

The Science of Maryland Agriculture

University of Maryland Extension programs are open to all and will not discriminate against anyone because of race, age, sex, color, sexual orientation, physical or mental disability, religion, ancestry,

national origin, marital status, genetic information, political affiliation, or gender identity or expression.

GOAL STATEMENT: Students will understand how Maryland farmers and developers can use conservation techniques to reduce

environmental damage.

OBJECTIVES:• Students will identify several ways in which agriculture and land development might help or harm

the environment.• Students will match examples of conservation strategies with their descriptions.• Students will create a conservation plan that could help reduce the negative environmental impacts

of a fictional area.

REQUIRED MATERIALS:• Set of conservation technique photos, descriptions, and scenarios (1 per student group)• “Conservation Choices” chart (1 per student)• Conservation Choices booklet (Order from the Maryland Department of Agriculture or pick up some

from your local soil conservation office – 1 per student)• Poster paper, markers, and other supplies for conservation plan poster

AMOUNT OF TIME TO ALLOW: 70 minutes. Extension activities will take additional time.



Although agriculture and land development are necessary for the success of human society, they can also potentially have negative environmental impacts. The quality of water in the Chesapeake

Bay is influenced by many factors including human population, land use practices, and conservation strategies within the Bay watershed. The watershed consists of part of six states and Washington, DC.

To help preserve environmental quality, Maryland regulations require farmers, developers, and landowners to incorporate a variety of conservation techniques. These techniques, sometimes known as

best management practices (BMPs), assist people who use the land by minimizing negative environmental impacts. Benefits of conservation techniques include protection of topsoil, reduction of nutrient runoff into the Bay, and creation of wildlife habitat.

For information about conservation techniques used in Maryland, search online for Maryland Department of Agriculture’s Conservation Choices booklet and website. A pdf document and web links are available. These resources contain photographs and brief descriptions of many common conservation techniques used within the state. You may also check with your local soil conservation office to obtain print copies of the booklet if they are available.

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Ask students to think of a time when they or someone they know did something that was helpful in one way and harmful in another way. Allow students to share their examples. You might want to give an example such as “I once adopted a starving stray cat and took care of it, but the cat kept catching and eating bluebirds. Bluebirds are a declining species in Maryland, and my cat contributed to the decline. My good deed caused a problem for wildlife.”

Have students suggest some ways in which agriculture and land development might help or harm the environment. Make a list of benefits and costs and ask the class if anyone has seen real-life examples of these benefits and harms.

Remind the class that farmers and developers are interested in protecting the land and water. They want Maryland residents to live and work in a safe, productive Chesapeake Bay watershed. There is a wide variety of conservation techniques that can be used to reduce the negative effects of farming and development on the environment. During this lesson, students will learn about several techniques used in Maryland.

Conservation Technique MatchingDirections:

1. Divide students into groups of 3 or 4.2. Provide each group with a set of conservation strategy photographs and descriptions. (The

instructor will need to make a set for each group and separate the photographs from the descriptions prior to the lesson.) Students should begin to learn about the strategies by matching each photograph with the corresponding strategy description.

3. Have students fill out the “Conservation Choices” chart and include a description or drawing of each conservation strategy. This chart will serve as a quick-reference sheet



for the next part of the lesson. 4. You might want to give each student a copy of the conservation techniques chart and a

copy of the Conservation Choices booklet, if available, to provide additional details. For information about conservation techniques used in Maryland, search online for Maryland Department of Agriculture’s Conservation Choices booklet and website. A pdf document and web links are available

After all groups have finished matching the strategies and students have filled out their charts, briefly review each conservation strategy to ensure that students understand the basics of how the

strategy is done and why it is used.

Practice ScenariosDirections:To ensure that students can apply the strategies to real-life scenarios, describe a few sample scenarios to the class and see if students can identify appropriate conservation strategies that could be used. Below are two sample scenarios:

1. A farmer has a chicken house on her property and she grows corn in the fields surrounding the chicken house. She stores chicken manure in a pile beside the chicken house, next to a ditch that flows down a steep slope into the river. Whenever it rains, water runs swiftly from the farm through the ditch and into the river. It carries chicken manure from the pile (all year) and topsoil from the bare corn field (during the winter) directly to the river. The manure and soil eventually enter the Chesapeake Bay and cause pollution. What conservation strategies might help reduce the farm’s environmental impact?

Sample strategies include:• Grassed waterways – planting grass in the ditch would slow the movement of water and help to

stop manure and soil particles before they reach the river.• Cover crops – planting other crops on the corn field after the corn has been harvested will help

protect the soil, and the plant roots will reduce erosion by holding soil in place.• Crop residue management and no-till farming – leaving the bottom part of the corn plant in

the ground when the corn is harvested helps to hold topsoil in place. Planting new crops in the spring without tilling up the ground protects topsoil because the soil is not disturbed by tilling.

• Grade control structure – the farmer might want to build a small concrete dam or storm water pond that regulated the speed and amount of water flowing into the stream.

• Other ideas might include a manure storage facility to better contain the chicken waste.

2. A developer has just finished building a housing development at the top of a hill with a beautiful view of the Chesapeake Bay. Homeowners in the area have noticed that wind and rain carry large amounts of soil down a small stream into the Bay, and they are not happy about losing their topsoil to erosion. They have also noticed that a thick mat of algae is growing in the Bay at the bottom of the hill. Many homeowners fertilize their lawns, and they suspect that much of the fertilizer is being carried to the Bay. What are some conservation

45 minutes



strategies that might help reduce the development’s environmental impact?

Sample strategies include:• Stream protection – planting buffer/filter strips of grass and shrubs between the

development and the stream could help reduce the speed of water and amount of soil or fertilizer entering the stream.

• Hedgerows – planting a hedgerow of trees that help block the wind could reduce the amount of topsoil that wind carries into the stream.

• Diversion – some of the water running off of the housing development could be redirected so that it flows through a grassy area with a gentle slope that allows much of the water to sink into the ground before entering the stream.

• Wetland restoration – if the developer destroyed any wetlands during construction, those wetlands could be restored and enlarged.

Inform the class that farmers and developers can contact their local U.S. Department of Agriculture office or state soil conservation office to get technical and financial assistance with developing and implementing conservation plans. University of Maryland Extension offices in most counties offer nutrient management specialists who can help farmers write conservation plans that meet their farm’s individual needs. In addition, each county has a soil conservation district that provides information, technical assistance, and education in conserving natural resources which includes soil conservation and sediment and erosion control.

Conservation Plan SimulationsDirections:

Give each group a diagram and description of a fictional land area that has soil and water problems. (See the Conservation Plan diagram included in this lesson.) Assign groups the task of developing a conservation plan for the area. They should include at least five conservation strategies from those the class has studied and/or other strategies they think would be useful. Provide groups with poster paper, markers, and other materials so that they can diagram and label their plan.

Each group should present its conservation plan to the class and describe the techniques that are being suggested. (This activity provides an excellent, non-threatening public speaking opportunity for students.) As groups present their plans, compare and contrast the strategies that they chose. Lead the discussion to focus on the idea that there isn’t a single strategy that works in all situations. Conservation plans must be carefully crafted to address the specific needs of an area, protect topsoil, and reduce pollution of the Chesapeake Bay’s tributaries.

Students might want to interview local farmers or developers and ask them about the conservation strategies they use. Students can share what they have learned with the class and discuss new or innovative techniques that are used in their area or across Maryland.

Students are sometimes interested in learning about various water quality changes that can threaten life in streams and the Bay. You might want to have students work independently to find out about water quality indicators including nitrates, phosphates, turbidity, pH, pesticide/herbicide pollutants. They can find out how changes in these factors can harm aquatic life. Familiarity with water quality indicators will help students develop a deeper understanding of how conservation techniques help protect the environment. The Environmental Protection Agency website, <www.epa.gov>, is an excellent resource for getting students started in their efforts to learn about water quality.



Students might also want to share their findings about water quality with the class. If the class is interested in measuring water quality indicators of local streams to assess stream health,

teachers can order inexpensive water quality test kits. LaMotte Chemical Company in Chestertown, Maryland is a good source for student water quality test kits.

Once students have added improvements to the land, have them create an ideal way to use the land. For example, give students some basic rules for land use but then let them develop their parcel

however they want. The main idea to remember is keeping the Bay healthy. For closure, visit the Chesapeake Bay Foundation Publications website and see if students have new understanding or

recommendations for helping the Bay further.

(Teachers may want to include pictures of how specific circumstances either hurt or help the Bay (such as housing developments with erosion or sediment ponds – erosion being harmful and sediment ponds being

helpful).

Students might want to interview local farmers or developers and ask them about the conservation strategies they use. Students can share what they have learned with the class and discuss new or innovative techniques that are used in their area or across Maryland.

Students are sometimes interested in learning about various water quality changes that can threaten life in streams and the bay. You might want to have students work independently to find out about water quality indicators including nitrates, phosphates, turbidity, pH, pesticide/herbicide pollutants. They can find out how changes in these factors can harm aquatic life. Familiarity with water quality indicators will help students develop a deeper understanding of how conservation techniques help protect the environment. The Environmental Protection Agency website, epa.gov, is an excellent resource for getting students started in their efforts to learn about water quality.

Students might also want to share their findings about water quality with the class. If the class is interested in measuring water quality indicators of local streams to assess stream health, teachers can order inexpensive water quality test kits. LaMotte Chemical Company in Chestertown, Maryland is a good source for student water quality test kits.

Once students have added improvements to the land have them create an ideal way to use the land - for example give students requirements to be on the land and let them develop it however they want (with the idea in mind of keeping a healthy bay).

Teachers may want to include pictures of how specific circumstances either hurt or help the Bay (such as housing developments with erosion or sediment ponds- erosion being harmful and sediment ponds being helpful).



Many people work with farmers and developers to help them use “best management practices” as they conserve resources and protect the environment.

• Nutrient Management Specialist – This person works with farmers to write plans that are intended to protect topsoil and reduce the entry of nutrients such as fertilizer into waterways.

• Water Quality Specialist – This person takes samples of water from streams and the Bay and analyzes them to identify pollutants that could potentially harm aquatic life.

• Environmental Inspector – This person works for the state or federal government. They visit farms and developed areas to make sure that conservation strategies are being followed, and they require corrections to be made if areas are in violation of conservation policy.

• Soil Conservation Planner or Technician – A soil conservation planner helps farmers, developers, and landowners identify the best conservation strategies and/or best management practices for their land. A soil conservation technician helps people apply and install the strategies that the planner recommends.

A pre/post test should be completed with this lesson plan. Student understanding of concepts can also be evaluated through class discussion as well as through evaluation of completed activity data sheets. Analysis/conclusion questions that are answered incorrectly by a large number of students should be addressed in a follow-up discussion.

Maryland Department of Agriculture, <www.mda.state.md.us>This site provides basic information about several conservation techniques used in Maryland.

The Environmental Protection Agency website, <www.epa.gov>This site can help students learn about water quality indicators and how they affect aquatic life.


University of Maryland Extension programs are open to all and will not discriminate against anyone because of race, age, sex, color, sexual orientation, physical or mental disability, religion, ancestry, national origin, marital status, genetic information, political affiliation, or gender identity or expression.

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Date: Period:

Contour Farming

People plant crops in rows that go around hills instead of up and down hills.

This process slows the flow of rain water downhill and reduces soil erosion. It also reduces movement of fertilizer and herbicides off of fields.

Cover Crops

During the off season between plantings of crops such as corn, grasses, or legumes (like bean or peanuts) are planted in fields.

This process protects topsoil from wind and rain. Plant roots hold topsoil in place, and legumes add nitrogen to the soil. Plants such as corn need nitrogen to grow.

Critical Area Planting

People plant grass, trees, or shrubs on steep slopes where bare soil is eroding.

This technique is often used to protect slopes that border streams. Bare soil erodes quickly, but plants help hold the soil in place and reduce erosion.

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Crop Residue Management and No-Till Farming

People leave part of a crop on the soil surface when they harvest the crop.

The plant material protects the soil during and between plantings. Farmers often plant the next season’s crops without plowing the soil. Un-plowed soil is much less likely to undergo erosion.

Crop Rotation

Farmers plant crops in a certain pattern. The next season, each type of crop is planted in a new location.

This technique helps balance the nutrients in the soil. Some plants such as legumes (like beans or peanuts) add nitrogen to the soil. The nitrogen can be used by other plants.

Farm Pond/Sediment Control Pond

Water is allowed to collect at the bottom of a slope. When the water stops moving, it drops the soil and other particles it is carrying.

This technique allows soil and nutrients to settle in one location instead of being carried into a stream. The soil can be dredged (scooped up) every so often and placed back on the land.

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Grade Control Structure or Diversion

A dam or other barrier is built to regulate water flow and reduce erosion.

Sometimes the ground is reshaped so that water running off the land is redirected to slow it down before it enters a stream. This also reduces erosion.

Grassed Waterways

Plants are placed in the ditches between farm fields. Plants and their roots slow the speed of water running off fields.

This technique reduces entry of soil and nutrients into streams. Slow-moving water drops the soil and some nutrients it is carrying. Some of the water also sinks into the ground instead of entering streams.

Stream Protection (includes filter or buffer zones)

Livestock animals are kept away from a stream to stop them from damaging the banks and getting their waste in the water.

Strips of grasses or bushes are planted along the sides of a stream to reduce soil erosion and keep nutrients or other pollutants from entering the stream.

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Terrace Farming

“Steps” are cut into the sides of a steep hill. Planting is done on the flat part of each step.

Rain water moves slowly over a flat surface. It sinks into the ground and waters plants instead of carrying topsoil and fertilizer down the hill.

Wetland Restoration

Areas where water sits on the surface of the ground are protected or expanded.

Nutrients and eroding topsoil collect in the water and are used by plants as they grow. Soil and nutrients used by plants don’t enter streams or the Bay.

Windbreaks

Rows of trees are planted along the edges of fields. They help to slow down the air moving across fields.

Slower moving air carries less topsoil and other agricultural chemicals into waterways that flow to the Bay.

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Strategies Used by Farmers to Protect the Environment

STRATEGY Description or Drawing:(HOW is it done)

How It Helps the Environment:(WHY it is done)

Contour Farming

Cover Crops

Critical Area Planting

Crop Residue Management/No-Till Farming



Name:

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Conservation PlanThis area is in trouble! Create a conservation plan that will help the local business developers, farmers, and homeowners.



Name:

Date: Period:

Strategies Used by Farmers to Protect the Environment (2)



Crop Rotation

Farm Pond or Sediment Control

Pond

Grade (Water) Control Structure

or Diversion

GrassedWaterway



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Strategies Used by Farmers to Protect the Environment (3)



Stream Protection

(includes filter/buffer strips)

Terrace Farming

Wetland Restoration

Windbreaks

Other Techniques You Identified:



PRE-Evaluation: Conservation Choices - How Farmers and Developers Protect the Bay1. How old are you? ______________

3. Are you….(Select ALL that apply.) African American/Black Asian Other Native American/Alaskan Native Hispanic/Latino White Native Hawaiian/Other Pacific Islander

4. What type of school do you go to? (Select one.) Public school Private school Religious school (Catholic, etc.) Home school

2. Are you... (Select one.) A boy A girl

Your Science and Agriculture Opinions and Knowledge5. BEFORE going through the AGsploration Program, please circle the degree to which you agree or disagree with the following statements.

6. BEFORE going through the AGsploration Program, please circle your knowledge level about the topics listed below.

StronglyDisagree Disagree Agree Strongly

Agree

I like science. 1 2 3 4

I feel that Maryland agriculture is a part of science. 1 2 3 4

Science is useful for solving everyday problems. 1 2 3 4

Maryland agriculture is beneficial to me, my family, and my community.

1 2 3 4

When I graduate from high school, I would like to have a job in agricultural science.

1 2 3 4

I can name three jobs in the agriculture industry. 1 2 3 4

None Low Medium High VeryHigh

Maryland agriculture 1 2 3 4 5

Chesapeake Bay watershed 1 2 3 4 5

Erosion 1 2 3 4 5

Conservation strategies 1 2 3 4 5

Water quality 1 2 3 4 5



Your Science and Agriculture Opinions and Knowledge7. AFTER going through the AGsploration Program, please circle the degree to which you agree or disagree with the following statements.

8. AFTER going through the AGsploration Program, please circle your knowledge level about the topics listed below.

9. As a result of participating in this activity, tell one new thing you will try or one thing you will find information about.

StronglyDisagree Disagree Agree Strongly

Agree

I like science. 1 2 3 4

I feel that Maryland agriculture is a part of science. 1 2 3 4

Science is useful for solving everyday problems. 1 2 3 4

Maryland agriculture is beneficial to me, my family, and my community.

1 2 3 4

When I graduate from high school, I would like to have a job in agricultural science.

1 2 3 4

I can name three jobs in the agriculture industry. 1 2 3 4

POST-Evaluation: Conservation Choices - How Farmers and Developers Protect the Bay




Erosion 1 2 3 4 5





Directions: If you are teaching more than one lesson plan in one day, you may attach this to the pre/post evaluation form for the other lesson you are teaching. Please have the student fill out these during the pre and post evaluation times. In addition, only have the student fill out the post evaluation questions Q5 – Q7 at the completion of all lessons.

PRE-EvaluationBEFORE going through the AGsploration Program, please circle your knowledge level about the topics listed below.

POST-EvaluationAFTER going through the AGsploration Program, please circle your knowledge level about the topics listed below.

SUPPLEMENTAL-Evaluation: Conservation Choices - How Farmers and Developers Protect the Bay




Erosion 1 2 3 4 5






Erosion 1 2 3 4 5



The Science of Maryland Agriculture€¦ · Maryland residents to live and work in a safe,...

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