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Lessons/Curricula

Below you will find several example curricula to utilize in the classroom or other educational programming to help learners better understand different types of sustainable agricultural practices and conversations.

Click the arrow to learn more about each lesson.

Soil Carbon Investigation (Hands-On Experiment)

Introduction

Students test how different soil types absorb and store water and organic material, helping them visualize which soils might store more carbon.

Significance

Soil with more organic matter is better at storing carbon, making it crucial in climate solutions. Understanding soil behavior builds awareness of carbon farming and sustainable agriculture.

Materials Needed

  • 4 clear plastic cups or jars (same size)
  • Soil samples: sand, clay, loam (garden soil), compost-rich soil
  • Organic material (e.g., dried leaves, shredded paper, or fruit scraps)
  • Measuring cup or syringe (for pouring water)
  • Ruler or measuring tape
  • Stopwatch
  • Paper towels
  • Printed “Soil Observation Chart” (include categories for water absorption time, organic breakdown, color change, smell)

Procedures

  1. Label each container with the type of soil inside.
  2. Fill each container halfway with its assigned soil.
  3. Measure and pour 100 mL of water into each one.
  4. Start the timer and record how long it takes the water to absorb fully into each soil.
  5. Add 1 tablespoon of the same organic material into each container and mix lightly.
  6. Place containers in the same location (near a window or outside, covered if needed).
  7. Observe daily for 7–10 days. Record changes:
    • Is the organic material breaking down?
    • Does it smell earthy or sour?
    • Is the soil getting darker or lighter?
  8. After the final day, discuss or chart which soil seems to “work hardest” to process organic matter—this is a clue to its carbon-storing ability.

Larger Picture

Compost-rich soils break down organic material faster and hold water longer. This means they trap carbon more effectively. Farmers can improve soil health and reduce emissions using compost and cover crops.

Recommended Age Group

Grades 6–10

Build a Carbon Cycle Model (Art/Science Integration)

Introduction

Students build a visual model that shows how carbon moves between people, soil, livestock, the air, and plants. This helps them connect human activities to emissions and carbon storage.

Significance

Visualizing how carbon cycles helps students understand how farming, transportation, and natural processes either add or remove CO₂ from the atmosphere.

Materials Needed

Option 1 (Physical model):

  • Poster board
  • Colored string or yarn
  • Tape and scissors
  • Markers
  • Printed “Carbon Labels” sheet (includes sun, atmosphere, cow, compost, plant, fossil fuel, soil, ocean, human, tractor)

Option 2 (Digital version):

  • Access to Canva, Google Slides, or PowerPoint
  • Copy of a drag-and-drop “Carbon Cycle Icons” set (to be prepared or provided)

Procedures

  1. Begin with a discussion or short video on the carbon cycle.
  2. Using the printed labels, lay out all carbon sources and sinks.
  3. With yarn or arrows, connect them to show movement:
    • Ex: Cow → Atmosphere (from methane)
    • Compost → Soil (adds carbon)
    • Fossil fuels → Atmosphere (burning)
    • Soil → Plant → Cow → Human
  4. Label each connection with a verb (ex: “absorbs,” “emits,” “stores”).
  5. Add a second layer: mark which connections increase emissions (red) and which reduce them (green).
  6. Present your cycle to another group, explaining how carbon enters and leaves the system.

Larger Picture

This activity links everyday things—like eating meat or using a tractor—to global emissions. It also shows how carbon-smart farming can shift the cycle toward climate solutions.

Recommended Age Group

Grades 5–9

Conservation Tillage Demonstration

Introduction

This demo shows how farming methods affect soil erosion and carbon loss. Students compare traditional tilling with no-till practices.

Significance

Conservation tillage helps trap carbon in the soil and reduces erosion, keeping the soil ecosystem intact. Tilling exposes soil to air, releasing carbon and disturbing microbial life.

Materials Needed

  • 2 shallow trays or baking pans
  • Soil (same type for both trays)
  • Grass clippings, leaves, or straw (for no-till simulation)
  • Spray bottle or watering can
  • Books or blocks to prop up trays (slant for runoff)
  • Ruler
  • Paper towels or cloths to catch runoff
  • Printed worksheet: “Erosion Observation Chart”

Procedures

  1. Fill both trays with the same amount of soil.
  2. In Tray A, leave the soil bare (simulate tilled land).
  3. In Tray B, cover soil with mulch materials (simulate no-till).
  4. Prop both trays at a slight angle using books.
  5. Slowly pour equal amounts of water on both trays using a watering can or spray bottle.
  6. Observe the runoff:
    • Which tray loses more water?
    • Which has more soil erosion?
  7. Use a ruler to measure sediment in runoff. Record on the observation chart.
  8. Discuss the impact of exposed vs. protected soil.

Larger Picture

Tilled fields can release carbon and lead to higher emissions. No-till methods keep carbon underground and reduce runoff into water systems—helping both the climate and livestock health (since runoff can contaminate water).

Recommended Age Group

Grades 5–9

Carbon Farming Debate (Urban vs. Rural Perspectives)

Introduction

Students engage in a town hall-style debate exploring the benefits and trade-offs of carbon farming from different viewpoints.

Significance

Carbon farming includes strategies that reduce emissions or pull carbon into soil—such as composting, cover cropping, and reducing fertilizer use. Communities experience these changes differently.

Materials Needed

  • Debate role cards (Urban Resident, Rural Farmer, Policy Maker, Environmentalist, Grocery Store Owner, Rancher, etc.)
  • Printable “Background Fact Sheets” for each role (including livestock emissions, soil carbon data, water use, etc.)
  • Rubric for discussion/debate assessment
  • Timer or stopwatch
  • Chairs set up for a mock town hall

Procedures

  1. Assign students a role card and give them their fact sheets.
  2. Provide prep time to develop arguments (can be homework or class time).
  3. Set up a town hall where each student presents their point of view.
  4. Hold a moderated debate:
    • Urban residents may focus on food costs.
    • Farmers may discuss practice feasibility and livestock management.
    • Environmentalists may prioritize methane reduction from livestock.
  5. Encourage respectful rebuttals, open questions, and compromise building.
  6. Conclude with a group discussion: What are shared values? Where’s the tension?

Larger Picture

Livestock contribute significantly to greenhouse gases, but carbon farming can reduce emissions through improved manure management, grazing, and feed. Policies must balance farmer livelihoods and climate goals.

Recommended Age Group

Grades 8–12

Crop Rotation Strategy Game

Introduction

Students role-play as farmers choosing what crops to plant each year to balance profit, soil health, and carbon emissions.

Significance

Diverse crop rotations reduce the need for fertilizer, improve soil structure, and store more carbon in the ground. Students learn how farming decisions affect the environment.

Materials Needed

  • Printable “Crop Cards” (corn, legumes, cover crops, wheat, soybeans, bare field)
  • Printable “Farm Tracker Sheet” (shows soil health, yield, carbon score)
  • Event Cards (weather patterns, pests, market demand)
  • Score calculator (simple tally sheet or calculator)
  • Dry erase markers (if using laminated sheets)

Procedures

  1. Each group is assigned a small “farm” with a blank 4-year rotation chart.
  2. Each year, students choose which crop to plant.
    • Ex: Corn (high yield, but depletes soil)
    • Cover crops (no profit this year, but improve soil and carbon)
    • Legumes (fix nitrogen and add to soil)
  3. At the end of each round, they draw an “Event Card” (e.g., drought, high prices for soybeans).
  4. Record each season’s result:
    • Did they make profit?
    • Did they improve or damage soil health?
    • Did they increase or decrease carbon?
  5. After 4 years, tally scores.
  6. Groups discuss which choices helped or harmed the environment and why.

Larger Picture

Farmers can plan rotations to grow food while capturing carbon. Policies that support sustainable choices can help us balance agriculture with climate goals.

Recommended Age Group

Grades 7–11

Infographic Creation Challenge

Introduction

Students apply design and communication skills to create a visual representation of a carbon farming concept.

Significance

Translating science into public-friendly formats like infographics helps spread awareness. Visual literacy is key in climate education and advocacy.

Materials Needed

  • Computers or tablets with access to Canva, Google Slides, or PowerPoint
  • Optional: markers, colored pencils, rulers for handmade versions
  • Printable “Infographic Planning Template”
  • Example infographics (on topics like soil carbon, livestock emissions, tillage, or regenerative agriculture)
  • Rubric for evaluation

Procedures

  1. Begin with a short lesson on what makes a good infographic (clear title, visuals, 3–5 key facts, simple layout).
  2. Assign or allow students to choose a topic (e.g., “How Livestock Affect the Carbon Cycle” or “What Is Cover Cropping?”).
  3. Research phase: students gather 3–5 strong facts.
  4. Draft layout using the planning template.
  5. Create the final infographic digitally or by hand.
  6. Present infographics to the class or display in hallways.
  7. Optional: Vote on most effective designs.

Larger Picture

Livestock, crop choice, and tillage all impact carbon emissions. Communicating this clearly can influence real-world behavior and community change.

Recommended Age Group

Grades 6–12

Farm Field Trip or Virtual Tour

Introduction

Students experience sustainable agriculture firsthand by visiting a real or virtual regenerative farm.

Significance

Seeing carbon-smart agriculture in action reinforces classroom learning and shows how farming can help solve climate challenges while feeding people and animals.

Materials Needed

  • Farm permission/coordination (if in person)
  • Tablets or projector (for virtual tour)
  • Printable “Farm Tour Reflection Journal”
  • Optional: Cameras or smartphones for photo journal
  • Suggested virtual tour: Kiss the Ground virtual farm tour

Procedures

  1. Before the visit, introduce terms like “regenerative farming,” “carbon sequestration,” “rotational grazing,” and “cover cropping.”
  2. During the visit or video tour, have students:
    • Identify soil health strategies
    • Observe how livestock is managed (Is manure reused? Do animals graze on rotation?)
    • Note water use and crop diversity
  3. Record insights and questions in the reflection journal.
  4. After the tour, create short group presentations or skits on what students learned and how it relates to emissions and sustainability.

Larger Picture

Carbon-smart farms integrate animals and crops to mimic nature’s cycles. Livestock can emit or help reduce emissions depending on how they’re raised. Educating youth prepares the next generation of conscious consumers and policymakers.

Recommended Age Group

Grades 5–12 (adjust discussion depth accordingly)