{"@context":{"@language":"en","Affiliation":"http:\/\/vivoweb.org\/ontology\/core#departmentOrSchool","AggregatedSourceRepository":"http:\/\/www.europeana.eu\/schemas\/edm\/dataProvider","Creator":"http:\/\/purl.org\/dc\/terms\/creator","DateAvailable":"http:\/\/purl.org\/dc\/terms\/issued","DateIssued":"http:\/\/purl.org\/dc\/terms\/issued","Description":"http:\/\/purl.org\/dc\/terms\/description","DigitalResourceOriginalRecord":"http:\/\/www.europeana.eu\/schemas\/edm\/aggregatedCHO","FullText":"http:\/\/www.w3.org\/2009\/08\/skos-reference\/skos.html#note","Genre":"http:\/\/www.europeana.eu\/schemas\/edm\/hasType","IsShownAt":"http:\/\/www.europeana.eu\/schemas\/edm\/isShownAt","Language":"http:\/\/purl.org\/dc\/terms\/language","PeerReviewStatus":"https:\/\/open.library.ubc.ca\/terms#peerReviewStatus","Provider":"http:\/\/www.europeana.eu\/schemas\/edm\/provider","Rights":"http:\/\/purl.org\/dc\/terms\/rights","RightsURI":"https:\/\/open.library.ubc.ca\/terms#rightsURI","ScholarlyLevel":"https:\/\/open.library.ubc.ca\/terms#scholarLevel","Series":"http:\/\/purl.org\/dc\/terms\/isPartOf","Title":"http:\/\/purl.org\/dc\/terms\/title","Type":"http:\/\/purl.org\/dc\/terms\/type","URI":"https:\/\/open.library.ubc.ca\/terms#identifierURI","SortDate":"http:\/\/purl.org\/dc\/terms\/date"},"Affiliation":[{"@value":"Education, Faculty of","@language":"en"},{"@value":"Curriculum and Pedagogy (EDCP), Department of","@language":"en"}],"AggregatedSourceRepository":[{"@value":"DSpace","@language":"en"}],"Creator":[{"@value":"Wiebe, Ren\u00e9e","@language":"en"}],"DateAvailable":[{"@value":"2023-11-16T20:32:37Z","@language":"en"}],"DateIssued":[{"@value":"2016-04-15","@language":"en"}],"Description":[{"@value":"It is generally held that many people today have lost touch with where their food comes from and who produces the food (Berry, 1990; 1996; 2009; Dyg, 2014; Hess & Trexler, 2011; Kneen, 1993; Smith, 2009a; 2009b; Vidgen & Gallegos, 2012). Foods and Nutrition programs in schools teach students about healthy eating and how to prepare food but sometimes neglect putting students in touch with the people who supply the ingredients for the food products being made. In this paper I review the concept of agricultural literacy and make the case that today\u2019s students should have a greater understanding of the people who produce food. I describe how I interviewed and surveyed farmers in order to use the interviews as a teaching resource for agriculture literacy in foods and nutrition courses. I then created a teaching resource that includes learning outcomes, suggested teaching activities, background information for the teacher and references for each of the interviews. The resource book is designed so that it can be separated from this larger document to be used in professional development workshops and circulated among home economics teachers.","@language":"en"}],"DigitalResourceOriginalRecord":[{"@value":"https:\/\/circle.library.ubc.ca\/rest\/handle\/2429\/86615?expand=metadata","@language":"en"}],"FullText":[{"@value":"Running Head: INTERVIEWS WITH FARMERS\t 1\t Interviews of Farmers as a Teaching Resource for Agriculture Literacy in Home Economics Ren\u00e9e Wiebe Bachelor of Education, University of Saskatchewan, 2011 University of British Columbia A GRADUATING PAPER SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF Master of Education In THE FACULTY OF GRADUATE STUDIES (Home Economics) The University of British Columbia (Vancouver) \u00a9 Ren\u00e9e Wiebe April 15, 2016 Running Head: INTERVIEWS WITH FARMERS\t ii\tAbstract It is generally held that many people today have lost touch with where their food comes from and who produces the food (Berry, 1990; 1996; 2009; Dyg, 2014; Hess & Trexler, 2011; Kneen, 1993; Smith, 2009a; 2009b; Vidgen & Gallegos, 2012). Foods and Nutrition programs in schools teach students about healthy eating and how to prepare food but sometimes neglect putting students in touch with the people who supply the ingredients for the food products being made. In this paper I review the concept of agricultural literacy and make the case that today\u2019s students should have a greater understanding of the people who produce food. I describe how I interviewed and surveyed farmers in order to use the interviews as a teaching resource for agriculture literacy in foods and nutrition courses. I then created a teaching resource that includes learning outcomes, suggested teaching activities, background information for the teacher and references for each of the interviews. The resource book is designed so that it can be separated from this larger document to be used in professional development workshops and circulated among home economics teachers. Running Head: INTERVIEWS WITH FARMERS\t iii\tAcknowledgements The completion of this graduate program and project would not have been possible without many special individuals. Without your constant support and encouragement I would not be where I am today. I would especially like to thank my professors Dr. Mary Gale Smith and Dr. Mary-Leah de Zwart for the past three years. You are two of the most incredible women who have assisted and instructed me throughout this whole academic journey. Thank you for sharing your creativity, guidance, innovation, knowledge and constant support for the home economics program, as well as instilling the confidence in me when I didn\u2019t think that I would make it through. Another thank you needs to be given to the HEE2 Cohort, who have been on a three year rollercoaster journey with me. Each one of you has brought creative spirit, new ideas and perspectives to our discussion forums. I will be forever grateful for the moments we have been able to discuss and share. It has been great to know that I have not been alone on this thought provoking journey. To my dearest friends, work family and students thank you for making sure my glass was half full of confidence and the other half coffee. You have provided me everything from adventurous outings and shoulders to cry on to invaluable information. You have shown me that patience and persistence is the power to accomplish anything I want to. Thank you to my older brother Sheldon Revet for your educational guidance throughout the writing process. I appreciate the countless hours you have spent proof reading my many papers. Running Head: INTERVIEWS WITH FARMERS\t iv\t Finally, I would like to thank my Mom and Dad for their love and support. Thank you both from the bottom of my heart, without you I would not have had the opportunity to take this journey. I love you. Running Head: INTERVIEWS WITH FARMERS\t v\t Table of Contents Abstract \u2026\u2026\u2026\u2026\u2026\u2026..ii Acknowledgements \u2026\u2026\u2026\u2026\u2026\u2026..iii Table of Contents \u2026\u2026\u2026\u2026\u2026\u2026..v List of Figures \u2026\u2026\u2026\u2026\u2026\u2026..vii Chapter 1: Setting the Context \u2026\u2026\u2026\u2026\u2026\u2026..1 The Inquiry \u2026\u2026\u2026\u2026\u2026\u2026..5 Main Research Question \u2026\u2026\u2026\u2026\u2026\u2026..5 Conclusion \u2026\u2026\u2026\u2026\u2026\u2026..5 Definition of Terms \u2026\u2026\u2026\u2026\u2026\u2026..6 Chapter 2: A Literature Review \u2026\u2026\u2026\u2026\u2026\u2026..9 Introduction \u2026\u2026\u2026\u2026\u2026\u2026..9 Defining Agricultural Literacy \u2026\u2026\u2026\u2026\u2026\u2026..10 Agricultural Knowledge \u2026\u2026\u2026\u2026\u2026\u2026..11 Critical Thinking \u2026\u2026\u2026\u2026\u2026\u2026..12 Missing Element \u2026\u2026\u2026\u2026\u2026\u2026..12 Agricultural Literacy Education \u2026\u2026\u2026\u2026\u2026\u2026..13 Teaching Approaches for Agricultural Literacy \u2026\u2026\u2026\u2026\u2026\u2026..13 Summary \u2026\u2026\u2026\u2026\u2026\u2026..15 Chapter 3: Qualitative Interviews \u2026\u2026\u2026\u2026\u2026\u2026..17 Introduction \u2026\u2026\u2026\u2026\u2026\u2026..17 Qualitative Interviewing \u2026\u2026\u2026\u2026\u2026\u2026..18 Preparing for the Interviewing Project \u2026\u2026\u2026\u2026\u2026\u2026..19 Construction of Research Questions \u2026\u2026\u2026\u2026\u2026\u2026..21 The Actual Implementation of the Interviews \u2026\u2026\u2026\u2026\u2026\u2026..22 Interpreting and Using the Data \u2026\u2026\u2026\u2026\u2026\u2026..23 Conclusion \u2026\u2026\u2026\u2026\u2026\u2026..24 Chapter 4: Teaching Resource for Agricultural Literacy Education \u2026\u2026\u2026\u2026\u2026\u2026..26 Format for the Teacher Resource \u2026\u2026\u2026\u2026\u2026\u2026..27 Interviews With Farmers: What They Do \u2026\u2026\u2026\u2026\u2026\u2026..28 A Note to Teachers \u2026\u2026\u2026\u2026\u2026\u2026..29 Table of Contents \u2026\u2026\u2026\u2026\u2026\u2026..31 Interview 1 \u2013 What is it like to be a Wheat Farmer \u2026\u2026\u2026\u2026\u2026\u2026..32 Interview 2 \u2013 What is it like to be a Canola Grower \u2026\u2026\u2026\u2026\u2026\u2026..47 Interview 3 \u2013 Raising Cattle \u2026\u2026\u2026\u2026\u2026\u2026..57 Interview 4 \u2013 Farming as a Career \u2026\u2026\u2026\u2026\u2026\u2026..67 Running Head: INTERVIEWS WITH FARMERS\t vi\tChapter 5: Discussion & Conclusion \u2026\u2026\u2026\u2026\u2026\u2026..75 Limitations \u2026\u2026\u2026\u2026\u2026\u2026..76 Further Research \u2026\u2026\u2026\u2026\u2026\u2026..77 What Did I Learn From My Research \u2026\u2026\u2026\u2026\u2026\u2026..78 Chapter 6: Reflection \u2026\u2026\u2026\u2026\u2026\u2026..80 References \u2026\u2026\u2026\u2026\u2026\u2026..83 Appendices Appendix A- Sample Research Questions \u2026\u2026\u2026\u2026\u2026\u2026..93 Appendix B- Certificate of Completion by BREB \u2026\u2026\u2026\u2026\u2026\u2026..95 Appendix C- Certificate of Approval by BREB \u2026\u2026\u2026\u2026\u2026\u2026..96 Appendix D- Mail-out Participant Recruitment \u2026\u2026\u2026\u2026\u2026\u2026..97 Appendix E- Study Announcement \u2026\u2026\u2026\u2026\u2026\u2026..99 Appendix F- Adult Informed Consent Form \u2026\u2026\u2026\u2026\u2026\u2026..101 Running Head: INTERVIEWS WITH FARMERS\t vii\tList of Figures Figure 1. Interactive relationship between agriculture literacy values, knowledge, and framework (Powell, Agnew & Trexler, 2008, p. 91). Running Head: INTERVIEWS WITH FARMERS\t 1\t Chapter One Setting The Context My graduating project focuses on providing an understanding of the people who are involved in agriculture by creating a teaching resource that portrays the lifestyles and perspectives of generational farmers. The teaching resource highlights the challenges and successes of producing food. This will help contribute to agricultural literacy by providing teaching materials designed to vicariously connect students with the lives of real people involved in food production. The purpose is to help students become aware of roles that farmers play in the production of our everyday foods. I have been fortunate to have grown up immersed in agriculture. I have many memories of helping out around the farm, taking care of yardwork and helping out in the field on the grain side of the farm. It has always been a rewarding experience seeing the faces of consumers enjoying grain and oilseed products that were harvested on our farm. With a little hard work, dedication, and time we have created wonderful products. I want to share farming as an occupation and a lifestyle with not only my students, but also other students across the country. I hope to provide insights into food production that will improve the agriculture literacy of today\u2019s students. In the past, the Canadian economy was led by agriculture and natural resources (Statistics Canada, 2011) and people were closer agricultural production however urbanization and globalization have increasingly distanced people from how food is produced and where is come from. Family farms continue to evolve and restructure in Running Head: INTERVIEWS WITH FARMERS\t 2\tresponse to changing market conditions but are still the mainstay of agricultural production in Canada (Government of Canada (2015a). Although agricultural production is changing due to various factors including competition from world markets, international trade agreements, increasing world demand for food, increased urbanization, and so on, farming remains a major if reduced part of the Canadian economy. However the total number of farms are getting smaller, therefore the size of farms are getting larger (Real Dirt on Farming, 2014). While many express concerns about agri-business and corporate farming in Canada, farming is still a family business \u2013 with over 97 per cent of Canada\u2019s farms being family owned (Real Dirt on Farming, 2014). Farming in Canada is also extremely diversified, meaning that there is no such thing as a \u201ctypical\u201d Canadian farm because (Real Dirt on Farming, 2014, p.3). It is a very unique and interesting way of life for many individuals across Canada. However, the general public is often unaware of where and how their food is produced. Canada was the world\u2019s fifth-largest exporter of agriculture and agri-food products such as primary commodities (for example, wheat, canola and beef) and processed food and beverage products according to Agriculture and Agri-Food Canada (Government of Canada, 2015a) and Real Dirt on Farming (2014). The Canadian economy has been resilient, addressing the challenges and stresses placed on the Canadian markets. In 2013 Canada recorded a strong harvest, which provided a slight increase in cattle, grain, and hog prices. In correlation with the increase in production, farmers have also seen a rise in operation costs and expenses in seed, fertilizer, fuel and custom agricultural work [i.e. seeding, harvesting and spraying done for pay on other farms] (Government of Canada (2015a). Despite fluctuations in production due to Running Head: INTERVIEWS WITH FARMERS\t 3\tweather and other unforeseen circumstances and in the cost of running a farm, most farmers are able to make a living and thrive in the business. Some teachers in rural small town communities are fortunate enough to teach in schools that are surrounded by farms. However, fewer people are living in rural settings in Canada and with more living in urban or sub-urban settings, children have less contact with farming and food production. According to Statistics Canada (2011) 81 per cent of Canadians are living in urban settings versus the 19 per cent that are rural. These statistics have reversed since 1871, when the majority of Canadians lived in rural communities. As a result of this disconnection from food production through farming, food is often taken for granted and many people have little reverence for the sacred nature of food (Vaines, 1999). As a society, we have been described as \u201cfood dumb\u201d (Van Gelder, 1995, p.14), \u201cpassive and uncritical consumers\u201d of food, (Berry, 1990, p.1), industrial eaters of industrial food (Pollen, 2006; Vaines, 1999), and \u201cmindless eaters\u201d (Wansink, 2010, p.455). Yet, as Wendell Berry (1990) states if you eat, you are connected to agriculture. To understand where their food comes from, students need to look beyond the grocery store shelves and gain a deeper understanding of the food system, and the effort and knowledge needed to produce quality foods (Berry, 1990; Caraher & Reynolds 2005; Pollen, 2007). Many young people have little understanding of what it takes to produce food or who produces the food they eat (Neumark-Sztainer et al., 1999). Like many others, (Edge, 2013; Kneen, 1995) I am concerned about the way consumers have become disconnected from the source of their foods, their lack of understanding of food production in Canada and the state of the family farm. I have wondered about what ways Running Head: INTERVIEWS WITH FARMERS\t 4\tthe topic of \u201cwho grows our food\u201d could be included in the food studies curriculum for high school students. I want to ensure that Home Economics curriculum reflects a better understanding of how the people involved in agriculture play a significant role in my students\u2019 lives. I want to put students in touch with agricultural life on the farm. I want students to have a better understanding of the background of the foods they consume. In many ways the Foods and Nutrition courses offered in home economics are connected to agricultural literacy (Parnetta, 2014). The goal of agriculture education is to foster in students a greater awareness of the role of agriculture in the economy and society, so that they may become citizens who support wise agricultural policies and make informed decisions about food acquisition and consumption (Agriculture in the Classroom, 2014). How can students be assisted in understanding just what it takes to produce food? For thousands of years stories have been used to educate, entertain and inspire. Stories have always been a part of everyday life and are frequently exchanged amongst people (Fitzgibbon, Hughes & Wilhelm, 1998). Fitzgibbon et al. (1998) argue that teachers are interested in using storytelling as a pedagogical technique to express interest and ideas in ones experiences. Stone (2010) suggests bringing first-hand accounts of farming life into the school classroom. Case based teaching is based on a story. A case recounts events in ways that students experience the complexities, ambiguities, uncertainties and joys faced by the participants in the case (Golish, Boyer, Franko & Lamy, 2001). The focus of my study is to gather stories of what it is like to be involved in agriculture. I interviewed four farmers in order to create first person stories that become case studies as a teaching resource for use in food studies classrooms. Running Head: INTERVIEWS WITH FARMERS\t 5\tThe Inquiry My inquiry focuses on the importance of agriculture; introducing students to a farmer\u2019s perspective on producing the food we eat. My intent was to produce a teaching resource that included an interview with a real farmer and teaching activities that could be used in conjunctions with the interview. My research question was: How can interview data from interviews with farmers be transformed into instructional material to be used in home economics education? Conclusion It is important to understand where food comes, how food is produced, and the consequences of our consumption. This is of interest to me because I grew up on a farm and I continue my connections to the farm. My experience has given me a particular perspective on food. Eating is an agricultural act (Berry, 1990). If you eat you are connected to agriculture. I am intimately familiar with this and do not take food for granted. I want to share the experience of food from the farmer\u2019s perspective so that students understand the work and dedication that it takes to produce quality foods. This paper consists of six chapters, references, and appendices. In this Chapter I have outlined my concern regarding the disconnection between food and agriculture. Chapter Two consists of a literature review, introducing the term agricultural literacy and how it can be fostered in home economics foods and nutrition courses. Chapter Three explains the methodology I used to interview farmers and outlines the curriculum framework I used to create the teaching resource. Chapter Four is the actual teaching resource designed as a separate document that could be pulled out of the paper for sharing Running Head: INTERVIEWS WITH FARMERS\t 6\twith teachers. Chapter Five is a summary that includes recommendations for future developments in the topic area. Chapter Six is my reflection on changes in my personal pedagogy through transformative education and agriculture literacy. Definition of Terms For the purposes of this inquiry the following terms are defined as: a) Agriculture. A human activity carried out primarily to produce food (but also many other materials, e.g., fibers, fuel, enzymes, hormones, dyes, etc.) by the controlled use of plants and animals and their products ; encompasses several industries including the farm input and service supplier industries, primary agriculture, food and beverage processing, food distribution, retail, wholesale and foodservice industries (AAFC, 2013). Wells et al. (2015) also add that agriculture is \u201can applied science that combines principles of physical, chemical, and biological sciences in the production of food and fib[re]\u201d (p. 173). b) Agri-Business. Refers to \u201cvarious businesses that work alongside farm input suppliers through to consumers, linking the farm with consumers through handling, processing, transportation, marketing, and distribution of food and other agricultural products\u201d (Ariyawardana & Collins, 2012, p. 59). A combination of agriculture and business and refers generally to high capital investment and industrial-scale agricultural practices. It also refers to the various businesses involved in food production, including farming, seed supply, agri-chemicals, farm machinery, wholesale and distribution, processing, marketing, and retail Running Head: INTERVIEWS WITH FARMERS\t 7\tsales. When one company owns several businesses in the food production chain it is called vertically integrated. Sometimes it is referred to as corporate farming. c) Farming. The job or business of running a farm. The activity or business of growing crops and raising livestock (Oxford Dictionary, n.d.). d) Family Farm. A farming operation owned and operated by the members of one family who live on the farm. e) Food Production (local). Oxford Martin School (2015) provide the definition of food production which is \u201clocal [refers to the] proximity of the origin of a food to where it is purchased. Local foods are most often produced, processed, distributed, and consumed within a smaller, defined area\u201d (p.2). f) Food Systems. Includes \u201call those activities involving the production, processing, transport and consumption of food\u201d (Oxford Martin School, n.d., p.1). It encompasses the whole range of food production and consumption, including the manufacture of agricultural inputs, farming, food processing, food distribution, food marketing, food retailing, and consumption. Food systems vary from simple to complex and in size from local to global. In a local food system, production, processing, and consumption may all take place within one village or even one farm (e.g. farmers markets). In a regional food system, production, processing, distribution, and consumption take place between multiple cities, provinces, or even countries. Increasingly, the agricultural systems of all countries and Running Head: INTERVIEWS WITH FARMERS\t 8\tregions in the world are becoming integrated into one global food system (Smith & Hamir, 2007, p. 25). Edge (2013) also supports the concept of food systems, by adding that not only do the local and broader systems overlap, but the \u201cpartial separation [that exists] between the[se] two systems allows for greater diversity as a whole\u201d (p. 2). Running Head: INTERVIEWS WITH FARMERS\t 9\tChapter Two Literature Review For my literature review I used a variety of online and book sources. The information was gathered from Internet sources, agriculture journals (online), peer reviewed journal articles, and books. I used the Journal of Agricultural Education (JAE), Journal of Educational and Social Research, International Journal of Home Economics (IJHE), SAGE, and Social Science Research. The key words used in the searches were: \u201cagriculture\u201d, \u201cagriculture literacy\u201d, \u201ccase studies\u201d, \u201cfood literacy\u201d. I scanned the articles based on the searches done above and didn\u2019t access articles older than 1991. I examined the articles to find out how agricultural literacy was defined and the components of agricultural literacy as well as information on how it might be taught. These points provided the foundation for my project. Introduction It has been said that most people lack even a superficial knowledge of agriculture and where their food comes from (Balschweid, Thompson, & Cole, 1998; Berry, 2009; Buck & Rumble, 2013). Balschweid et al. (1998) express concern that students are becoming increasingly unaware of the source and methods used in the production of their food. The term food literacy is used to express the need for a broader understanding of food. Vidgen and Gallegos (2012) define food literacy as: a collection of inter-related knowledge, skills and behaviours required to plan, manage, select, prepare and eat foods to meet needs and determine food intake. Food literacy is the scaffolding that empowers individuals, households, Running Head: INTERVIEWS WITH FARMERS\t 10\tcommunities or nations to protect diet quality through change and support dietary resilience over time (p.vii). There is an overlap of interest between food literacy and agricultural literacy. Agricultural literacy is a sub-concept of food literacy (Vidgen & Gallegos, 2012). Defining Agricultural Literacy The National Research Council (NRC) coined the term \u201cagricultural literacy\u201d in 1988 (Frick, Kahler, & Miller, 1991; National Research Council, 1988; Trexler & Hess, 2011). The accepted definition is: Agricultural literacy can be defined as possessing understanding of our food and fibre system. An individual possessing such knowledge would be able to synthesize, analyze and communicate basic information about agriculture. Basic agricultural information includes: the production of plant and animal agricultural products, the economic impact of agriculture, its societal significance, agriculture\u2019s important relationship with natural resources and the environment, the marketing of agricultural products, the processing of agricultural products, public agricultural policies, the global significance of agriculture, and the distribution of agricultural products. (Frick, Kahler & Miller, 1991, p. 52, emphasis added) The definition was designed to promote the inclusion of agricultural education into classes from kindergarten to grade twelve and to advocate for systematic instruction aimed at becoming agriculturally literate (Frick et al., 1991). Curriculum supports were added into both urban and suburban schools to encourage diversity (Kovar & Ball, 2013). Running Head: INTERVIEWS WITH FARMERS\t 11\tTwo broad educational goals are evident in this definition: knowledge and critical thinking. Agricultural Knowledge. Agricultural literacy includes basic agricultural knowledge such as that identified in the definition (Frick et al., 1991). In a study that was conducted, comparing rural and urban adults\u2019 knowledge about agriculture, it was concluded that urban and rural non-farming adults lacked basic knowledge (Meischen & Trexler, 2003; Frick, Birkenholz, & Machtmes, 1995). It should also be noted that just because children attend rural schools doesn\u2019t necessarily mean they know much more than urban students (Meischen & Trexler, 2003). Authors who use the term food literacy often stress the need to understand food from \u201cfarm to fork\u201d (e.g., Pendergast & Dewhurst, 2012; Smith, 2009a;2009b; Vidgen, & Gallegos 2012). The path from \u201cfarm to fork\u201d historically used to be well known and understood by everyone (Cullen et al. 2015). However, today the food system is complex with the abilities to import and export a variety of foods. Food miles is a popular term used to indicate the distance that food travels from the farm to the plate (Weaver-Hightower, 2011) although it is considered a fairly crude measure. It tells us how far food travels but is not a very good measure of its environmental impact.. Dye (2014) adds that agricultural literacy includes knowing the \u201c\u2026[basic] and practical skills of growing your own food\u2026 and [having] the abilities to communicate [and understand] hands-on experiences, experiments or farm visits to qualify a deeper understanding of food and agriculture\u201d (p. 191). Running Head: INTERVIEWS WITH FARMERS\t 12\tCritical Thinking. Agriculture literacy also involves being able to synthesize, analyze and communicate basic information, in other words, the ability to think critically (Dyg, 2014). Meischen and Trexler (2003) expand this to include the ability to: \u201ca) engage in social conversation; b) evaluate the validity of media; c) identify local, national, and international issues; and d) pose and evaluate arguments based on scientific evidence\u201d (p. 44). Hess and Trexler (2011) further define critical thinking as the \u201cability to make informed decisions about agriculturally related issues; commonly consumed foods, food origins, and the food journey from farm to plate\u201d (p. 1). Missing Element. Meischen and Trexler (2003) point out that an aspect that is missing from the definition of agricultural literacy when they state, \u201c[B]ecause agriculture is a unique culture, an understanding of beliefs and values inherent in agriculture should also be included in a definition of agricultural literacy so people can become engaged in the system\u201d (p.44). To me this means understanding agriculture as a human endeavor and connecting students to real people involved in farming (either directly or vicariously).. So much of agriculture education takes farming out of its cultural context and away from families and as a result students are likely to become more estranged from the land and devaluing the actual work of farmers. So Brewster (2011) suggests teaching activities that show \u201cjust how fascinating these folks [the people who produce food] are\u2014how many great stories they have to tell\u201d (p. 35). Stories are a way for students to gain a respect for people who work hard to produce the commodities we consume on a daily basis (Brewster, 2011). Running Head: INTERVIEWS WITH FARMERS\t 13\t Agricultural Literacy Education. Addressing agricultural issues in schools has been advocated as a way to achieve the goal of an agriculturally literate public (Hess & Trexler, 2011). There is some discussion about how to do this. Should it be a separate course? Or should it be integrated across the curriculum? Harris, and Birkenholz (1996) recommend the latter strategy based on a study of 200 programs in the United States. Programs such as Agriculture in the Classroom (AITC) aim to provide resource materials for teachers for both approaches. AITC was started as an elementary education program in 1981 by John Block, a former United States Secretary of Agriculture, who was a strong advocate of agriculture literacy (Hillson, 1998). AITC was created to fill the need to provided children and teachers with information pertaining to agriculture practices; integrating agricultural subject matter with academic subject matter. Today, AITC in Canada, is an informal network of the various provincial and territorial associations that are affiliated with a national organization (AITC, n.d.). Teaching Approaches for Agricultural Literacy. The research on implementation models specific to agricultural literacy is rather slim. Myers and Dyer (2004) found that while many studies recommended a problem solving approach, most agriculture teachers used lecture\/discussion as the most common format for teaching. The teacher centered approach is used because teachers often do not have the background knowledge to present more active and engaging lessons. The most clearly articulated implementation model for agricultural literacy is the Powell, Agnew and Trexler (2008) model based on cognitive-constructivism (see Fig. 1). This model is Running Head: INTERVIEWS WITH FARMERS\t 14\tdesigned to have students expand on their own knowledge bases and put that information towards meaningful decision-making, problem solving, and value judgments (Powell, et al., 2008). Figure 1. Interactive relationship between agriculture literacy values, knowledge, and framework (Powell, Agnew & Trexler, 2008, p. 91) Figure 1 shows the relationship between having a conceptual framework that guides program development designed to provide the knowledge and critical thinking skills that encourage value judgments. This conceptual framework is guided by the belief that by being able to gather and process the necessary agriculture information, allows students and teachers to transfer and apply this content in making the value judgments that apply to everyday food production and consumption. Whether this actually happened in reality has not been documented. Teachers\u2019 beliefs, attitudes, knowledge, conditions and goals play a critical role for how and what is taught about food and agriculture in the schools (Dyg, 2014). Teachers ultimately decide on the content they will teach, how to teach the content so Running Head: INTERVIEWS WITH FARMERS\t 15\tstudents can understand, and the length of time spent on content areas (Knobloch, Ball, & Allen, 2007). Knobloch et al. (2007) also argue that teachers\u2019 beliefs, ideas, and experiences guide them on how they teach and incorporate agriculture education in their classrooms. Teachers who don\u2019t have an understanding about agriculture education may find it difficult to make the decision on what to include and what to exclude. It can be said that \u201c[some] teachers struggle to teach agriculture due to limited knowledge and familiarity\u201d (Dyg, 2014, p.57). When teachers support a topic of interest and find useful teaching resources, then they are more likely to make a conscious effort to incorporate agricultural literacy into a variety of topics and lessons (Hubert, Frank & Igo, 2000). Texler and Meichen (2002) recommend \u201cenhanced curriculum\u201d (p. 79) and Knoblock and Ball (2003) mention the need for materials on agricultural literacy topics. I take this to mean that teachers require useful resources with background information. Providing teachers with useful resources will help prevent portrayal of generic and stereotypical views of farming. Those resources should connect students to the farm so that they can develop and understand of and respect for the work of producing food and perhaps even think about what Vaines (1997) calls the sacred nature of food. Summary In this chapter I have acknowledged that agriculture literacy is a sub-concept of food literacy. The literature on agriculture literacy indicates that it involves both knowledge, understanding how food is produced and how produces it, and critical thinking, the ability to analyze, synthesis and make value judgments. It also suggests that if there are useful, engaging teaching resources that are available it is more likely that teachers will address agriculture literacy with their students. This is why I have chosen, Running Head: INTERVIEWS WITH FARMERS\t 16\tas my graduating project, to create a teaching resource for use primarily by home economics teachers to enhance agricultural literacy in their foods and nutrition courses. In the next chapter I outline why I use interviews with farmers as the bases for the teaching resource and then in Chapter Four I present the draft version of my resource. Running Head: INTERVIEWS WITH FARMERS\t 17\tChapter Three Qualitative Interviews In Chapter One, I explained why I was interested in agriculture literacy and why it was important to include this topic in Foods and Nutrition because so many people including students are disconnected from agriculture and take the food they eat for-granted. In Chapter Two, I conducted a literature review of agricultural literacy and agricultural literacy education. I found that agricultural literacy involves knowledge and critical thinking processes, such as the ability to analyze and synthesize, communicate, make informed decisions and solve a problem. I also found that if teachers have teaching resources that support agricultural literacy they are more likely to address the topic of where food comes from and how it is produced in their courses. Introduction Originally I had described my project as narrative research and the resource as being case studies but I realized after conducting the interviews that these descriptors didn\u2019t really fit with what I wanted to do. In narrative research, researchers collect and tell stories. The stories are then explored in an effort to understand the meaning of those experiences. My intent was not to explore the stories as a research project but to have students read and explore the stories to enhance their agricultural literacy. So, I created the stories using an interview format. Case studies typically involve a problem, dilemma or issue, and often include an element of conflict (Davis, 1993). This would require putting the lives of the farmers who volunteered to share their experience up for analysis. It would make what they do problematic. This was not my intent. My objective was to Running Head: INTERVIEWS WITH FARMERS\t 18\tput people in touch with where their food comes from and the real people who work to produce it. I did gather the information for the teacher resource using the research method of qualitative interviews, and thus required the approval of the Behavioural Research Ethics Board [BREB]at the University of British Columbia. In this chapter I outline the process of obtaining the interview data. Qualitative Interviewing To obtain information about the lives of farmers, I used qualitative research. Qualitative research seeks a deeper understanding about the way things are and why they are and how participants see them. It is based on that the assumption that the perspective of others is meaningful, knowable, and able to be made explicit. It involves a variety of interpretive approaches to the subject matter to \u201cdescribe routine and problematic moments and meanings in individual\u2019s lives\u201d (Denzin & Lincoln, 1994, p. 2). One approach to qualitative research is qualitative interviewing. Interviews provide greater detail and depth than surveys allowing insight into how individuals understand and narrate aspects of their lives (Turner, 2010). There are three major types of interviewing: structured, group and unstructured (Fontana & Frey, 1994). Unstructured interviews are also referred to as informal conversational interviews, while structured interviews are described as following a general interview guide approach or a standardized open-ended question approach (Turner, 2010). I chose the general interview guide approach. It is more structured than the informal conversational interview although there is still quite a bit of flexibility in its composition. According to McNamara (2009), Running Head: INTERVIEWS WITH FARMERS\t 19\tthe strength of the general interview guide approach is useful in ensuring that the same general types of information are collected from each interviewee and is more focussed than the conversational approach, but still allows some freedom and adaptions on the part of the interviewer. Turner (2010) states that the interview process involves four parts: the preparation for the interview; the construction of research questions; the actual implementation of the interviews; and interpreting and using the data. I use these four parts to describe what I did. Preparing for the Interview Project In preparation for conducting interviews there was some background work that needed to be accomplished. Here I have outlined the preparation steps for the interviews I conducted as well as post interview information: \u2022 I received my certificate of completion through the Tri-Council Policy Statement (see Appendix A) \u2022 I wrote my interview research proposal. The research being conducted (interviews and questionnaire questions) provided minimal risk for those who partook in the study. \u2022 I used my research proposal to apply for BREB approval \u2022 I made modifications and amendment changes to my BREB proposal \u2022 I received BREB approval (see Appendix B) \u2022 I solicited volunteers to participate in the study using a mail out recruitment letter to local farmers in the area (see Appendix C) Running Head: INTERVIEWS WITH FARMERS\t 20\t\u2022 All of the participants received a study announcement that provided a clear description of the purpose and project procedures as well as contact information to the graduate student and advisors (see Appendix D) \u2022 A list of interview questions was included (See Appendix A) providing the interviewee with a sample of the questions so that they could formulate answers and not be placed on the spot. \u2022 Volunteers contacted the graduate student (Ren\u00e9e Wiebe) via e-mail and telephone if they were interested in participating in the study. \u2022 A date and time was negotiated mutually between the graduate student (interviewer) and the participants (interviewees) \u2022 Each of the volunteers signed a letter of consent (see Appendix E) \u2022 All images were taken by the interviewer and were approved by the participants \u2022 The participants also included a paper copy of some of their favorite recipes that were included in the teacher resource. \u2022 Transcription of data of the recorded interview was done by listening to the recording and typing up the script in Microsoft Word. Initials were used to differentiate the interviewer and the interviewee. A raw copy of the audio and the transcription was sent via e-mail to the participant for their record. \u2022 Volunteers who wanted to formulate and electronically submit their answers of both interview and questionnaire answers did so via email. \u2022 The graduate student used the interviews to formulate an interview story . \u2022 The participants were sent the interview story with pictures by e-mail. \u2022 The participants made minor changes of wording and content in each story. Running Head: INTERVIEWS WITH FARMERS\t 21\t\u2022 Changes were amended and the interview story was resent to the participants for a final conformation. \u2022 It shall be noted that all information and images and content in the interview stories has been approved by the participants. \u2022 The approved interview stories were added to the teacher resource document, along with the support information. Construction Of Research Questions The questions I used were neutral and open ended and this provided a guide to help the participants explain their answers. Providing the questions ahead of time helped encourage areas for expansion, explanation and enabled a rich collection of data (See Appendix A: Sample Research Questions). The questions were designed to help convey the sense of what happens on the volunteer\u2019s farm, the type of planning and work that needs to be done to assist in running and operating a successful farm. Also taking into consideration the nature of the study as being minimal risk, no personal questions were asked that would compromise the project or make the volunteers feel uncomfortable. Running Head: INTERVIEWS WITH FARMERS\t 22\tThe Actual Implementation of the Interviews The inquiry was conducted from the comfort of my own home or at the interviewees based on the decision of the interviewee. It was conducted at a time that was most convenient for both parties. This provided a neutral and convenient setting that both the interviewer and interviewee felt conformable with. It is important that the participants felt content in their surroundings, which helped to provide the rich answers I received. For one of the interviews it consisted of an interview (oral) that was recorded by digital audio recording and later played back and transcribed. Before recording the interview I informed the participant that he didn\u2019t have to answer any questions he didn\u2019t want to. In this case the audio file was sent following the interview and the transcription was sent at a later date for the interviewee to review. In another interview the participant requested that during the interview he was not audio recorded. In this instance, I asked the same questions and documented the answers, in writing, by taking notes. The notes taken were approved by the interviewee after the interview, and too were also given a copy for their records. The other two participants asked that the questions be sent electronically and they would type out their answers and send them back at their earliest convenience. I reminded them that I could be contacted any time if they required clarification and those they did not have to answer any questions that they didn\u2019t feel comfortable with. The information was sent back to me electronically through email. The participants felt they could provide more detailed information regarding their farming operation by including the types of equipment that they use in each of the seasons. Running Head: INTERVIEWS WITH FARMERS\t 23\t The interviewer took pictures throughout the seasons of spring, fall and winter. These images were used to support information provided from the interviewees. Recipes were also collected from the participants and have been included in the teacher resource. Interpreting and Using the Data Often interviews are paired with other forms of data collection to help round out the participants\u2019 views and experiences (McNamara, 2009; Turner, 2010). In my project, a written questionnaire was completed at a later date by the interviewee who completed the digital audio recording. It was sent electronically by e-mail and was completed and sent back by e-mail. I reviewed the answers, which were brief, and I felt that they did not provide any extra information that would be useable, so they were disregarded. The audio recording I transcribed by listening to the two participants (interviewer and interviewee) and typed out the conversation. This information could easily be transformed into the interview story with the layout of question-answer format. A similar process was taken with the interview that was done by taking written notes. I reviewed my written copy of notes and typed them onto the computer. Once these responses were typed out it was relatively easily to transform them into the same format as the previous interview story. The two participants that chose to only do the questionnaire questions were able to provide verbal clarification over the phone to answers that were unclear to the interviewer (myself). This was the most convenient for both parties. Because the information was already typed it was convenient to help transform it into the interview story. Running Head: INTERVIEWS WITH FARMERS\t 24\tOnce the interviews were created into the question-answer format stories and the images taken were added in, they were sent electronically by e-mail to the participants to review and make changes\/modifications that they saw fit. The changes that were made by the participants were minimal including format and some content clarification. All participants have reviewed their personal interview stories and the images included within these stories and have accepted and approved what has been documented. This ensures that the final product is authentic and to best represent the volunteer farmers in ways that they were comfortable with. Participants chose the pseudonyms used to protect their identities. In addition to the pictures, recipes were also collected from the participants. The original copies were returned to the participants after I had the opportunity to type and format the recipe so that it could used as a classroom food laboratory. The typed recipes were sent electronically by e-mail to the participants. The participants made modifications to the recipes regarding amounts of ingredients and directions. In most cases the recipes needed to be reduced from the original recipe. All recipes received approval from the participants. Conclusion In this chapter I have outlined the research method I used to gather the information for \u201cAn Interview with a Farmer\u201d as qualitative interviewing. I used interviews to collect the information about the working lives of farmers in order to relate their experiences in the area of agriculture that would be comprehensible to students. Each of the interviews and follow up surveys that I conducted was transformed into a shortened version suitable for students and I followed this by creating a teaching resource Running Head: INTERVIEWS WITH FARMERS\t 25\tthat outlines how teachers might use \u201cAn Interview with a Farmer\u201d to enhance their teaching of Foods and Nutrition. This teaching resource is presented in the next chapter and is designed as a pull out section that can be later shared with teachers. Running Head: INTERVIEWS WITH FARMERS\t 26\tChapter Four Teaching Resource for Agriculture Literacy Education In Chapter One I outlined how many people have become distanced from the source of their foods and have little knowledge of how it is grown or raised and the people who do this work. It appeared to me to be useful for students to be put in touch with real farmers. So I decided to interview farmers to gather information that could be used as teaching materials. According to the literature review in Chapter Two, what is required in terms of teaching resources are engaging material that develop knowledge, the ability to analyze and synthesize, communicate, make informed decisions, solve problems related to food and agriculture. In Chapter Three I outlined the ways I conducted and collected my data via interviews and follow up surveys. In this chapter I offer a draft teaching resource that I have created to assist in teaching agriculture literacy in home economics education. With the help of four local farmers I endeavored to create a resource that would be accessible to teachers to include in their curriculum to teach students about where the foods they eat come from. I have included draft lesson outlines and support materials in the teaching resource. Each of the interviews that are included in this resource have been reviewed and approved by the farmers I interviewed. I used the information from the interviews I conducted to create a draft story and then the participants read and made suggestions that were incorporated in the final stories. Hess and Trexler (2011) support the co-creation of Running Head: INTERVIEWS WITH FARMERS\t 27\tinstructional materials, resources, and media by individuals and groups with an interest in agriculture. The teaching activities and resources that are included with each interview were developed with the recommendations from the literature review in mind. For each interview a way of engaging students with the material in the story was included. Then each of the activities was coded to show whether the focus was on knowledge (K), synthesis and analysis (SA), communication (C), or decision making and problem solving (DP). Format for the Teaching Resource My teaching resource consists of interviews with images, pre and post reading teaching activities, definitions for terms in the stories, background information for the teacher, and since this is targeted to home economics foods and nutrition teachers, recipes that can be used for foods classes. This teaching resource is designed to make the information easy to obtain and use for educators and individuals who would like to know more about farming. I present it here as a draft version. I intend to pilot the activities with my classes and then make revisions and format it so that it is more attractive to teachers and students1 2. \t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t \t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t1 All photo images used in this resource are credited to Ren\u00e9e Wiebe unless otherwise stated. 2 All recipes used in this resource are credited to Ren\u00e9e Wiebe or contributed by interviewees unless otherwise stated.\tRunning Head: INTERVIEWS WITH FARMERS\t 28\t Interviews with Farmers: What They Do \tRunning Head: INTERVIEWS WITH FARMERS\t 29\tA Note to Teachers Greetings fellow educators! I would like to introduce you to this teaching resource \u201cInterviews with Farmers: What They Do\u201d. This is an educational opportunity to help bridge the gap between food and the farmers who produce it. It discusses how the ingredients in commonly consumed foods (canola oil, wheat products, and beef) are grown and raised and what the life of a farmer is like. Included in this teacher resource are the stories of farmers in the form of interviews as well as a variety of support material and enrichment activities centered on farming. The home economics curriculum guides in most provinces have learning outcomes that require students to understand how food is produced and who produces it. For example, the curriculum guide in Saskatchewan (Saskatchewan Education, 1999) includes the following: \u2022 To develop a global perspective regarding food production and consumption; and \u2022 To understand the links between agriculture and the consumer. The format of the resource includes the following: \u2022 Title \u2022 Description \u2022 Learning Outcomes - Students will be able to\u2026 \u2022 Terminology (definitions) \u2022 Materials \u2022 Lesson Outline for Using the Interview \u2022 Before Students Read the Interview (Motivational Set) \u2022 After students have read the interview \u2022 Possible Follow-up Activities \u2022 Background Information for Teachers \u2022 Interview \u2022 Recipes Running Head: INTERVIEWS WITH FARMERS\t 30\t The literature on agricultural literacy states that it involves becoming more knowledgeable about agriculture and our connections to agriculture, and the ability to synthesize and analyze information about agriculture, communicate what is known about where and how our food is produced and make informed decisions and solve problems related to food and agriculture. Therefore the lesson activities are coded to let you know what aspect of agricultural literacy is being developed: knowledge (K), synthesis and analysis (SA), communication (C), or decision making and problem solving (DP). This resource was influenced and inspired by farmers in Saskatchewan and reflects the dedication and passion they have put into their work. Also to be noted is that this information is in draft stage and has not been formally tested in the classroom. Running Head: INTERVIEWS WITH FARMERS\t 31\t Table of Contents Introduction: A Note to Teachers \u2026\u2026\u2026\u2026\u2026\u2026.. 29 Table of Contents \u2026\u2026\u2026\u2026\u2026\u2026.. 31 Interview #1 \u2026\u2026\u2026\u2026\u2026\u2026.. 32 Lesson Outline \u2026\u2026\u2026\u2026\u2026\u2026.. 33 Follow Up Activities \u2026\u2026\u2026\u2026\u2026\u2026.. 34 Background Information for Teachers \u2026\u2026\u2026\u2026\u2026\u2026.. 36 Interview #1 \u2026\u2026\u2026\u2026\u2026\u2026.. 37 Recipes \u2026\u2026\u2026\u2026\u2026\u2026.. 43 Interview #2 \u2026\u2026\u2026\u2026\u2026\u2026.. 47 Lesson Outline \u2026\u2026\u2026\u2026\u2026\u2026.. 48 Follow Up Activities \u2026\u2026\u2026\u2026\u2026\u2026.. 49 Background Information for Teachers \u2026\u2026\u2026\u2026\u2026\u2026.. 50 Interview #2 \u2026\u2026\u2026\u2026\u2026\u2026.. 52 Recipes \u2026\u2026\u2026\u2026\u2026\u2026.. 55 Interview #3 \u2026\u2026\u2026\u2026\u2026\u2026.. 57 Lesson Outline \u2026\u2026\u2026\u2026\u2026\u2026.. 58 Follow Up Activities \u2026\u2026\u2026\u2026\u2026\u2026.. 59 Background Information for Teachers \u2026\u2026\u2026\u2026\u2026\u2026.. 59 Interview #3 \u2026\u2026\u2026\u2026\u2026\u2026.. 61 Recipes \u2026\u2026\u2026\u2026\u2026\u2026.. 65 Interview #4 \u2026\u2026\u2026\u2026\u2026\u2026.. 67 Lesson Outline \u2026\u2026\u2026\u2026\u2026\u2026.. 68 Follow Up Activities \u2026\u2026\u2026\u2026\u2026\u2026.. 68 Background Information for Teachers \u2026\u2026\u2026\u2026\u2026\u2026.. 69 Interview #4 \u2026\u2026\u2026\u2026\u2026\u2026.. 70 Recipes \u2026\u2026\u2026\u2026\u2026\u2026.. 72 Running Head: INTERVIEWS WITH FARMERS\t 32\tInterview # 1 \u2013 What is it like to be a Wheat Farmer Title- An Interview with Jack \u2013 Wheat Grower in Saskatchewan Description - this lesson is designed to \u201cput a face\u201d on wheat production in Canada. It describes very briefly a year in the life of a wheat growing family. It can be used to teach where the ingredients in food products come from, for example, during units on Quickbreads, Yeastbreads or Baking. Learning Outcomes - Students will be able to\u2026 \u2022 describe the work of a wheat farmer; \u2022 define grain and explain how wheat is a grain; \u2022 identify what they eat that includes wheat; \u2022 describe where and how wheat is grown and how it gets to market; and \u2022 identify how mechanization is changing farm life. Terminology (definitions) \u2022 Combine- a harvesting machine that cuts crops, heads, threshes, and cleans grain while moving over a field (such as canola and wheat) while it separates the seeds from the rest of the plant. The seeds are stored in the compartment called a hopper and the straw is drops into straight rows in the back. \u2022 Fertilizer-a substance that is added to soil to increase fertilization and help the growth of plants (it can be organic, e.g., manure, or chemical). \u2022 Grain-the seeds or fruits of various food plants including the cereal grasses and in plants. \u2022 Grain elevator-a building for elevating, storing, discharging, and sometimes processing grain \u2022 GPS- Global Positioning System- a radio system that uses signals from satellites to tell you where you are and to give you directions to other places. \u2022 Futures Market- is an agreement between a buyer and a seller to receive or deliver a product on a future date at a price they have negotiated today. \u2022 Land: Section = 4 quarters or 640 acres = 256 hectares Half section= 2 quarters or 320 acres = 128 hectares Quarter section= 1 quarter or 160 acres = 65 hectares Bushel of Wheat = 27 Kg (60 Lbs.) [which is equivalent to a 19 L (5 gallon) pail full] Running Head: INTERVIEWS WITH FARMERS\t 33\tMaterials \u2022 Food samples (e.g., actual food or commercial products made primarily of wheat or the packaging from commercial products made from wheat, or pictures of food made from wheat) \u2022 Give all students the story \u2013 An Interview with Jack \u2013 Grain Grower in Saskatchewan (read out loud, small groups, or individual). \u2022 Map of Canada \u2022 Handouts of pre & post questions (hardcopy or copy off board) \u2022 Samples of a variety of grains grown in Saskatchewan \u2022 Internet access Lesson Outline for Using the Interview 1. Before Students Read the Interview (Motivational Set) a) Display the food samples. Show food samples and ask students what ingredient is common to all these foods (wheat). b) Ask them where they think the wheat came from. Point out the answers on a map. Explain that the majority of Canadian wheat is grown in the Prairie Provinces of Western Canada: Saskatchewan with 46% of total production, Alberta with 30% and Manitoba with 14%, based on the five year average of 2005-2009. In Eastern Canada, production is led by Ontario with 9%, Quebec with 1% and the Atlantic region and British Columbia produce less than 1% of total wheat production. c) Ask if they know how wheat is grown. Explain the difference between winter and spring wheat. Winter wheat is a type of wheat that is planted from September to December in the Northern Hemisphere. Winter wheat sprouts before freezing occurs, then becomes dormant until the soil warms in the spring. Winter wheats have a higher gluten protein content than other wheats. They are used to make flour for yeast breads, or are blended with soft spring wheats to make the all-purpose flour used in a wide variety of baked products. Spring wheat is sown in the spring and harvested in late summer or fall. Spring wheat is used for products that do not require high-protein content, such as tender pastries and cakes. e) Introduce the story and explain that they are going to read a story to find out more about a farmer who grows spring wheat. Review the vocabulary used in the story (see above) clarify any of the terms that students aren\u2019t familiar with. d) Assign students questions to investigate as they read the story (either individually or in small groups) \u2022 In what way is Jack\u2019s farm a \u201cfamily farm\u201d? \u2022 What is the lifecycle of wheat in the story? Is it spring or winter wheat? \u2022 How has farming become \u201cmechanized\u201d? \u2022 What are the \u201cissues\u201d that face wheat farmers in Saskatchewan? \u2022 What does Jack like about farming? 2. After students have read the interview a) Discuss the answers for the questions above. Running Head: INTERVIEWS WITH FARMERS\t 34\t- A family farm is generally understood to be a farm owned and\/or operated by a family; it is sometimes considered to be an estate passed down by inheritance. Is this farm \u201cowned by a family\u201d? Is it operated by a family? (Both husband and wife) Has it been passed down in the family? For how many years has the farm been in the family? - How long does wheat take to germinate? How long from planting to harvest? What separates the grain from the chaff? Where does the grain go? - In what way has the farm become mechanized? What is the impact of mechanization? (Can farm more land, produce more grain) What mechanization does the farmer Jack credit as making the most difference? (GPS) why? \u2013 The issues in this case are weather, cost of land, cost of fuel, and how to sell the wheat (base price or futures market). What are the consequences of each of these? - Besides being involved with the land and nature, Jack enjoys the sense of community and the intergeneration aspect of farming. What do you think this means? b) Have students to imagine they are going to spend a day with either Jack or his wife, what would they like to do? Why? 3. Possible Follow-up Activities c) Arrange a field trip to a farm, invite a farmer as a guest speaker or use a video of farming and compare and contrast with Jack\u2019s story. (K, SA) For example, the Wheat Growers of Canada have a video of a wheat farm in Alberta. http:\/\/www.wheatgrowers.ca\/news\/videos\/sawyer b) Have students interview farmers in their area and create their own farming stories. (C) c) Have students make flour from wheat grains (see directions) and then use in a recipe, such as one of the recipes provided. (K) Use a mill if you have one available, otherwise blenders can be used if grinding a small quantity at a time. You may find that making all the flour for the recipe is too time consuming and in that case you can just have students make 125 mL or 250 mL to learn that they can make flour from wheat grain and then just use regular whole wheat or whole grain flour for the rest of the recipe. This is also a good time to explain to students the difference between whole grain flour and whole wheat flour. When wheat is milled to make flour, the parts of the grain are usually separated and then are recombined to make specific types of flour, such as whole wheat, whole grain, white cake and pastry flour, and all-purpose white flour. If all parts of the kernel are used in the same relative proportions, as they exist in the original kernel, then the flour is considered whole grain. Under the Food and Drug Regulations, up to 5% of the kernel can be removed to help reduce rancidity and prolong the shelf life of whole-wheat flour. The portion of the kernel that is removed for this purpose contains much of the germ as it contains fat and some of the bran. If this portion of the kernel has been removed, the flour would no longer be considered whole grain rather it is called whole wheat. If not previously covered in class, this would also be a good time to teach the parts of a wheat grain (husk, endosperm, bran, and germ). Running Head: INTERVIEWS WITH FARMERS\t 35\t \u2022 Have students explore the mechanization of farming. (K, SA) They could a list of all the technology and machinery that is used on Jack\u2019s farm, describe its use, and how it has changed wheat farming over the year using a chart format (e.g., can farm larger plots of land so farms are getting bigger and farm work can be done by fewer people, means investing a lot of money in machinery that can be costly). This could be done in a chart format as illustrated. Machinery\/Technology Image Use Auger \u2022 Have students conduct an experiment to determine the properties of various flours.(K, SA, C, DP) They could all make the same recipe, e.g., plain muffins but each group uses a different types of wheat flour then compare the results (All-Purpose, Bread, Cake & Pastry, Whole Grain, or Whole Wheat) and record the data: Type of Flour Result Running Head: INTERVIEWS WITH FARMERS\t 36\tBackground Information for Teachers \u2022 Wheat has been called a wonder food; it can be ground into flour and mixed with water and baked into breads and biscuits; when sprouted and left to ferment, it can turn water into beer; and the dried seeds can be stored all winter and then coaxed back to life when sown in the ground in the spring (Laws, 2010). \u2022 Canada is one of the largest exporters of wheat in the world. In 2013-2014 we exported 17.3228 million metric tons wheat and that places us among the top seven producers in the world, according to the Canadian Grain Commission. \u2022 Wheat is the common name for members of genus Triticum of the grass family (Gramineae). Wheat figures among the three most produced cereals in the world, along with corn and rice. \u2022 The average Canadian farm is 246 ha (608 acres) in size. The average farm size in Saskatchewan is 675 ha (1,668 acres) (Realdirtonfarming.ca, 2014, p.3). \u2022 Once the Saskatchewan wheat is harvested it is transported to a one of the main flour mills. \u2022 Wheat flour consumption in North America was 61 kg (135 lbs) per person in 2005 (equivalent to 168 grams per day, or over 2.5 lbs per week). \u2022 4047 m\u00b2 (One acre) of wheat can produce more than 2,100 loaves of bread. \u2022 In 2011 Census, Saskatchewan has 36,952 farms with grain, oilseed and beef being the most popular types (Realdirtonfarming.ca, 2014, p.3). \u2022 More than 97 per cent of Canadian farms are family owned and operated (Realdirtonfarming.ca, 2014, p.3) \u2022 Saskatchewan grows 86 per cent of durum wheat (Realdirtonfarming.ca, 2014, p.4). \u2022 Saskatchewan has 40 per cent of Canada\u2019s farm land (Realdirtonfarming.ca, 2014, p.4). \u2022 The average age of a Saskatchewan farmer is 54 and more than 70 per cent are men (Realdirtonfarming.ca, 2014, p.3). Additional Resources \u2022 The Real Dirt on Farming Saskatchewan Digest Edition has a lot of information about Saskatchewan\u2019s other commodities. http:\/\/www.realdirtonfarming.ca\/assets\/docs\/PDFs\/2014-DIRT-DIGEST-SK-ENG.pdf \u2022 The Canadian Encyclopedia discuses agricultural market and trade in Canada http:\/\/www.thecanadianencyclopedia.ca\/en\/article\/agriculture-and-food\/ \u2022 Grain News is written by farmers for farmers. It looks at a variety of issues and solutions about the economy and growth. There are also recipes. http:\/\/www.grainews.ca\/ Running Head: INTERVIEWS WITH FARMERS\t 37\tInterview 1\u2013 What is it like to be a Wheat Farmer Title \u2013 An Interview with Jack \u2013 A Grain Farmer in Saskatchewan Jack\u2019s grain farm is located in the South Central area of Saskatchewan, around the Saskatoon area. His fields are located within a one hour radius from that point. He farms approximately 4046 ha (10,000 acres) which is a combination of owned and rented land. He produces grain that gets used across Canada and exported all over the world! Why grain farming? My grandfather emigrated from Russia in the late 1890\u2019s when he was only 26 years old. He lived in a small hamlet where he was granted his first patent (deed) to a quarter-section of land in 1899. He owned a few horses, cattle and pigs. Each year he broke a few more acres to help support his family. My father farmed the same quarter of land and began to expand on what his father had left him. My father had passed away at an early age, but I always knew farming was the route for me. I am proud to say that we are fourth generation farmers. It is nice to see that I can pass on my knowledge and expertise on to my son. Do you consider your farm to be a family farm? Yes, I would consider our farm a family farm. We were awarded the Century Farm Award this year, and it makes us very proud to have kept this land in our family for over 100 years. This land has been farmed by four generations in our family, with no signs of slowing down. In our community we have noticed within the last 25 years or more that farm families are pulling together. The older children are returning back to their roots and are helping on the family farm. Younger generations are now getting involved and are committing themselves to the farming sector. We are deeply rooted in our community as we are only one of the other many farming families in the area. Working alongside your children can have its moments. In farming it seems that the \u201cfather\u201d always knows best, but with the technology today in farm machinery the younger generation are more apt to \"catch on\" more quickly and have fresh ideas to add to the operation. Running Head: INTERVIEWS WITH FARMERS\t 38\tWhat is a typical day for you? I usually begin my day between 5:00-6:00am. I start by fueling, greasing and servicing equipment such as: tractors, seeders, and semi-trucks. This is a very important step because if our equipment must be in tip top shape so valuable time isn\u2019t wasted in repairing. One day prior to seeding, we use a 4542 L (1,200 gallon) high clearance sprayer with a 37 M (120 ft) boom (like wings on either side) that sprays for weed control. The sprayer can spray up to 2000 acres per day. The water tanker that services the sprayer is a semi unit that hauls the chemicals needed and roughly about 26, 498 L (7,000 gallons) of water. During seeding, which commences around late April\/ early May, we have two semi units. One hauls liquid fertilizer 22,713 L (6,000 gallon) tank. One hauls dry fertilizer and seed (500 bushels seed, 500 bushels dry fertilizer). This supplies my two direct seeding drills, which are each 22 M (72 ft.)long. Each drill holds 600 bushels split tanks (350 bushels seed, and 250 bushels fertilizer). Each seeding drill unit hauls and additional 13,249 L (3,500 gallon) tank of liquid fertilizer. A 550 HP four wheel drive tractor is able to move these units around each field. This seeding combination allows us to seed 61 ha (150 acres) before it is time to refill. We normally can seed about 324 ha (800 acres)\/day, which takes us about 16 hours. Tractor and seeder being filled with seed and fertilizer. Tractor and seeder on the move. Once seeding is done the germination begins. The seed germinates in about 7 days. It takes 100 days for a wheat plant to mature and ripen. I go crop checking, where I drive around to my many fields and assess the plants. Frost is our worst enemy at this point. If the plants become damaged, one of two things can happen. The first is wait a few days to see if they can recover and the second is to re-seed if they can\u2019t. We purchase crop insurance to protect us in the need to re-seed or if we get hail damage on the mature plants. Running Head: INTERVIEWS WITH FARMERS\t 39\t Figure 4. In this photo we are counting how many plants are damaged in the hoop. This would provide enough information if any re-seeding needs to be done. Harvest is a very busy time. Three Semis with Super B trailers (1,800 bushels) transport grain to storage. Grain is augured into 5,000 - 10,000 bushel storage bins. Depending on the weather and humidity, combining can begin as early as 9 a.m. We have three (350 bushel capacity) combines (equip with auto steer) and one shuttle cart (1,300 bushel capacity) operated by a 500 HP four-wheel drive tractor. The shuttle cart is one of the most useful pieces of equipment that we have. It picks up grain from each combine and delivers it to the semi units, which are parked on the field. Before we had this unit the combines would have to stop and find the closest semi to unload the grain, this would cause us to lose a lot of time in the day. The combines and shuttle cart are hooked up to a GPS link system that allows the combine operators to take control of the shuttle cart unit at each pick up. They will control the speed and the distance of the unit. Once the semi units are filled they transport the grain to the storage units. The days usually run fairly smoothly and organized. If any breakdowns should arise, we have a service truck that follows all the harvesters to each field. It is complete with tools and parts that can fix minor and major repairs. Running Head: INTERVIEWS WITH FARMERS\t 40\t Combine harvesting wheat. Combine placing grain into the shuttle cart. Shuttle cart moving grain into the Super-B-trailer. Transporting the grain into the storage bins Truck and Super B trailer in the wheat field. Running Head: INTERVIEWS WITH FARMERS\t 41\t Every day during seeding and harvest my wife, Sandra, brings all the workers a hot home- cooked meal. Farming is a demanding job that requires many hours and this meal is an incentive and treat to my workers. Some days there could be anywhere from 8-15 people working. When Sandra\u2019s not making meals for the field she is organizing the finances of the operation. This includes paying bills, payroll, workers compensation, and other government contributions. How do you get your grain to market? The winter months are slower as the snow covers the ground and provides moisture for the soil. But it is during these months (December, January, and February) that I deliver my stored wheat to the elevator. I sign a contract with my local elevator for a specified amount of grain. After it has been delivered I will have 50 days to decide to accept the Base Market Price (being offered by the elevator) or roll it over to the Futures Market and sell it then. Future Markets are a gamble; they can be higher or lower than the Base Market. I usually sell at the Base Market Price. How has farming changed since you started? I started farming when I was 16 years old. I left school in grade 10 to begin farming. Along the way, I learned to educate myself about farming because this was my dream and lifelong commitment. Every chance I got to learn about improving my operation, I took. Local dealerships provided short courses on new technology on farming and how to improve harvest yields. I advanced as I could and when cash flow \tThe\tdormant\tfield\tin\tthe\twinter\tmonths.\tRunning Head: INTERVIEWS WITH FARMERS\t 42\tallowed me to. To me the biggest improvement on any farming operation is the GPS. This system allows me to cover my fields more accurately. It saves me time and money. With the technology and larger equipment today, crop yields have increased substantially. Looking back 30 years ago, an average wheat crop was 25 bushels\/4047m\u00b2 (acre). Today, with direct seeding and increased fertilizer inputs, wheat crops can potentially reach harvest yields of between 75 and 80 bushels \/4047m\u00b2 (acre). Fuel and operation costs: Land prices have skyrocketed. Land in the early 1970s was priced about $20,000\/65 ha (quarter section). That same quarter section in today\u2019s market would cost roughly $400,000. We are located in an area close to a big city and in a primarily dairy community. This largely influences the prices. From the 1970s to today fuel prices have increased substantially as well. Fuel for the equipment was $.05 \/litre then and now it is over $.90 \/litre. Running Head: INTERVIEWS WITH FARMERS\t 43\tTry Baking with Your Own Ground Wheat Flour How to Mill Wheat (and other grains) What you need \u2013 a mill or a blender - wheat kernels with hulls removed (also called wheat berries) What to do - put 125 ml (1\/2 cup) of wheat berries in the mill or blender and grind until the consistency of flour, continue doing this until you have the amount you need - measure and use in your favourite recipe Hint- only grind as much flour as you plan to use, freshly ground whole-grains get rancid very quickly. Homemade Bread\/Bun Dough (Recipe contributed by interviewee) This recipe requires two days to make. Bread is considered to be the \u201cstaff of life\u201d because every culture has a version of bread or staple food that is created from a mixture of flour and water. It can be considered a staple food in the diet. This recipe allows for versatility and can be transformed into several different tasty treats. Ingredients: 250 mL (1 cup) warm water 10 mL (2 tsp.) yeast 80 mL (1\/3 cup) fat (vegetable oil, butter, margarine or lard) 20 mL (\u00bc cup) honey 5 mL (1 tsp.) salt 125 mL (1\/2 cup) home ground wheat flour 250 mL- 300 mL (1 \u2013 1 \u00bc cup) all-purpose flour Directions: 1. Mix the first 5 ingredients together in a saucepan and heat until bubbles (do not boil) appear along the edges and fat (if using butter, margarine or lard) is melted. Pour into a mixing bowl and cool to warm and yeast begins to foam. 2. Add flour gradually and only until dough is not sticky [approx. 125 mL (1\/2 cup) at a time]. 3. Knead (pressing and stretching) for 10 minutes on a lightly floured surface until dough is smooth and when pressed springs back. 4. Place the dough in a greased bowl and cover. Let sit to rise for 1 hour (then go to step 6) or put into the refrigerator overnight (then go to step 5) 5. Remove the dough from the refrigerator and allow to come to room temperature. 6. Preheat oven to 180\u00b0C (350\u00b0F). 7. Punch down the dough. 8. Decide how to shape the dough. You can make a small loaf of bread, several buns, or cinnamon buns. 9. Shape the dough. Variations for using the dough Running Head: INTERVIEWS WITH FARMERS\t 44\tBread Buns Pretzels or Bread Sticks Cinnamon Buns - grease a small bread pan - place dough on a lightly floured surface and simply push the dough into an oval shape that is approximately the length of the pan - transfer loaf to the pan - the finished loaf should touch the short ends of the pan so they can help support the dough as it rises. [Note: if you don\u2019t have the right sized bread pan you can simple push the dough into a circle, and bake on a cookie sheet.] - grease a cookie sheet or line with parchment paper - place dough on a lightly floured surface, push gently into a tube shape and cut into equal sized pieces - roll each piece into a small ball an place smooth side up on the pan. - grease a cookie sheet or line with parchment paper - place dough on a lightly floured surface push gently into a tube shape and cut into equal sized pieces - roll each of the pieces into a long rope and lay on the pan in the shape of a pretzel or bread stick [Note: you can brush with a little egg white and sprinkle with sesame seeds or coarse salt] - grease a cookie sheet or line with parchment paper - place dough on a lightly floured surface, and roll with a rolling pin into a rectangle - butter the rectangle like you would butter bread then sprinkle with brown sugar and cinnamon (you can add raisins too if you like) - roll into a log pinching the dough together to seal and then slice the roll into equal sized pieces and place on a cookie sheet 10. Bake for 15-18 minutes until golden brown. Remove from pans and place on a cooling rack. [Note: Cinnamon Buns can be dusted with a bit of icing sugar or topped with butter or cream cheese icing before serving.] Running Head: INTERVIEWS WITH FARMERS\t 45\tHomemade Kielke Noodles with Cream Gravy (Recipe credit R. Wiebe) Yield: 4 Portions [160 mL (3\/4 Cup) each] This is a traditional Mennonite egg noodle served as a side dish with cream gravy. Mennonites have a long history in Saskatchewan dating back to the late 1800s when they came in search of farmland. Thriving Mennonite farming communities were quickly established in the Saskatchewan Valley area. Ingredients: 625 mL (2 \u00bd Cups) All-Purpose flour OR 125 mL (1\/2 Cup) whole grain or whole wheat flour with 500 mL (2 Cups) All-Purpose flour 5 mL (1 Tsp.) salt 2 eggs 125 mL (\u00bd Cup) milk Directions: 1. Stir together the eggs and the milk and the salt. Slowly stir in the flour and salt and then knead the dough until nice and smooth. Cover with a damp towel and let rest 10-15 minutes (if pressed for time you can omit this step). 2. Bring a large pot of water to a boil, adding salt if desired. 3. On a lightly floured surface roll out dough until paper thin (almost translucent). Add more flour if necessary to prevent sticking. Cut large strips about 5 cm (2 inches) wide across all the dough. Stack about 4 or 5 strips at a time on top of one another. Slice across the stack with a very sharp knife to make noodles of your preferred width. 4. Add noodles to boiling water. When the noodles are cooked they will float to the top. Drains into a colander, put in a large bowl and pour the cream gravy over top. Sstir and serve. [Note: if cream gravy is not made, add a little butter or vegetable oil to prevent sticking.] Cream Gravy Yield: 375 mL (1 \u00bd Cups) Ingredients: 30 mL (2 Tbsp.) butter or margarine 30 mL (2 Tbsp.) flour (Best for Blending flour works well or All-Purpose flour) 125 mL (\u00bd Cup) whipping cream 250 mL (1 Cup) milk Ground black pepper. Directions: 1. Heat butter in a pot and add flour. Cook for 2-3 minutes. 2. Add cream, milk and pepper. Bring to boil to thicken. Add to noodles as directed. Running Head: INTERVIEWS WITH FARMERS\t 46\tTraditional Saskatoon Berry Pie (Recipe contributed by interviewee) Yield: 1- 22 cm (9\u201d) Pie or 2 \u2013 11cm (4 1\/2\u201d) individually sized pies Saskatoon berries are native to the Canadian Prairies, British Columbia and Northern Canada. They were so plentiful in Saskatchewan that a city was named after them. The name itself is derived from the Cree word \u201cMis-sask-quah-too-mina\u201d, a word that sounds very similar to \u201cSaskatoon.\u201d The berries were a staple for both Aboriginal people and early settlers and are considered one of the top 50 Canadian Foods. Pastry Ingredients: 500 mL (2 cups) pastry flour or 350 mL (1 \u00bd cups) pastry flour and \u00bd cup home-made whole grain wheat flour 5 mL (1 tsp) salt 125 mL (1\/2 cup) lard or vegetable shortening 60 mL (1\/4 cup) cold water Pie Filling Ingredients 875 ml (3 1\/2 cups) Saskatoon berries (Fresh picked is best) 30 mL (2 Tbsp.) All-Purpose Flour 125 mL (\u00bd Cup) granulated Sugar Directions: 1. Preheat the oven to 220\u00b0C (425\u00b0F). 2. Make the pastry: Combine flour\/s and salt in a mixing bowl. Cut in lard or shortening using a pastry blender, two knives or your fingers until you have small, pea-sized pieces. Add water gradually tossing with a fork. Press into a ball. [Wrap and chill if you have the time.] 3. Prepare the pie filling: In a medium bowl, lightly toss berries in the mix of flour and sugar. The flour helps to thicken the juices released from the berries. 4. Separate the pastry into two equally sized portions and roll out to form a circle about 6 mm (\u00bc\u201d) thick that fill fit the pie pan. Place one circle in the pie pan. 5. Place the berry mixture into the pie crust. Dot the top with small pieces of butter. 6. Dampen the edges of the bottom crust with water. Cover with second circle of rolled out dough. Crimping both edges using the back of a fork or your fingers. Trim excess dough. 7. Using a sharp paring knife, gently pierce the top crust making a design if you wish. This will allow for the steam to escape. 8. Bake for 10 minutes then turn the heat down to 160\u00b0C (325\u00b0F). for 15-20 minutes or until filling is bubbling. Running Head: INTERVIEWS WITH FARMERS\t 47\tInterview 2 \u2013 What is it like to be a Canola Grower Title \u2013 An Interview with Daniel \u2013 a Canola Grower in Saskatchewan Description - this lesson is designed to \u201cput a face\u201d on oil seed production in Canada. It describes very briefly a year in the life of a canola producer. It can be used to teach where the oil-seed based ingredients in food products come from, for example, during units on Vinaigrettes, Salad Dressings and Baking. Learning Outcomes - Students will be able to\u2026 \u2022 describe the work of a canola grower; \u2022 define oil seed and explain how canola is an oil seed; \u2022 identify what they eat that includes canola ; \u2022 describe where and how canola is grown and how it gets to market; and \u2022 identify how mechanization is changing farm life. Terminology (definitions) \u2022 Combine- a harvesting machine that cuts crops, heads, threshes, and cleans grain while moving over a field (such as canola and wheat) while it separates the seeds from the rest of the plant. The seeds are stored in the compartment called a hopper and the straw is drops into straight rows in the back. \u2022 Fertilizer-a substance that is added to soil to increase fertilization and help the growth of plants (it can be organic, e.g., manure, or chemical). \u2022 Oil Seeds-are crops specifically grown for the oils they produce. The remainder of the product (meal) will be ground up and used for animal feed. \u2022 Grain elevator-a building for elevating, storing, discharging, and sometimes processing grain \u2022 GPS- Global Positioning System- a radio system that uses signals from satellites to tell you where you are and to give you directions to other places. \u2022 Swather- a large machine that cuts crops and lays them into rows to be harvested later by the combine. This helps the plants dry to the right moisture level for combining and storage. \u2022 Land: Acre- 1 acre is equal to 4,047 m\u00b2 Section = 4 quarters or 640 acres = 256 hectares Half section= 2 quarters or 320 acres = 128 hectares Quarter section= 1 quarter or 160 acres = 65 hectares Bushel of Canola = 23 Kg (50 Lbs.) [which is equivalent to a 19 L (5 gallon) pail full] Running Head: INTERVIEWS WITH FARMERS\t 48\tMaterials \u2022 Samples of canola seeds and canola oil \u2022 The story \u2013 An Interview Daniel \u2013 a Canola Grower in Saskatchewan hand out copy to all the students (Read out loud, small groups, or individual). \u2022 Chart paper and marker \u2022 Map of Canada \u2022 Handouts \u2022 Samples \/ Images of canola plants at each stage of growing. \u2022 Internet access Lesson Outline for Using the Interview 1. Before Students Read the Interview (Motivational Set\/Activity) a) What am I? Put the following \u201cclues\u201d where they can be gradually revealed to students and ask: What am I? I am a seed. I am over 4000 years old. I am related to the Turnip, Cabbage, Brussels Sprouts and Mustard. I am grown mainly in the three Prairie Provinces in Canada. Some varieties of me are genetically modified. Some people say I make the \u201cworld\u2019s healthiest cooking oil\u201d. I used to be called rapeseed. My name contains \u2018ola\u2019, that means oil. If they haven\u2019t guessed then explain that \u201cI\u201d am canola oil. If possible show the students canola seeds and ask whether they have seen canola growing. What does it look like? b) Draw students\u2019 attention to first picture in the story. Give students this task \u2013 you are to find out how those wonderful yellow flowers become this and what a farmer must do to make this happen so as you read the story make a flow chart showing what happens. Provide chart paper and markers have students work in pairs or small groups. 2. After students have read the story a) Have students display their flowcharts and arrange a gallery walk so they can observe each other\u2019s flowcharts. b) Discuss what it is to be Daniel. What are the joys of farming? What can make farming a stressful at times? c) Have students to imagine they are going to spend a day with Daniel, what would they like to do? Why? Running Head: INTERVIEWS WITH FARMERS\t 49\td) Explain that Daniel\u2019s story is only half the story of canola oil. He supplies the seed but it must go to a processing plant to extract the oil. Give students the scrambled order processing sheet and have them put the steps in what they think is the right order. Unscramble the Steps to Making Canola Oil A) The cakes are washed with a solvent to extract the rest of the oil. This is called solvent extracting. B) The oil is bottled and labeled. C) Seeds are put through roller mills to crush them into flakes. This makes the oil easier to extract. D) The oil is then \u201cwashed\u201d then it is cooled and spun at high speed to get rid of natural waxes. E) Canola seeds are delivered to the processing plant. F) Seeds are cleaned by putting them through a vibrating sieve. G) The flakes go through a screw press to squeeze out some of the oil and press what remains into chunks call cakes or cake fragments. H) The oil is treated to lighten the colour and remove the oil. Then have students view the video by Discovery and Science Channel on how canola oil is made to check their work. https:\/\/www.youtube.com\/watch?v=Cfk2IXlZdbI (Answer: E, F, C, G, A, D, H, B) 3. Possible Follow-up Activities \u2022 Arrange a field trip to a farm, invite a farmer as a guest speaker or use a video of farming and compare and contrast with Daniel\u2019s story. (K, SA) For example, there are two short videos of Manitoba canola farmers and the Canola Eat Well website: http:\/\/canolaeatwell.com\/farm-to-food\/from-the-farm\/ (Curtis McRae [03:22 minutes] Simon Ellis [04:50 minutes]) \u2022 Have students interview farmers in their area and create their own farming stories. (C) \u2022 Have students make food products using canola oil (see recipes provided). (K, SA, C, DP) Running Head: INTERVIEWS WITH FARMERS\t 50\t\u2022 Do a consumer comparison (K, SA) of various brands of canola oil. Students can record their results in a chart similar to the following: Brand Appearance (Colour) Smell Taste Price \/ 100mL \u2022 Have a \u201ccreate a vinaigrette dressing contest\u201d (K, SA, DP) where students combine canola oil with a vinegar, sweetener and flavouring to create a \u201csecret\u201d recipe. Arrange for judges to determine which one wins. Canola Oil (Base) Acid Ingredient (e.g., balsamic, red wine, white wine, cider, white, or lemon juice or other acidic fruit juice) Sweetener(s) (e.g., sugar, brown sugar, corn syrup, maple syrup, honey) Flavouring Agent(s) (e.g., mustard, soy sauce, chilli sauce, crushed garlic, finely chopped onion, salt, pepper, dried or fresh herbs) Basic formula \u2013 3 parts oil to 1 part acid ingredient \u2022 Have students research Percy Schmeiser, (K, SA) a Saskatchewan canola farmer who specializes in breeding and growing canola, at the center of the debate over genetically modified crops. Background Information for Teachers \u2022 Canada\u2019s principal grain and oilseed crops are corn, wheat, soybeans and canola (Real Dirt on Farming, 2014, p.4). \u2022 Canola was developed in the 1970s by Canadian plant scientists and is now the cooking oil of choice for millions around the world. Approximately half of Canada\u2019s canola is grown in Saskatchewan (Real Dirt on Farming, 2014, p.4). \u2022 Saskatchewan is the world's largest producer of canola. \u2022 Saskatchewan is the world centre for canola research and development. \u2022 More than 26,000 registered canola producers and farm families contribute to the industry. \u2022 Canola delivers $5 billion to the Saskatchewan economy. \u2022 On average, 11 million acres of canola are harvested each year in the Prairie Provinces and in southern Ontario. \u2022 Large markets for Canadian canola include the United States, Mexico, China and Japan. \u2022 Canola meal is one of the most widely used protein sources in animal feeds, and is also used in specialty diets around the world. [Source: http:\/\/www.saskcanola.com\/industry\/canolaquickfacts.php] Running Head: INTERVIEWS WITH FARMERS\t 51\tAdditional Resources \u2022 The Real Dirt on Farming Saskatchewan Digest Edition has a lot of information about Saskatchewan\u2019s other commodities. http:\/\/www.realdirtonfarming.ca\/assets\/docs\/PDFs\/2014-DIRT-DIGEST-SK-ENG.pdf \u2022 The Canadian Encyclopedia discuses agricultural market and trade in Canada http:\/\/www.thecanadianencyclopedia.ca\/en\/article\/agriculture-and-food\/ \u2022 Canola Council of Canada outlines areas of crop production and provides areas of research showing the benefits of using canola oil and meal. In the image gallery they have detailed images of different diseases, weeds and insects to the equipment needed to harvest canola. They also have a variety of resources that can be ordered at no charge. http:\/\/www.canolacouncil.org\/ \u2022 Canola Info is a site dedicated to health and wellness. They have a variety of information about the benefits of using canola oil as a cooking substitute for other oils. They have a variety of easy recipes that can be made at home or in class. http:\/\/canolainfo.org\/ \u2022 Print material: Canola Digest is the official publication of Canada's canola growers. It covers a range of topics from agronomics to marketing to the latest developments in the canola industry. The magazine is published four times a year and distributed to more than 40,000 readers across Canada. Subscription fee is applicable. Running Head: INTERVIEWS WITH FARMERS\t 52\tInterview 2: An Interview with Daniel - a Canola Grower in Saskatchewan Description Daniel\u2019s canola farm is located near Saskatoon. He is a fourth generation farmer in his family. His father, Jack, has helped him build and establish his farm. His farm is 405 hectares (1,000 acres) and growing. Each year he plants one third of these acres into canola. Farming is a lifestyle that he enjoys immensely and only has plans to expand. Why canola farming? Over forty years, my father has been able to expand his farming operation. I was a part of this lifestyle at a very young age. Ever since I was a young child, I always knew I wanted to farm. I would come in from outside covered from head to toe in dirt. This was from either helping my dad with various jobs, or just having fun playing farm in the dirt! In 2010 I was just 18 years old when I planted my first canola crop. Canola has always been my most interesting and favorite crop. In the early 1970s canola's actual name was \"rapeseed\". Apparently, from what I have heard, this was a very difficult crop to grow. Canola grows very tall and can be a mangled crop. Equipment back then was not suitable for managing this type of crop. Prices of rapeseed (canola) were very attractive, but few farmers attempted to grow it. Canola is related to the \"cabbage family\". I need to make sure I do a crop rotation to prevent the spread of disease and to replenish the nutrients in the soil. Different grains and seeds use up different nutrients. How is canola planted and grown? Today, with our precision seeding equipment, it allows us to seed canola at the proper depths which is a very crucial first step! When the seed germinates and emerges from the ground, it is very susceptible to flea beetle and frost damage. This I monitor very closely. Scouting my fields I check for these possibilities. A flea beetle can destroy a canola plant within a day or two. We have a very small window to address this matter. Spraying for this insect using an insecticide is very important at this time. \tCanola\tin\tbloom\twith\tthe\tbright\tyellow\tflowers!\tRunning Head: INTERVIEWS WITH FARMERS\t 53\tOnce canola passes the small leaf stage, it can grow very rapidly with ample fertilizer and rainfall supply. Plants can reach heights of 1.8 \u2013 2.1 M (6-7 ft.). Canola will begin blooming within 45 days from seeding. It is a gorgeous bright yellow crop when in bloom! Canola will bloom for up to 4-5 weeks, depending on when it was planted usually around mid to late July. A good rule of thumb is: the longer it blooms, the greater the yield. Fungicides may need to be applied during the flowering stage. Fungicides will prevent any diseases from setting in such as \"Sclerotinia\". Sclerotinia is a disease in canola that can damage the stem and lead to stem rot. Once the flowering stage is over, the petals begin to drop off once blooming is done and at this point pods begin to form. Canola needs to be swathed before it can be harvested. Determining swathing of canola is usually done when 60% of the seeds in the pods change from a green to a black color. Once the plant is cut, it will lay in a swath form for at least 2-3 weeks to cure. A swath is about 1.8 M (6 ft.) wide, 0.9 M (3 ft.) tall and spans the length of the field. Our swathers are equipped with rollers which are attached at the rear of the machine. Once the canola is cut, this roller presses the plants into the standing stubble to prevent it from wind damage. If winds the winds reach more than 40 km\/hr. you have to be concerned that your swaths will blow away. Most other crops are very susceptible to rain damage at this point. Canola, however, is an oil seed and therefore water does not harm it. Actually, water will advance the curing stage. Once canola reaches a less than 10% moisture level, it now ready and safe to harvest and store in my grain bins. \tA\tcanola\tfield\tbeing\tswathed.\t\tWind\tdamaged\tcanola.\tRunning Head: INTERVIEWS WITH FARMERS\t 54\t How do you get your seed to market? I have two options for marketing my canola. One of them is to deliver to my local elevator. My canola is then loaded on grain cars and is shipped via rail to the west coast (British Columbia). This canola is then reloaded onto ships and is transported by sea to other countries. Delivery and price of this commodity are determined at this point in the contracts that I sign at my local elevator. My second option is to deliver to a local crushing plant, which is within a 250 km radius from my farm. I can obtain a better price for my canola by doing this because of cheaper freight rates and less handling fee. At times, marketing canola can be very stressful! Canola is a hugely export commodity. It is very vulnerable to price fluctuation. Countries to whom we export may experience unforeseeable disasters which would then affect our prices. The current market value today is $10 \/ bushel. \tTransporting\tthe\tseed\tfrom\tthe\tfield\tto\tthe\televator\tor\tstorage\tbins.\t\t\tFigure\t17.\tCombining\thas\tbegun.\t\tRunning Head: INTERVIEWS WITH FARMERS\t 55\tBanana Muffins (Recipe credit R. Wiebe) Yield: 8-10 Muffins These muffins are quick to make and showcase the versatility of using canola oil as the fat in the recipe. The canola oil is a good source of monounsaturated fat that helps to reduce cholesterol and alpha-linolenic acid, which is linked to being heart healthy. Ingredients: 310 mL (1 \u00bc Cups) all-purpose flour 125 mL (\u00bd Cup) packed brown sugar 4 mL (\u00be Tsp.) baking powder 5 mL (\u00bd Tsp.) baking soda 1 mL (\u00bc Tsp.) salt 1 egg 125 mL (\u00bd Cup) buttermilk 125 mL (\u00bd Cup) mashed bananas 85 mL (1\/3 Cup) canola oil 3 mL (\u00bd Tsp.) vanilla 125 mL (\u00bd Cup) chocolate chips* (optional) Preparation: 1. In large bowl, whisk together flour, sugar, baking powder, baking soda and salt. 2. In separate bowl, beat eggs; blend in buttermilk, bananas, oil and vanilla. 3. Pour over dry ingredients. Sprinkle with Chocolate Chips * (OR desired substitution); stir just until dry ingredients are moistened. 4. Spoon into greased or paper-lined muffin cups, filling three-quarters (3\/4) full. 5. Bake in centre of 190\u00b0C (375\u00b0F) oven until tops are firm to the touch, 20 to 25 minutes. 6. Let cool in pan on rack for 5 minutes; transfer to rack and let cool. * Substitution options: Any berries, candy-coated chocolates, raisins\u2026 Running Head: INTERVIEWS WITH FARMERS\t 56\tMixed Green Salad (Recipe contributed by interviewee) Yield: 1 medium Salad This dressing provides a balance between salty and sour. The canola oil acts as a healthy alternative to other oils while still providing the neutral backdrop for the other ingredients to shine through. Ingredients: Salad Dressing 5 mL (1 Tsp.) sugar 60mL (\u00bc Cup) canola oil 60 mL (\u00bc Cup) balsamic vinegar 15 mL (1 Tbsp.) Maggi\u2122 Soya Sauce 1 L (4-5 Cups) fresh Lettuce or Mixed Greens Directions: 1. Wash lettuce or mixed greens. 2. In a small bowl, whisk and pour over fresh garden lettuce. 3. Serve and enjoy! Running Head: INTERVIEWS WITH FARMERS\t 57\tInterview 3- Raising Cattle Title- An Interview with Bobby- A Beef Cattle Raiser in Saskatchewan Description- this lesson has been designed to investigate the cattle industry in Canada. It briefly describes a year in the life of a cattle-raising family. It can be used to teach where the ingredients in food products come from, for example, during units on Protein and Current Food Issues. Learning Outcomes- Students will be able to\u2026 \u2022 Describe the work of a cattle raiser \u2022 Describe cow\/calf production \u2022 Describe how cattle are raised at different stages and when they go to market \u2022 Identify how technology is changing farm life Terminology (definitions) \u2022 Beef Cattle- cattle raised for meat production \u2022 Bull- uncastrated male (used for breeding). \u2022 Calf- the young of a cow (plural calves). \u2022 Cattle- refers to the animals as a group. \u2022 Cow- refers to a heifer who has already had a calf or calves. \u2022 Heifer- a young female cow used in breeding-one that has not had a calf. \u2022 Steer- castrated calves, 6 months-year. \u2022 Corral- a fence that is 4 m (12 ft.) high using a series of vertical boards being placed closely together to provide animals with shelter from the wind. \u2022 Ear Tag- identification plastic tag placed to the ear of an animal. \u2022 Hay- A mix of grasses, alpha, and some weeds. That gets cut by a swather and lays to dry for 5-7 days before it can be bailed. \u2022 Hay Bailer- a machine that gets pulled behind a tractor and collects hay or straw by pressing it together and tightly ties or wraps into a large bundle or round, each being secured with strong twine. \u2022 Haybine- is a machine that crimps and crushes newly cut hat to promote faster and even drying. \u2022 Pasture- enclosed vegetated area with nutritious plants for the animals. \u2022 Straw- is the by product from harvesting grains (such as wheat, barley, oats). It can be dropped into neat rows by the combine and can be bailed and used as bedding. \u2022 Swather- a harvesting machine that cuts and windrows grain, hay and seed crops. Allowing them to dry so that can be harvested or bailed. Running Head: INTERVIEWS WITH FARMERS\t 58\tMaterials \u2022 Motivational Set-Images of a variety of Cattle, samples of their feed (hay and grains they eat) and ear tags that they wear. If you have any cattle farmers that are in your area they may be able to bring a calf in or provide a farm tour. \u2022 The story \u2013 An Interview with Bobby - A Beef Cattle Raiser in Saskatchewan hand out copy to all the students (Read out loud, small groups, or individual). \u2022 Handouts of Pre & Post Questions (hardcopy or copy off board) \u2022 Map of Canada \u2022 Family Favourite Recipes (Beef Stroganoff & Chili) \u2022 Computer with internet access Lesson Outline for Using the Interview 1. Before Students Read the Interview (Motivational Set) a) Determine students\u2019 prior knowledge about beef production. Ask students about their experiences with beef cattle. i. Have they eaten beef? ii. In what forms have they eaten it (i.e. hamburger, steak, and stir-fry)? iii. Have they ever interacted with a cow? Where? iv. Where do you think our beef comes from? How is it raised? b) Introduce the story. Hand out the story and a calendar graphic organizer, have students place the steps in beef cattle production in seasonal order. 2. After students have read the interview a) in pairs have students compare and contrast their calendars. Running Head: INTERVIEWS WITH FARMERS\t 59\tb) discuss \u2013 what is\/are the busiest time\/s of the year? What are the issues cattle raisers face? What is the significance of the ear tag? c) Have students to imagine they are going to spend a day with Bobby, what would they like to do? Why? 3. Possible Follow-up Activities \u2022 Arrange a field trip to a ranch, invite a cattle raiser, rancher as a guest speaker (K, C) or use a video of cattle ranching and compare and contrast with Bobby\u2019s story. It may even been possible for a cattle raiser to bring a calf to school. \u2022 Have students interview farmers (C) in their area and create their own farming stories. \u2022 Have students make food products (K, SA) using beef (see recipes provided). \u2022 Have students create a larger scale image of a beef carcass (K) with all of the different retail cuts of meat as removable pieces. Create it out of paper and if you have access to a laminator or laminating tape, laminate the pieces to be used as a classroom puzzle. \u2022 Create a class recipe book (C) of family favourite beef recipes \u2022 Have students research cheaper cuts of meat (K, SA, DP) that are more likely to be within their budget. It is important for students to understand that meats are expensive and less expensive cuts of meat can be transformed into flavourful dishes. \u2022 Perform a costing analysis between the different retail cuts of beef (K, SA, DP) that can be purchased at the grocery store or local butcher. Identify: Which ones are the most economical to buy on a limited budget? What other ingredients can be added to make the meat go further in dishes? Adding oatmeal or soda crackers to meat balls or loaf and adding other protein alternatives such as beans or tofu to chili. What is the easiest way to prepare or cook these items? Background Information for Teachers The beef cattle industry has been increasing since the Second World War. There are more than 90,000 beef cattle farms and ranches located in Canada. Almost 90% of the beef herds are raised in the four western provinces (Manitoba, Saskatchewan, Alberta and British Columbia). \u2022 The cattle industry contributes approximately $24.6 billion to the Canadian economy. \u2022 There are 12.46 million cattle in Canada. \u2022 Canada produces approximately 1.6 billion kilograms (3.5 billion pounds) of beef annually. \u2022 Canadians purchase about 20.2 kilograms (44.5 pounds) of beef per year. \u2022 Canada exports 200 million kilograms (440 million pounds) of beef yearly, primarily to the United States, Japan, and other Asian countries. Running Head: INTERVIEWS WITH FARMERS\t 60\t\u2022 48 per cent (109,901) of Canadian farms report a beef cattle population with an average of 61 beef cows per farm. \u2022 The meat processing industry is Canada's third largest manufacturing industry. \u2022 Alberta and Saskatchewan combined produce approximately 70 per cent of Canada\u2019s beef animals. \u2022 Because 99% of the beef animal is utilized, items manufactured from beef by-products are all around us. Additional References \/ Resources \u2022 http:\/\/www.explorebeef.org\/default.aspx - This is an American site. Comparisons can be made to Canadian Beef Production. \u2022 http:\/\/www.cattle.ca\/ - Is the national voice across Canada for beef cattle farmers. \u2022 http:\/\/www.beef-cattle.ca\/Home_Page.php - This site is Saskatchewan based and focused on Saskatchewan statistics compared to across Canada. They have a section on the website dedicated to educators that would help to complement this story. All information is easy to read and comprehend. \u2022 http:\/\/www.beefinfo.org\/default.aspx - Has recipes, resources, and information about the beef cattle industry. It gives you everything you need to know about Beef 101. \u2022 http:\/\/www.canadabeef.ca\/a-day-in-the-life\/ - this link leads you to three farmers from Alberta, Manitoba and Saskatchewan. Each brings their own perspectives to farming and raising animals. You can compare Bobby\u2019s Story to their stories. Running Head: INTERVIEWS WITH FARMERS\t 61\tAn Interview with Bobby- A Beef Cattle Raiser in Saskatchewan Bobby\u2019s cattle and grain farm is located in the South Central area of Saskatchewan, around the Saskatoon area. He farms approximately 283 hectare (700 acres). He raises his cattle on a variety of pasture land and he grows some of his own grains to feed them as well. Why cattle raising? My grandpa started farming in 1919 on the current homestead where I live today. He had a wife, two daughters, and two sons. Due to illness my father took over in 1932 and continued to farm. When I was about 11 years old I began to helping around performing basic farm tasks. We always had a few milking cows, chickens and pigs around to diversify the crop land income. When I was 16, I directed my focus to raising the cattle herd and farming the land. What is a typical day for you? My days begin between 5:00am-6:00am to go outside and feed my cattle. The hay I feed consists of a mix of wild grasses and a small amount of alfalfa. Alfalfa is very rich in nutrients, however, too much can be harmful to the animals. In the fall and winter months when the weather is colder grains such as oats and barley are added to the diet to provided extra energy for the animals to ensure they can withstand the cold temperatures. June 1st is when breeding begins. Prior to breeding all cows and heifers are for Infectious Bovine Rhinotracheitis (IBR) and other pasture related diseases. One hundred cows will be bred in a few pasture areas close to my farm, each wears an ear tag so they can be easily identified by a number and colour. I place approximately 70 cows into the larger pasture with two to three bulls and 30 cows in another pasture with two bulls. They will be there together for three months. It is essential to keep records of events that happen. In a detailed record book I document what cows are with which bull to eliminate the possibility of producing inbred calves. This record book allows me to view each cow\u2019s history such as the number of calves she\u2019s had and when her vaccinations were. Once bred, these cows will be put out to pasture for their gestational period which is nine months. These pastures are equipped with adequate source of grass and water Last\tyear\tcalves\t(steers).\t\tBulls.\t\tRunning Head: INTERVIEWS WITH FARMERS\t 62\tsupply. There are small densely bushed areas and small shelters to help provide shelter from the weather. Every two to three months I move the cows to different pastures to allow the natural grasses to regenerate. Good fencing is very important in my operation! March 1st is calving season. Cows are moved into barns and protected shelters during calving season to be protected from the outside elements. During calving season, I remain on my farm yard and insure that my cows that are near calving are checked on a regular basis. Every farmer needs to account for some loss. I usually lose about 3-4% of my calves. Some of my cows however will have twins and that will help compensate for losses, providing they are born healthy and survive. There are farms (the same size) where losses can be as high as 10-12%. Newborn calves are given an ear tag which matches their mother so they can be easily identified. Calves are also vaccinated for Black Leg (which is the number one killer of calves) and Pasteurella which are pasture diseases. The calves will stay with their mothers out in the pastures until November 1st. At this time I begin weaning the calves away from their mothers. I will sell about 20% of those calves and keep the remainder and sell them in the spring. Fall calves at weaning time (6 months old) weigh approximately 227 kg (500 Lbs.). April 1st these spring weanlings, which are one year old, are approximately 363 kg (800 Lbs.) and are sold. I usually keep about 10% of the heifers for replacement in the breeding season to join the rest of the cows. Cows will be kept anywhere from 6-8 years depending on how many calves they can produce. Good quality cows will be kept for 12-14 years. There is a local auction mart where people will purchase cattle for butchering their own meat. However, I ship most of my animals to feedlots where they will be fed to market weight (544 kg or1,200 Lbs.) and then shipped from there to slaughter plants, where they will be slaughtered and processed and distributed to grocery stores across Canada. I also provide the feed that my animals eat. In the spring I plant grains Barley, Wheat and Oats that will get harvested in the fall. In June, July and Cows\tout\tin\tthe\tpasture,\tfarmer\tBobby\tis\tpreparing\tto\tmove\tthem\tinto\tthe\tbarns\tand\tcorals\tfor\tcalving\tto\tbegin.\t\t\tLast\tyear\tcalves\t(steers)\t\t\tRunning Head: INTERVIEWS WITH FARMERS\t 63\tAugust is when I go out to the pasture and with my tractor, swather and haybine to make rows of hay. Once it has dried I will use my round bailer to bail and store the hay for the winter months. A cow can eat up to 15 kg (30 Lbs.) per day. How has the cattle and grain industry changed since you started? In 2003, when the Bovine Spongiform Encephalopathy (BSE) or Mad Cow Disease was detected, this was a difficult time for all cattle farmers. The price of beef dropped and the exporting borders were closed to the United States and many other countries. Slowly the price of Canadian beef is on the rise and many companies are supporting Canadian product. Today, hard manual labor has been eliminated when it comes to processing feed for animals. Small square bales which weighed 23 -36 kg (50 - 80 Lbs.) were made by small square balers and were handled manually. A very strenuous job! Today on my farm I use a round baler, operated by a 120 H.P. tractor. Each bale made weighs approximately 544 kg (1,200 Lbs.). All bales are handled by machine. A tractor with a front end loader can carry and distribute the bales to the areas where the cows are. This saves a lot of time and money and thus cuts down on my hours spent feeding and allows me to concentrate on other farm duties. With housing my cows in shelters (corrals) during spring and the winter months, manure and bedding clean up can be challenging. With today\u2019s equipment of tractors and manure spreaders, it is easily done and the product can be spread uniformly onto my fields to provide extra fertilizer for my seeded spring crops. \tImage\tof\ta\tbarn\tfrom\t1932\t(refurbished).\tRunning Head: INTERVIEWS WITH FARMERS\t 64\t Cows with their new spring 2016 calves. Running Head: INTERVIEWS WITH FARMERS\t 65\tBeef Stroganoff (Recipe contributed by interviewee) Yield: 4 servings This traditional Russian dish originated around the mid-19th century. It features saut\u00e9ed pieces of meat served in a creamy sauce containing \u201cSmetana\u201d, commonly known as sour cream. There are many variations of the recipe. Ingredients: 2 inside round steaks approx. \u00bd kg. (1.1 Lbs.) 125 mL (\u00bd Cup) all-purpose flour 2 mL (\u00bd Tsp.) paprika 5 mL (1 Tsp.) pepper 2 mL (\u00bd Tsp.) salt 10 mL (2 Tsp.) canola oil \u00bd onion (white or yellow), sliced 250 mL (1 Cup) mushrooms, sliced OR 1 Can sliced mushrooms (reserve the juice) Sauce: 250 mL (1 Cup) beef broth10 mL (2 Tsp.) Worcestershire sauce 30 mL (2 Tbsp.) HP Sauce 30 mL (2 Tbsp.) ketchup salt & pepper to taste 1 package brown gravy mix [Mix with reserved mushroom Juice or 125 mL (\u00bd Cup) water] 125 mL (\u00bd Cup) sour cream Noodles: 750 mL (3 Cups) broad egg noodles, cooked in boiling water Directions: 1. Pre heat a medium skillet with canola oil. 2. Slice the round steaks into strips. Coat in flour mixture. Fry in heated skillet. 3. Remove steak from skillet. Add 10 mL (2 Tsp.) canola oil. Add onions and mushrooms. Saut\u00e9 for 5 minutes until onions become soft. 4. Add beef broth, Worcestershire sauce, HP sauce, ketchup, salt and pepper. 5. Bring to a boil add meat and sour cream. 6. Enjoy! Running Head: INTERVIEWS WITH FARMERS\t 66\tChili (Recipe credit R. Wiebe) Yield: 4-5 Servings Chili is a quick and easy meal idea that can be created in a variety of ways. This recipe is one of my favourites! It\u2019s great on its own, but can be easily transformed by serving it on a bun, used as topping for nachos or tacos, or topped with grated cheese and a dollop of sour cream or plain yogurt. Ingredients: 227 g. (\u00bd Lb.) lean ground beef \u00bd small yellow onion, chopped \u00bc (50 g.) red pepper, chopped \u00bc (50 g.) green pepper, chopped 125 mL (\u00bd Cup) canned, fresh or frozen corn \u00bd pkg. chilli seasoning mix [or 1 garlic clove, crushed, \u00bc tsp. (1mL) ground cumin, \u00bd tsp. (2mL) chilli powder] \u00bd Can (391 mL) kidney beans, rinsed 15 mL (1 Tbsp.) tomato paste 125 mL (\u00bd Cup) water or beef stock Directions: 1. Preheat skillet on medium heat. Add meat and saut\u00e9 until golden brown about 12 minutes. 2. Add onion, peppers and corn. Cook for 1-2 minutes. Add Chili mix. 3. Add tomatoes (diced and paste) and beans. 4. Simmer until flavours combine. Add water or stock as needed. Simmer for 10 minutes. 5. More spice may be needed. 6. Enjoy! Running Head: INTERVIEWS WITH FARMERS\t 67\tInterview 4 --- Farming as a Career Title\u2014An Interview with Frank -- an Agronomist Description- This lesson is designed to open the conversation to farming as a career opportunity. Learning Outcomes- Students will be able to... \u2022 describe what an agronomist does and how it related to the food we eat \u2022 describe and access careers and job opportunities in agriculture \u2022 develop effective information gathering and communicating skills used in agriculture. \u2022 Understand the use of technology in everyday practice. \u2022Apply concepts and information from the classroom to the workplace. Terminology (definitions) Agronomy- an area of agriculture that deals with the methods used by farmers to raise crops and care for the soil. Farm- is land that is devoted to agricultural purposes such as growing crops or raising animals. Market- a space where a product or service can be sold. Soil Test- is an analysis of a ground\/soil sample to determine nutrient content, composition, and other characteristics such as the acidity or pH level. Materials \u2022 Information from colleges and universities about agricultural programs. \u2022 Information from machinery and technology manufactures in agriculture. \u2022 The story Meet Frank exploring farming as a career opportunity handout copy to all the students. \u2022 Computer with Internet access \u2022 Chart paper and markers. Lesson Outline for Using the Interview 1. Before Students Read the Interview (Motivational Set) a) ask students what they think an agronomy is\/does? [if necessary explain that Agronomy come from the Greek word, agros, that means field or tilled land so an agronomist is an expert in soil science dealing with the production of crops. An agrologist is sometimes confused with an agronomist. Agrologist is a general term like doctor or lawyer, whereas agronomists are specialists. See http:\/\/www.grainews.ca\/2014\/02\/13\/agronomists-versus-agrologists\/ for more information. Running Head: INTERVIEWS WITH FARMERS\t 68\tb) introduce the story, An Interview with Frank \u2013 \u201ctoday you are going to meet an agronomist and learn about his work.\u201d Before reading the story assign students the task of creating a mind map with Frank in the center and all the things he does related to agronomy and farming. This can be done individually or in small groups. 2. After students have read the interview a) Have students share their mind maps comparing and contrasting the information they included and allow them to add to their maps to make them more complete. b) Discuss, what aspects of agronomy did you find the most interesting? What do you think would be the most difficult? If you were going to spend a day with Frank, what would you like to do? Why? c) Have students brainstorm a list of other possible career opportunities in agriculture. d) Have students choose one of the careers that have been brainstormed and create an advertising flyer or poster that would promote the importance of the career in the agriculture sector. They may want to include: Title, Description of the career, High School or Post-Secondary Schooling that is required, Salary or wage \/ hour, How many potential jobs are available, and Why this career is important in agriculture. Seek the career or guidance counsellor to help provide information when required. 3. Possible Follow-up Activities \u2022 Have students interview others in their area who are involved in agriculture and create their own stories of careers in agriculture. (C) \u2022 Have students make food products using vegetables that are often grown on the farms in garden plots for the family. (K, SA, DP) (See recipes provided). \u2022 If space permits in the classroom or an area of the school, make a classroom garden (K, SA, C, DP), grow your own microgreens and\/or herbs. On a larger scale, use a community garden plot or allocated garden space at your school. \u2022 If possible arrange for students to job shadow in agricultural career (K, C) that interest them. \u2022 Consider a field trip (C) to a nearby college, university or trade school that offer agricultural programs. \u2022 Have students investigate organizations such as World Wide Opportunities on Organic Farms (WWOOF) that provide opportunities for people to see what it is like to work\/live on a farm. \u2022 Have students compare and contrast (K, SA, DP) organic and conventional agriculture! \u2022 Have students investigate women in agriculture. (K, SA) Running Head: INTERVIEWS WITH FARMERS\t 69\tBackground Information for Teachers \u2022 In 1921, agriculture was the single most common occupation, employing 1 million Canadians and accounting for one-third of all jobs. \u2022 By 2008, about 327,000 people were primarily employed in agriculture, accounting for 1.8% of the labour force. The food manufacturing industry directly employed 226,252 people. \u2022 The number of women who are activity involved in agriculture is on the rise. Women compile about 40% of operators on multi operator farm, whereas women who are considered to be sole operators are rare. Additional References \/ Resources \u2022 http:\/\/www.agcareers.com\/canada-all.cfm \u2022 http:\/\/www.agday.org\/education\/careers.php \u2022 ww.ufv.ca\/agriculture\/agriculture-science-careers-and-opportunities\/ Running Head: INTERVIEWS WITH FARMERS\t 70\tInterview 4 \u2013 An Interview with Frank-- Exploring Farming as a Career Opportunity Frank has been working for Jack and Sandra about 5 years on their farm located around Saskatoon, Saskatchewan. He conducts a variety of soil tests, provides Jack with seed and fertilizer recommendations and analyzes GPS data material collected during seeding, spraying, and harvest. Growing up on Farm I grew up on a farm. It was nice to have the wide open space to explore and be outside. My family never really pushed me to become a farmer, but I was one of those kids who played \u201cfarm\u201d on the kitchen floor and out in the dirt. If I could help my mom and dad with fixing equipment or chores; I was there. Today, I still have that same dedication and passion towards farming and I can\u2019t see myself doing anything else. I have always have had the drive to do what I love. Interested in farming For anyone interested in farming, you DO NOT have to have grown up on a farm to want to farm. It\u2019s a profession now that has encompassed many areas that haven\u2019t been always recognized. It doesn\u2019t just entail being out in the physical surroundings, but also behind the scenes in technology advancements. For example: in equipment to make farming more efficient. It is so rewarding because you are feeding the world. It\u2019s not always easy. Farming can be stressful every day. You are reliant on the equipment you use, weather and grain prices; so a steady income is out of the question. Other years are better than others so you need to plan and be organized with whatever may come your way. Environmental Impact Environmental impact, for example weather, plays a crucial role in farming. Once the winter thaw has happened and the moisture has been absorbed into the soil seeding can begin to happen. The soil also has to be at a temperature between 5\u00b0C to 7\u00b0C. This will ensure that proper germination can happen. The elements can be difficult to read, rain can cause delays from just a few hours to several days. Rain is greatly needed once seeding has finished. Wind can cause comparable spraying conditions. This can lead to loss and waste of product and can cause damage to neighbouring fields. Forrest fires in the north of the province created a lot of smoke, which was blown across the province. I noticed also that the canola plants benefited with the increased levels of C0\u2082 in the atmosphere. It helped blanket and shelter the plants from the sun. Too much direct sunlight causes plants to wilt and mature too quickly. During harvest the temperature begins to drops several degrees in the evenings. Dew will forms on the plants, which increases the seed moisture and makes it harder for Running Head: INTERVIEWS WITH FARMERS\t 71\tthe combines and other machines work. Warm afternoons with added wind help prevent dew on the plants so that harvest can commence, sometimes almost 24 hours. University to become an Agronomist I farmed part time so that I could attend university and receive a degree in agriculture. This degree enables me to be an agronomist. An agronomist is someone who can be loosely referred to as a \u201cplant doctor\u201d focusing on plant health. It\u2019s a very diverse role as you have an understanding of soil biology, plant genetics, pests and diseases. The role involves many hours scouting fields to identify and diagnose any issues that could potentially reduce crop yield. I apply what I have learned to my farm. Professional Developments Many companies sponsor professional development opportunities (conferences and meetings) to help better the everyday farm. It is a wonderful opportunity to network with other farmers in a variety of areas not only around the province, but country and world. You get to listen to experts in their fields and what the trends are for the next year projections. Many of these conferences and meetings happen in the winter months when farmers have more time to learn and invest back into their farms. Usually in the final stages of winter, you finish planning what you will plant in each field. Keeping up with Future Trends Farming is a complex business. Technology, farm sizes and advancements with seed, fertilizers and pest control are all key factors than can make a farm successful or unsuccessful. Crop monitoring is very important. Once the season is over the GPS maps can be downloaded for analysis. I am looking for areas that produced high and low yields. Then, once the ground cools, soil tests should be taken. The reason is you need to know what you\u2019ve got there before you can start making fertilizer recommendations for next year. With every year there will always be good and bad yields. Market prices will fluctuate around the world so prices of grain and seed with vary. As a farmer you need to be ready to accept costs as they arise. Running Head: INTERVIEWS WITH FARMERS\t 72\tRefrigerator Pickles (Recipe contributed by interviewee) Yield: 4- 500ml jars These are delicious and sweet. They are great to use up the garden cucumbers and can keep in the fridge for up to 3 months\u2026if they make it that long. Ingredients: 2 L (9 Cups) thinly sliced cucumbers (washed not peeled) approx. 3-4 medium garden cucumbers. 500 mL (2 Cups) onions thinly sliced, approx. onions (white or yellow work best). 10 mL (2 Tsp.) celery seed Brine: 500 mL (2 Cups) granulated sugar 250 mL (1 Cup) vinegar 30- 45 mL (2-3 Tbsps.) coarse salt Directions: 1. Heat brine to dissolve sugar and salt. Do not boil. Cool to luke warm. 2. Using a mandolin or a very sharp knife slice the cucumbers and onions very thin. 3. Fill clean, sterilized jars with very thinly sliced cucumber, onions, and celery seed. (Layer together). 4. Fill jar with lukewarm brine (just until pickles are covered). Seal jars and place in the refrigerator. Let set at least 30 minutes before enjoying, best after 12-24 hours. Running Head: INTERVIEWS WITH FARMERS\t 73\tLoaded Baked Potato Salad (Recipe credit R. Wiebe) Yield: 4 Servings Potatoes are starchy tubers that grow underground. These make them readily available and relatively inexpensive. I enjoy the flavours of a baked potato, but it has been deconstructed and turned into a salad. It can be served both hot and cold. Ingredients: 3-4 potatoes, skin on and washed (chopped into 2.5 cm [1\u201d] cubes) 45 mL (3 Tbsp.) canola oil Sprinkle of seasoning salt & pepper 3 slices bacon, cooked and crumbled 250 mL (1 Cup) sour cream 60 mL (1\/4 Cup) mayonnaise 30 mL (2 Tbsp.) white vinegar Black pepper to taste \/other seasoning of your choice 1 green onion, sliced thin on the diagonal 125 mL (\u00bd cup) grated cheddar cheese Directions: 1. Preheat oven to 230\u00b0C [450\u00b0F]. 2. Cut potatoes into small cubes, toss in oil. Place on baking sheet and sprinkle with seasoning salt. (Put in oven even if it is not fully preheated). Watch and turn every 10 minutes. Cook until golden brown about 30-40 minutes. 3. Fry bacon in a large nonstick frying pan; remove to paper towel lined plate to cool and drain. 4. Whisk together sour cream, mayonnaise, vinegar, and pepper. Toss in warm potatoes. 5. Top with cheese, green onions, and crumbled bacon. 6. Serve warm and enjoy! Running Head: INTERVIEWS WITH FARMERS\t 74\tGarden Green Beans (Recipe credit R. Wiebe) Yield: 4 \u2013 250mL Servings Green beans are packed with vitamins and minerals that our bodies use. This is a quick and easy way to prepare a side dish to a main meal. Ingredients: 15 mL (1 Tbsp.) butter 1 clove Garlic, or 1 mL (\u00bc Tsp.) garlic powder 1 L (4 Cups) green beans (or whatever you have), cut in half 15 mL (1 Tbsp.) lemon juice 5 mL (1 Tsp.) soya sauce Freshly ground black pepper Directions: 1. In a skillet on medium heat, melt butter and saut\u00e9 garlic 1-2 minutes. 2. Add green beans and cook for 10-12 minutes until al dent\u00e9. 3. Add lemon juice, soya sauce, and pepper; heat through. 4. Serve warm and enjoy! Cooked Carrots (Recipe contributed by interviewee) Yield: 500mL Serving Carrots are rich in beta carotene and fibre. The Canada Food Guide suggests that you have at least one dark green and orange vegetable a day. Ingredients: 15 mL (2 Tbsp.) butter 2 green onions, sliced diagonally 3-4 medium to large carrots, cut lengthwise, and into 2.5 cm [1\u201d] pieces 310 mL (1 \u00bc Cup) water 30 mL (2 Tbsp.) honey 15 mL (1 Tbsp.) thyme (fresh) or 10 mL (2 Tsp.) dried Salt and pepper to taste Directions 1. Heat butter in a skillet on medium heat, add onions, saut\u00e9 until soft. 2. Add in carrots and toss to coat. 3. Add liquid ingredients and spices. 4. Cook until the liquid has evaporated and the carrots are soft (15-20 minutes). 5. Serve warm & enjoy! Running Head: INTERVIEWS WITH FARMERS\t 75\tChapter Five Discussion and Conclusion In this paper I have discussed agriculture literacy and determined that one weakness is the lack of teaching resources that feature the stories of real farmers. I have attempted to address this gap by interviewing farmers near my home and creating lesson ideas around the story of their farming experience. In this chapter I will discuss and reflect on what I have learned from this educational journey. Agricultural literacy does not just mean teaching facts and figures, it is also encouraging students to realize that real people are involved in producing the food that they eat on a daily basis and yet often take for granted. I envisioned a teaching resource whereby students might be put in touch with the individuals who are behind the food we eat. These agricultural interviews were an attempt to provide a glimpse of and \u201cput a face to\u201d the many individuals and families who work hard every day to grow and raise our food. I presented the interviews in Chapter four as a draft version that could be pilot tested and then modified if necessary and finally copy edited and formatted for sharing with other teachers. To address my research question: \u201cHow can interview data from interviews with farmers be transformed into instructional material to be used in home economics education?\u201d my interview project depicted actual events that were documented to exemplify the true nature of the work of farmers. The interviews helped to shape the educational resource documents (interview stories and activities) that were created by from the information that was collected. These documents can be applied to the home economics education because there is not a lot of support materials that are as unique as Running Head: INTERVIEWS WITH FARMERS\t 76\tthese stories; every farmer had fascinating information to share. Agriculture literacy and production methods are changing and home economics education needs to be receptive to these changes. The instructional materials that I have created cover a number of educational outcomes, yet provide connections to the views of the farmers. The purpose of my project was to create materials that would assist with understanding what farming is and what farmers do to help provide food for consumers. I am indebted to each of the participants for letting me inquire into their personal experiences in agriculture. To date there has been little research that speaks to what farming entails from the perspective of the farmer. These interviews are unique to each individual farmer and provide a glimpse of what it is like to be out on their farms. Seeing farming from their eyes and points of view is a different way to incorporate agriculture into the classroom. The interviews gave the participants the opportunity to articulate, communicate, and share their views on living and working on farms. The farmers also allowed me to take photographs of their farms at various stages of production in order to provide images that would allow readers to immerse themselves in the story and become outside observers. Limitations My teaching resource is designed as a teaching resource for the classroom teacher and is targeting a younger generation (middle years to high school aged children). All the interviewees were volunteers and so the type of farming and the food products they produce was somewhat limited. All of the interviews were conducted in Saskatchewan and focused mainly in the Saskatoon area and therefore only identify the conditions and Running Head: INTERVIEWS WITH FARMERS\t 77\tpatterns in that particular area. However the commodities, wheat, canola, and beef are fairly standard food products in Canadian home and are topics included in most home economics foods and nutrition courses across Canada, so there is a good chance that teachers from other provinces will find it useful. Not all of the experiences and interviews that I gathered will be the generalizable to other farmers as styles and equipment affordability can differ greatly between farms and between provinces and territories, however there are commonalities across farms that are noticeable, the passion for the outdoors, for growing and producing safe, healthy food, dealing with the effects of nature, connecting to community and family, and so on. Further Research There is definitely a need to continue to create educational resources that are user- friendly and easily accessible to a wide variety of individuals, and that address the different viewpoints about farming from the farmers\u2019 perspectives. My target audience was Foods and Nutrition teachers and so the teaching activities were designed for food related courses. Teaching activities could be developed for other subject areas. My volunteers came from family farms and I could have highlighted more the role of the whole family. Since none of my volunteers were women, my narratives do not acknowledge the role of women farmers. The intergenerational factor could also be emphasized in future stories. This project, with only four stories, may seem limited but it was very time consuming. It would be of benefit to continue and expand the scope and variety in the future. Even comparing farming stories from around the world would be of benefit since much of the food we eat is imported. I was merely able to scratch the Running Head: INTERVIEWS WITH FARMERS\t 78\tsurface of the knowledge of the many individuals who contribute to agriculture and its many facets. What Did I Learn From My Graduating Project? I learned that no two farmers are identical in the way that they operate and conduct agricultural business and practices. However, farming is still a labour intensive and demanding job. Even though I grew up on a farm, I had forgotten a lot about the behind the scenes, planning and preparation it takes in organizing and operating a large farm. It was an honour to be in the presence of local farmers who care dearly for the soil, plants and environment that surround them. Many of the volunteers participated because they knew me. They were individuals who have influenced my life from an early age and who have great pride and dedication in providing for the world economy. I felt honoured that they were willing to work with me. In a sense it felt like preserving a generational history that can be used forever. I also learned that interviewing individuals is a difficult task\/skill. I found it challenging to gather enough information to complete an authentic interview and then formulate the information into something that would highlight the real work of farmers. Making students interested in this work is important to help them make conscientious food decisions that potentially happen on a daily basis. Creating these connections allows the students \u201cto put a face\u201d to the commodities that I covered in my resource, most of which they will have had. The images that I included in some of the stories help support students curiosity by providing a visual component to support the information gathered. Time and space were also a factor in determining what to include in the final story. I always had in mind how to construct the story in ways that would hold students\u2019 Running Head: INTERVIEWS WITH FARMERS\t 79\tinterest. In the end I settled on a question-answer format as the most expedient way to cover the topics. I learned that developing curriculum materials for the use of other teachers is very time consuming and difficult. Ensuring that all information being used is accurate and, in this case, best represents the farmers whom I interviewed. There is a lot of planning and research that goes into making a curriculum document and a lot more editing and revising than I had originally thought. I just can only hope that the teachers who use this document will enjoy the background information and activities that go along with each lesson. There was a lot of information that I thought I knew about curriculum and pedagogy, but I was terribly mistaken. It takes a lot of time, reading, practicing and discovering what it takes to build up knowledge. I know that I still have a long path to follow and a lot of learning and developing of deeper meanings and understandings. For me, this was a great place to start, embracing my ties to agriculture and helping to highlight Canadian agriculture. Running Head: INTERVIEWS WITH FARMERS\t 80\tChapter Six Reflection The completion of the HEE2 cohort program has been both a very challenging and yet rewarding experience. This was my first time conducting my own research and interviews. It has definitely been a test of my mental and emotional capabilities surrounding this program and final project. Some days I have questioned whether or not these courses and final project have been worth the strenuous undertaking. I have discovered more about myself throughout this process, which has transformed my teaching and pedagogy. The knowledge gained has provided guidance into what the future has ahead for my teaching. Where I was Before enrolling into the HEE2 program in the fall of September 2013, I had just completed my second year of teaching home economics specifically Food Studies. I was a young excited and energetic teacher with a limited repertoire of experience. I was still developing my methods and teaching style. The students who enrolled in my classes were very diverse. Some students were there because they had a desire to learn about culture and food and others simply because it was the only class that would fit into their timetables. I would often question my teaching integrity and my ability to communicate the ideas about home economics to them in an interesting way. I often struggled with student learning and comprehension and identifying students\u2019 individual learning needs. By the time I felt comfortable with classroom management the semester would be over. I was a transmissive teacher providing information via \u201cscripted lessons\u201d and regurgitated materials (Aldridge & Christensen, Running Head: INTERVIEWS WITH FARMERS\t 81\t2013, p. 71). I knew it was not the direction I wanted to be headed in, but I did not know how to metamorphose my classroom materials into something more authentic and meaningful. The students were \u201cpassive robots of learning\u201d (Aldridge & Christensen, 2013, p. 75). I was unable to address all of their questions or ideas, so I stunted the creativity. How the students reach the mastery level of the skill is left up to the teacher. I often found myself questioning: What notes and handouts should I use? Is this relevant to the students learning? Will they use this information in the future? Am I preparing my students for success beyond my classroom door? Have I taught them the basic skills? Are my methods of instructional strategies engaging and promoting lifelong learning? My reflections on these questions were often shallow and were based on how much time it took for students to complete the assignments or handouts. I was reverting to what Zernike (2001) referred to as \u201csurvival mode\u201d (p.1) getting through each lesson day to day. Where I am now Today, I stand confident and proud to be a home economics teacher. It has been five years now, and the more I teach each Food Studies course, the more each student adds to the content that will be taught. I learn a lot from my students and try to apply those interests and curiosities to the course in any way I can. I am constantly reflecting on my pedagogy. I have embraced the concept of bringing my own personal experiences and stories into the classroom. I use my farm familiarity and connect it to my lessons when I see it is acceptable. It was a life inspiring moment to be able to interview some exceptional Running Head: INTERVIEWS WITH FARMERS\t 82\tindividuals who I would consider to be experts in their areas of agriculture. I am always looking for inventive ways to incorporate agriculture literacy in creative ways that will leave a lasting impression on my students. The students seem really receptive to this method of bringing in personal and applicable applications of agricultural literacy into the classroom. 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The sacred nature of food: A family perspective. In Proceedings XIX International Consumer Studies and Home Economics Research Conference (pp. 13-25). Belfast: University of Ulster. Running Head: INTERVIEWS WITH FARMERS\t 92\tVan Gelder, S. (1995). Human agriculture: What it will take to foster strong rural communities, nutritious foods, human cites, and ecological wisdom. An interview with David Orr. Context Institute. Retrieved from: http:\/\/www.context.org\/iclib\/ic42\/orr\/ Vidgen, H. A. & Gallegos, D. (2012). Defining food literacy, its components, development and relationship to food intake : A case study of young people and disadvantage. Retrieved from: http:\/\/eprints.qut.edu.au\/53786\/1\/Food_literacy_and_young_people_report.pdf Wansink, B. (2010). From mindless eating to mindlessly eating better. Physiology & Behaviour Science Direct, 100 (5), pp. 454-463. DOI: 10.1016\/j.physbeh.2010.05.003 Weaver-Hightower, M. B. (2011). Why education researchers should take school food seriously. Educational Researcher, 40(1), pp. 15-21. Wells, T., Matthews, J., Caudle, L., Lunceford, C., Clement, B., & Anderson, R. (2015). The infusion of inquiry-based learning into school-based agriculture education: a review of literature. Journal of Agriculture Education, 56(4), pp. 169-181. DOI: 10.5032\/jae.2015.04170 Wright, D., Stewart, B. R., & Birkenholz, R. J. (1994). Agricultural awareness of eleventh grade students in rural schools. Journal of Agricultural Education, 35(4), pp. 55-60. Zernike, K. (2001). EDUCATION; Helping new teachers survive the hardest years. New York Times. 14. Running Head: INTERVIEWS WITH FARMERS\t 93\tAppendix A- Sample Research Questions Research Questions Questionnaire Questions: 1. What is your role or title on your farm? 2. Do you have a family? 3. How does family impact agricultural decisions? 4. How long have you been involved with farming? 5. What kind of farming do you do? 6. Where is your farm located? 7. How many generations has your land has been farmed? 8. How many generations has this farm been in your family? 9. What products\/commodities do you grow and\/or raise? 10. What education and training do you have, both formal in informal? 11. Please list some of the challenges that the farming lifestyle has? 12. Favorite recipe(s) you would like to share based on the product\/s you produce? Interview Questions: 1. What is it like to be involved in agriculture? 2. Please describe your typical work day 3. What do you do in the spring, summer, fall, winter months? 4. How does today\u2019s farming differ from the past? 5. What changes do you anticipate in the future? Running Head: INTERVIEWS WITH FARMERS\t 94\t6. What types of education do you recommend for people who are interested in going into farming? 7. If you would have any advice to give to prospective students interested in the world of agriculture, what would you tell them? Running Head: INTERVIEWS WITH FARMERS\t 95\tAppendix B- Certificate of Completion by BREB Running Head: INTERVIEWS WITH FARMERS\t 96\tAppendix C- Certificate of Approval by BREB: Running Head: INTERVIEWS WITH FARMERS\t 97\tAppendix D: Participant Mail out Dear (Insert Participants Name Here): It is my pleasure to invite you to participate in an interview and questionnaire with me (Renee Wiebe) about agricultural practices. If you are interested, I would like to meet at a time and place that it most comfortable with you. Ideally, sometime between August and November 2015. It will require no more than two hours of your time. The purpose of this study is to obtain practical accounts from farmers about what it is like to live and work on a farm by interviewing farmers and farm workers who volunteer to discuss what it is like to work in agriculture and produce food for the market. The resulting accounts will be used to create case studies to be used by foods and nutrition teachers to bring agricultural literacy into their educational programs. I am enclosing a copy of the interview and questionnaire questions. This will provide you with some information so you have an idea about what will be discussed and recorded. If you are willing to participate please contact Renee Wiebe, Graduate Student, Faculty of Education, Department of Curriculum and Pedagogy, by phone at 1-306-229- Dr. Kerry Renwick Department of Curriculum and Pedagogy Faculty of Education 2125 Main Mall Vancouver, B.C. Canada V6T 1Z4 Telephone (604)-822-2867 FAX (604) 822-4714 Email kerry.renwick@ubc.ca Running Head: INTERVIEWS WITH FARMERS\t 98\t1312 or email, renee.t.wiebe@gmail.com. Please respond no later than October 1, 2015. Thank you! Sincerely, Renee Wiebe Graduate Student Running Head: INTERVIEWS WITH FARMERS\t 99\tAppendix E: Study Announcement STUDY ANNOUNCEMENT Using Narrative Inquiry To Gather Stories Of What It Is Like To Be Involved In Agriculture I am a graduate student in the Faculty of Education at the University of British Columbia. I am seeking participants who are willing to share their farming and agricultural experiences. The information will be used to create a teaching resource for introducing students to where their food comes from and how it is produced. Purpose: The purpose of this study is to obtain practical accounts from farmers about what it is like to live and work on a farm by interviewing farmers and farm workers who volunteer to discuss what it is like to work in agriculture and produce food for the market. The resulting accounts will be used to create case studies to be used by foods and nutrition teachers to bring agricultural literacy into their educational programs. Project Procedures: Your participation will include an audio-recorded interview and completing a short questionnaire on what it is like to be involved in agriculture. This will take no more than 2 hours of your time. The information will be used to assist in the development of education materials that focus on agriculture and food production for use in classrooms. Additionally the information gathered will form the basis for a Master of Education research project for Renee Wiebe. You will have the opportunity to proofread and approve the case study before it is used. If you agree, photographs of agriculture in action at your farming operation will also be taken to accompany the curriculum materials created. Running Head: INTERVIEWS WITH FARMERS\t 100\tContact: If you are willing to participate contact Renee Wiebe, Graduate Student, Faculty of Education, Department of Curriculum and Pedagogy, by phone at 1-306-229-1312 or email, renee.t.wiebe@gmail.com. For further information about this study you may contact my advisors: Dr. Kerry Renwick at (604)-822-2867 or email at kerry.renwick@ubc.ca Dr. Mary Gale Smith at (604-531-8495) or email at marygs@mail.ubc.ca Dr. Mary Leah de Zwart at (250-545-5458) or email at dezwart@mail.ubc.ca Running Head: INTERVIEWS WITH FARMERS\t 101\tAppendix F: Adult Informed Consent Form ADULT INFORMED CONSENT FORM for participants of the study Using Narrative Inquiry To Gather Stories Of What It Is Like To Be Involved In Agriculture Principal Investigator: Dr. Kerry Renwick, Faculty of Education, Department of Curriculum Studies, University of British Columbia. Telephone: 604-822-2867 E-mail: kerry.renwick@ubc.ca Co-Investigators: Renee Wiebe, Graduate Student, Faculty of Education, Department of Curriculum and Pedagogy. Telephone: 306-229-1312 Email: renee.t.wiebe@gmail.com Dr. Gale Smith, Faculty Advisor, Faculty of Education, Department of Curriculum and Pedagogy, University of British Columbia. Email: marygs@mail.ubc.ca Dr. Mary Leah de Zwart, Faculty Advisor, Faculty of Education, Department of Curriculum and Pedagogy, University of British Columbia. Email: dezwart@mail.ubc.ca Dr. Kerry RenwickDepartment of Curriculum and Pedagogy Faculty of Education 2125 Main Mall Vancouver, B.C. Canada V6T 1Z4 Telephone (604)-822-2867 FAX (604) 822-4714 Email kerry.renwick@ubc.ca Running Head: INTERVIEWS WITH FARMERS\t 102\tPurpose: The purpose of this study is to obtain practical accounts from farmers about what it is like to live and work on a farm by interviewing farmers and farm workers who volunteer to discuss what it is like to work in agriculture and produce food for the market. The resulting accounts will be used to create a curriculum resource to be used by foods and nutrition teachers to bring agricultural literacy into their educational programs. Project Procedures: If you agree to participate and provide written consent by signing this form, your participation will include an audio recorded interview and completing a short questionnaire on what it is like to be involved in agriculture. This will take no more than 2 hours of your time. The interview data will be transcribed and the information gathered written up as a story that will become the basis of a case study that teachers can use to introduce students to where their food comes from and how it is produced. You will have the opportunity to proofread and approve the case study before it is used. If you agree, photographs of agriculture in action at your farming operation will be taken to accompany the curriculum materials created. The curriculum materials will form the basis for a Master of Education research project for Renee Wiebe. Confidentiality: Any information resulting from this study will be kept strictly confidential. No one else will see the transcripts of the recorded interviews. All documents will be kept in a locked cabinet in Dr. Renwick\u2019s office. Any digital recording information will be kept in secure electronic files, and be both password protected and encrypted. The case studies constructed using the interview data will, by giving false Running Head: INTERVIEWS WITH FARMERS\t 103\tnames, preserve the confidentiality of all participants. If photographs are used they will not show the faces of the participants. Consent: Please understand that participation in this project is entirely voluntary and that you may refuse to participate or withdraw from the project at any time. Contact: If you have any questions or desire further information about this study you may contact Dr. Kerry Renwick phone at 604-2867 or by email at kerry.renwick@ubc.ca or Renee Wiebe, Graduate Student, Faculty of Education, Department of Curriculum and Pedagogy, by phone at 1-306-229-1312 or email, renee.t.wiebe@gmail.com. If you have any concerns about your rights as a research subject and\/or your experiences while participating in this study, you may contact the Research Subject Information Line in the UBC Office of Research Services at 604-822-8598 or if long distance e-mail RSIL@ors.ubc.ca or call toll free 1-877-822-8598. Thank you. Renee Wiebe Dr. Kerry Renwick Masters Student Dr. Gale Smith Dr. Mary Leah deZwart Faculty Advisors DETACH CONSENT SLIP AND RETURN Please check the box indicating your decision: Running Head: INTERVIEWS WITH FARMERS\t 104\t I CONSENT to being interviewed as part of the study Using Narrative Inquiry To Gather Stories Of What It Is Like To Be Involved In Agriculture I CONSENT to having photographs taken at my farm as part of the study Using Narrative Inquiry To Gather Stories Of What It Is Like To Be Involved In Agriculture I acknowledge that I have received a copy of this consent form. 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