©2010MassAudubonDrumlinFarmWildlifeSanctuary,theCreativeLearningExchange,andLindaBoothSweeney.Maynotberepublishedwithoutwrittenconsentfromallthreeparties.ForinformationcontactRenataPomponi(rpomponi@massaudubon.org),LindaBoothSweeney(linda@lindaboothsweeney.net)orLeesStuntz(stuntzln@clexchange.org).

HealthyChickens,HealthyPastures:MakingConnectionsatDrumlinFarmandBeyond

CurriculumGuideCompanion “Healthy Chickens, Healthy Pastures” Playkit available through the

Creative Learning Exchange (www.clexchange.org)

Createdby:

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HealthyChickens,HealthyPastures:MakingConnectionsatDrumlinFarmandBeyondABSTRACTThisMakingConnectionscurriculumguidehasbeencreatedtohelpstudentsthinkdeliberatelyaboutlivingsystemsinafarmsettingandtogivestudentsamentalframeworktotakehomeandapplyinothercontexts.Throughthediscussions,systemmappingactivities,andgamesinthisunit,studentswillexplorethehiddeninterconnectionsanddynamicssurroundingthe“EggMobile,”asustainablechickenfarmingoperationatDrumlinFarminLincoln,MA.Conceptssuchasfeedbackloops,timehorizon,andstocks/flowsareillustratedthroughastudyoftherelationshipsbetweenelementsofafarmpasture:chickens,cows,soil,plants,manure,etc.Studentswillanswerthequestion:“What’stheconnectionbetweentheEggMobileandahealthypasture?”TheunitcanincludeoutdoorexplorationifyouhaveaccesstoDrumlinFarmoranotherlocalfarmthatraiseschickens,oryoucanbringthefarmintoyourclassroomusingphotos,videosandtheInternet.Usethisunittoencourageyourstudentstoseethepeople,landandwildlifeinandaroundfarms,notasasetofinterestingbutdisconnectedparts,butasacomponentsofvibrant,livingsystems.CURRICULUMOVERVIEWGradeLevel: PreK‐K,1‐2,3‐5(canbeextendedtogrades6‐8)EssentialQuestion: HowdoesanEggMobilehelptodevelophealthypastures?Time:1–8hours,dependingonlevelofoutdoorobservation/interactionandthenumberofactivitiesincludedMaterials:

• MakingConnectionsplaykitwithcardsandWikkiStix(optional,availableforpurchase)• EggMobileobservationsheet• Paper,clipboard,coloredpencils• Butcherpaper,markers/crayons/yarn(formurals)

Vocabulary(seeappendix):

• Interconnections,system,feedback,Waste=Food,stock/flowsMethods:

• Observation/exploration,inquiry,“curiousconversations,”creatingvisualmapsandgraphs

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LearningOutcomes:

• Childrenwillpractice“systemsthinking”byexploringsuchquestionsas:“Howisthisconnectedtothat?”,“Howdoesthisinfluencethat?”,“Whatmakestheamount(stock)ofhealthysoilgrow?”

• Childrenwilldevelopabroaderunderstandingoftherelationshipsinahealthypasture.• Childrenwillunderstandsoilasalivingsystemthattakesinwasteandturnsitinto

food.• Childrenwillunderstandthatsomeconnectionsarecausal,forinstance,thatonetype

ofcausalconnection–reinforcingfeedback–playsaroleingeneratinghealthysoil.Indicators/Assessment:

• Childrenwillbeabletocreatevisualmapsthatshowtheirunderstandingofsoilasaninterconnected,livingsystemthattakesinwaste(andothermatter)andturnsitinto“foodforsoil,”enablingplantsandotherspeciestothrive.

• Childrenwillunderstandthatthereisaconnectionbetweenlivingthings(chickens,cows,insects,people)andthesoil.

ProgramOutline:

1. Introduction/Observation:FindoutwhatanEggMobileisandthinkaboutwhatit’sliketobeachicken(canbemodifiedforclassesnottakingplaceatDrumlinFarm).

2. InitialGroupDiscussion:Leada“CuriousConversation”abouttheEggMobile.3. IndividualProcessing(Grades1‐5only):Studentssketchasimplepictureofwhatthey

seeandthinkishappening,thenworkwithapartnertothinkaboutpossibleinterconnectionsinthehealthypasturesystem.

4. GroupActivity/Processing:Groupdiscussionofinterconnection,usingtheoptional“MakingConnections”playkit(availableforpurchase)oragroupmuraltomaptheconnections/feedback

5. Stock/FlowLesson:Collaborativeexerciseinstock/flowmapping6. WrapUp:Developwaystotaketheseideashome.

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INTRODUCTION:WHATISANEGGMOBILE?DrumlinFarmisMassAudubon’sflagshipsanctuary,containingnearly250acresoffields,forests,andponds.Thepropertyfeaturesasustainableworkingfarm,adisplayofnativewildlife,andeducationalprogrammingthatreachesnearly100,000adultsandchildreneachyear.WewelcomeyoutovisitthefarminLincoln,MAtoseetheEggMobileandchickensupclose,buthere’saninsidelookforthoseofyouwhocan’tmakethetripinperson.DrumlinFarmbuiltthe“EggMobile”in2009toincreaseeggproductionusingsustainable,eco‐friendlyfarmingpractices.TheEggMobileisamobilechickencoopthatmovesfromfieldtofieldtogivethefreerangechickensasteadysupplyoffreshbugs,seeds,andgrassestoeat.Thishealthydietallowsthemtoproducesuperiorqualityeggswhiletheirmanurefertilizesthefields.Theportablecoopprovidesnight‐timeshelterforupto100birds.Roostingperchesandnestboxesinsideprovideasafeandcomfortableindoorrestingplace.Thechickensgooutsideinallweather,evenduringthewinter,andareprotectedfrompredatorsbyanelectricfence.Oncethechickenshavecompletely“farmed”thisarea,atractorisusedtomovethecooptoafreshpasture.DrumlinFarmraisesseveralbreedsofchickensintheEggMobile,includingWyandotte,Leghorn,RhodeIslandRed,Ancona,andBlackAustralorp.Thesevarietiesareselectedfortheirstrongegglayingcapabilities,aswellastheirdualuseformeat.AVirtualTouroftheEggMobile(photoscourtesyofDrumlinFarm):

TheEggMobileislocatedinagrassypasture,surroundedbyanelectricfencetokeepoutpredators.TheEggMobileisonwheels,soitcanbeeasilypulledfromlocationtolocationusingatractor.Cowssharethepasturewiththechickens.

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ArampallowsthechickenstomoveinandoutoftheEggMobileatwillduringtheday.Thefarmergentlyleadsthechickensinsideatnightandclosesthedoor.

InsidetheEggMobile,thereisroomforover100chickens.Metalboxesalongonesideprovideanenclosedspaceforegglaying.Henstypicallylayoneeggeachday.

Chickensroost(perchtorestorsleep)onthebarsontheotherside.Grainfeedershangdownfromtheceilingforthechickenstoeatfromduringthenightorincoldorsnowyweather.Waterisavailablefromcontainersonthefloor.

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Thechickensgooutsideduringtheday,evenduringthewinter.Theyscratchandpeckatthesoilastheylookforgrassandbugstoeat.

TheEggMobiletypicallyhousesjustoneroostertoalerttheflocktoanydanger.Therestofthechickensarehens(females).Canyoufindtheroosterinthiswinterphoto?

AvarietyofchickenbreedsliveintheEggMobile,selectedfortheirstrongeggproductionaswellasuseformeat.Dark‐featheredvarietiesareoftenselectedsincetheircoloroffersthemsomecamouflagefrompredatorsflyingoverhead(likehawks).Chickensproducemanure.ThefarmerscrapesoutthemanureinsidetheEggMobilefromtimetotimetokeepitclean.Outside,thechickenmanureslowlydecomposesinthepasturegrass.

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DETAILEDPROGRAMGUIDELINES1. Introduction/Observation

a. IFPROGRAMTAKESPLACEATDRUMLINFARM:i. TakeawalktotheEggMobile(possiblyafterseeingthechickensinthe

PoultryHouse).Whenpossible,enterthepasturetogetacloserviewbutdon’tentertheelectricfence(mustbearrangedinadvancewithlivestockmanager).

ii. Askthechildrentotake1‐2minutesquietlylookingatwhat’saroundthem–Wherearethey?Whatdotheysee?Whatdotheysmell?

iii. Iftime:Askthechildrentoselectoneanimaltheysee(chicken,cow,insect,etc.)andcompletean“ObservationSheet”thatrecordswhattheyseehappeninginandaroundtheEggMobileandsurroundingpasture(seeAppendix:EggMobileObservationSheet).Theyshouldfocusinonspecificactivityandbehavior–i.e.,whatoneparticularchickenisdoing,notallchickensingeneral.

b. IFPROGRAMTAKESPLACEINACLASSROOMSETTING:i. ShowthephotosoftheEggMobileandreadaloudtheaccompanying

description.Youcanalsosearchonlineforvideosorpicturesofchickensmoving,eating,scratching,andinteractingwitheachotherandtheirenvironment.[Searchingonthephrase“pasturedchickensvideo”inyourwebbrowserwillresultinsomegoodchoices.MichaelPollen’sbook,TheOmnivore’sDilemma(PenguinPress,2006),containsagreatdescriptionofthePolyfaceFarm“Eggmobile”inChapter11.TheNationalSustainableAgricultureInformationServicealsohasaverydetaileddescriptionofvarioussustainablechicken‐farmingmethods(http://attra.ncat.org/attra‐pub/poultryoverview.html).]

ii. Createamomentforstudentstostopandreflectindividually,usingobservationsheetsorjournalstocapturetheirthoughtson“WhatisitliketobeachickeninanEggMobile?”

2. InitialDiscussion:LeadaCuriousConversationabouttheEggMobileAskchildrentositinacircle,anduseguidingquestionstoengagetheminaCuriousConversationabouttheEggMobile.ACuriousConversation(source:LouiseCadwell,TheCadwellCollaborative,2008)isanexploratoryconversationaimedtosparkinterestingconnectionsbetweenhowchildrenthinkaboutthenaturalworldandourrelationshiptoit.InorderforaCuriousConversationtorevealthewealthofknowledgeandemotionalconnectionthatchildrenalreadyhaveforideas,andtomakevisibleachild’sschema,world‐view,aboutasubject,teachersassumeatoneofcuriosity,authenticwondering,respectandattentivelisteningtochildren.

• WhatdoyouthinklivesinanEggMobile?• HowdoestheEggMobilework?• WhatistheEggMobilegoodfor?• HowcouldtheEggMobilebehelpfultotheFarm?• WhywouldafarmerbuildanEggMobile?

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• IsthereanyconnectionbetweentheEggMobileandus(people)?Whatdowegivethechickens?Whatdotheygiveus?

• DoestheEggMobilerelatetothesoil?DoeshavinganEggMobilechangethesoilinanyway?

3. IndividualProcessing(Grades1‐5only):a. IdentifyingPartsofaSystem:Eitheroutside,orafterreturningtoanindoor

space,askstudentstomakeaquicksketchofwhattheythinkaretheimportantpartsofthepasture“system”andidentifyconnectionsbetweenpartsbydrawinglinesorarrowsbetweenthem.

b. SharingIdeas(iftime):Askstudentstoworkwithapartnertosharetheirsketchesandtalkaboutthepossibleconnectionsbetweenthechickens,otheranimals,soil,grasses,andotherpartsofthefarm.

4. GroupActivity/Processing(choosetheactivitiesthatareappropriateforyouragegroup,setting,andtimeavailable):

a. Mural(PreK‐5):On‐siteorbackintheclassroom,havethechildren,asagroup,uselargepaperandmarkers/crayonstodrawasimplemuralthatshowsthemaincomponentsofthehealthypasturesystem(EggMobile,chickens,eggs,bugs,cows,grasses,soil,manure,people,etc.).Encouragestudentstolookforconnectionsbetweentheelementsofthedrawingandtodrawlines,ortapeonyarn,betweenelementsinthepicturethatareconnectedinsomeway.Useguidingquestionstoaskchildrentoexplainthoseconnections:

• Whataboutthesoil/dirtaroundtheEggMobile?What’sinit?• HowdoestheEggMobilehelpotheranimalsonthefarm?• Howarepeopleapartofourpicture?• Wasthesunouttoday?Wasitrainy?Whatdoestheweather“do”

forthechickensandpasture?b. PastureStampCollage(PreK‐K):Asanalternativetohand‐drawingamural,very

youngstudentscouldusestampsintheformofabarn,cow,chicken,tractor,etc.,tocreatetheirownversionofthepastureonalargepieceofbutcherblockpaper.Theteachercanusethesameguidingquestionsasinthemuralexerciseasthechildrenwork.Ifmoreguidanceisneeded,theteachercandrawasimplepictureoftheEggMobileandaddstampsofachicken(drawingindirtatitsfeet)andthecow(withabitofmanure).Stampingandtalkingatthesametimemayhelptokeeptheattentionoffour‐year‐oldsmoresuccessfullythanapurediscussion.

c. MakeConnections(Grades1‐5):SitinacircleandaskkidstosharewhatcomponentsoftheEggMobilesystemtheythoughtwereimportant.Ascomponentsarementioned,writethenamesordrawapictureforeachontheblackboard(chickens,eggs,bugs,soil,grass,chickenmanure,cowmanure,cows,people,etc.).Aselementsemerge,talkabouttheconnectionbetweentheEggMobileapproachandthehealthofthesoil.Onceenoughitemsareontheblackboard,askstudentsto“connectthedots”tolinkelementswherearelationshipexists.SeetheAppendix:PastureHealthConnectionsforasampleofadiagramthe

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groupmightcomeupwith.NOTE:AMakingConnectionsPlaykitforthisunitisavailableforpurchasethroughtheCreativeLearningExchange.Thekitincludesasetofplayingcardsandconnectorstocreateavisualmapoftheinterrelationshipsbetweenelementsinthepasture.Visithttp://www.clexchange.org/forinformation.

d. BigIdeas(Grades1‐5):Asconnectionsemerge,highlighttheBigIdeas:i. FeedbackLoops:Identifyloopsthatemergeinthelinksbetweencards.In

particular,whatconnectionsgointoandoutofthesoilthatinfluenceitshealth?IstherepositivefeedbackatworkwiththeEggMobile?Seeifthestudentscanfocusinondifferenttypesoffeedbackatwork–SoilHealth,ChickenHealth,andCowHealth–whichtogethermakeuptheoverallPastureHealth(seetheAppendix:FeedbackDiagramsforexamples).

ii. WASTE=FOOD:Sometimeswe“throwaway”ourwaste.Wasteofcowsandchickensis“thrownaway”andsobecomesasourceofpollution.AtDrumlinFarm,thewasteofone(forexample,thecowmanureandparasites),becomesfoodforanother(thechickens).Askforotherexamples:Chickenmanurebecomes“food”forthesoil.Compost(waste)alsobecomes“food”forthesoil.Ifwedoasnaturedoes,wecanfindwaystouseourwaste;thewasteofonecanbecomefoodforanother.Q:Wheredoyouseethisideainactiononafarm?

iii. Stock/flows:Askstudentstothinkabout“healthysoil”asastockthatcanbedepletedorreplenished.Whatcanmakesoilhealthdecreaseorincrease?SeethelessonbelowforastructuredwaytoapproachmappingtheEggMobileasaseriesofconnectionstocksandflows.TheSoilHealthGame(below)isalsoanicephysicalwaytorepresenttheflowsthatcanaddordepletethestockof“soilhealth.”

iv. SystemDisruptors:Howisthissysteminbalance?Whatcouldpushitoutofbalance?Forexample,chickensinacageenvironmentdonotcontributetheirmanuretosoilhealth(wastestayswasteanddoesnotequalfood).Theireggsaren’tashealthyforustoeat(wedon’tgettheinputbenefitsfromthechickens’insectdiet).Therearemorefliesinthepasture,etc.Usingpesticidestocontrolinsectsinsideofchickens,weintroducetoxinsinourfoodsupplyandreducetheavailabilityofnaturalfoodsforthechickenstoeat.Manuallyerasethelinkbetweenelementssochildrenseetheout‐of‐balancesystem.

e. VisittothePoultryHouse(preschool‐grade5,forprogramstakingplaceatDrumlinFarmoranotherlocalfarm):Iftimeallows,consideravisittothePoultryHousetocomparethechickensthereversusinthepasture/EggMobile.What’sdifferentaboutwhereandhowtheylive,whattheyeat,howmuchtimetheyspendoutside?Howmightthisimpacttheiregg‐layingabilityorthequalityoftheeggs?Doesthisdependontimeofyear?Wherewouldyouratherliveifyouwereachicken?(Comparetheirpentohaving20kidsliveinonebedroom.)

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f. Egg‐Tasting(Grades1‐5):Iftimeandprogramgoalsallow,comparepasturedorfree‐rangeeggswithcommercialeggsfromthegrocerystore.Crackthemopenintodifferentbowlstocomparethecolor,shape,consistency,etc.Askthechildrentohypothesizewhatmightaccountforthedifferences.Whatdotheythinkmightinfluencethenutritionalvalueofthetwovarieties?Scrambletheeggsandeatthemtocompareanytastedifferences.(SeeAppendix:EggNutrition.)

g. SoilHealthGame(Grades1‐5):Iftimeallows,playtheSoilHealthGame(15‐20minutes):Drawacircleonthegroundlargeenoughforthegrouptogatherin.Havethechildrencountoffby4’s.Numberonesstartoffthegamerepresenting“soilnutrients”andshouldgatherwithinthecircle(“pasture”).Countthenumberofsoilnutrientsatthestartofthegame.Theotherchildrenaregivenrolesaccordingtotheirnumbers:

• Numbertwos:Plants(Studentscanchoosetobecropvegetablesorhay/grasses.)

• Numberthrees:Animals(Studentscanchoosetobechickensorcows.)• Numberfours:Water(Studentscanchoosetobegentlerainorthunderstorms.)

Thechildrenwhoarenotinthepastureshouldmixthemselvesuprandomlyandthenlineupinarow.Aseachchildapproachesthecircle,theycallouttheirroleandwhatimpacttheythinkitwillhaveonthepasture,forexample:• “I’marainstorm,andmyrunoffwashesnutrientsoutofthesoil.”• “I’macarrot,andasIgrowIabsorbnutrientsfromthesoil,”• “I’machicken,andmyscratchingmixescompostintothesoiltoadd

nutrients.”• “I’macow,andmypoopaddsnutrientstothesoil.”• “I’magentlerainthatmoistensthesoilwithoutcausingerosion.

Ifthechild’scardaddsnutrientstothesoil,theyenterthepasturecircleandtransformintoasoilnutrient.Iftheircarddepletesthesoil,theychooseonechildfromthecircletostepOUTofthepastureandthenbothstudentsre‐jointhebackoftheline.Itmayhelpyoungchildrentofirstdrawapictureoftheirroleonacardthathangsaroundtheirneckwithyarn.Makeextrasoil/pasturecardstogivetostudentsenteringthecircle.

Afterthegamehasgonethroughafewrounds,stopforaprocesscheck:Whendidthepasturehavethemostnutrients?Whendidithavetheleast?

Ifthereistime/interesttoplayagain,startover,butthistimeleadthechildrenthroughseasonsofactivity–springrains,summergrazing,fallharvest,winterdecomposition–sothattheteacherdeterminestheorderinwhichdifferentcardsareplayed.Attheendofthisround,stoptoprocessagain:Whatwasdifferentthis

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time?Weretherecyclesofhigherandthenlowersoilhealth?Whatfactorshadthebiggestimpactonchangingsoilhealth?

5. Stock/FlowLesson(withcreditandmuchthankstoAlanTicotsky):• Boldfontindicatesdirectionsorapedagogicalnote.• “Quotationmarksindicateateacherscript.Idonotsuggestteachershavetofollowitverbatim,

butonlyasaguide.”• Italicsindicateanswersorpossiblestudentresponses.

a. ShowDiagram1(stocksandflowsonly):

“Here’sanotherwaytodrawtheconnectionsinthepasture.Theboxesarecalled‘stocks,’andtheyrepresenttheamountofthingswewanttowatchastheychange.Otherthingsinthepasturechangealso,butinthisdiagramwe’rechoosingthehealthofchickens,cows,andsoilasourstocks.“Thestockschangebecauseof‘flows’thateitherincreaseordecreasethem.Ifyoumadeadifferentdiagramaboutabathtub,andyouchose‘Amountofwaterinabathtub’asyourstock,whatdoyouthinktheflowswouldbe?”Waterfillingthetubfromthefaucetandwaterleavingdownthedrain.“Inthisstockandflowdiagram,theflowslooklikepipesthateither‘fill’thehealthofchickens,cows,andsoil,or‘drain’itaway.What’smissingfromthisdiagram?”Lotsofthingsaremissing,andstudentswillhavealottosuggest–insects,manure,decayingplants,...Theymayalsosaythatthestocksarenotconnectedtoeachother.

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b. Showdiagram2(beginningtoconnect):

“OK,ourdiagramhastoshowmoreconnections.RememberwelearnedthatthechickenslivingintheEggMobileareusuallyhealthierthanthosecrowdedinacoop.Thisdiagramaddstwoconnectors,onefromthechickens’healthandonefromthecows’health,bothgoingtotheflowincreasingthehealthofthesoil.Inastockandflowdiagram,connectingarrowsstartatthecauseandpointattheeffect.Sothearrowsheremeanthatthehealthychickensandcowsaffectthesoil.Explainhowthehealthychickensandcowsmakethesoilhealthier.”Bothchickensandcowsproducemanurethataddsnutrientstothesoil.Chickensscratchingforfoodaeratethesoilandhelpincorporatenutrients.

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c. Showdiagram3(addingconverters):

“Inthisdiagram,therearetwocirclesadded.Onerepresentsinsectsandonerepresentsplants.Wecoulddrawinsectsandplantsasstocks,becausetheamountofeachinapasturechangesovertime.Buttokeepthingssimple,let’ssaythatahealthypasturehasinsectsandplantsanddrawthemascircleswithoutflowsconnected.”“Anotherwaythediagramissimplifiedisthatmanureisleftout.Theanimalsproducemanureandthat’simportanttothepasture.Butlet’sassumethataslongaswehaveanimalsinthepasture,they’llproducemanure.”

d. Advancedlesson(peopleandpastures):Atthispoint,thelessoncangoindifferentdirections,dependingonthefacilitator.Apersonexperiencedinsystemsmodelingcanworkfromdiagram3anddrawinconnectionswiththestudentstomovetodiagram4asanexerciseingroupmodelbuilding.TheSTELLAmodelforthisexerciseisavailablefordownloadfromtheCLEwebsite.Forthemajorityofteachers,atthispointitismostconstructivetoshowdiagram4andhavestudentsworkinteamstoexplainthecausalconnections.Iftheconnectionsarenumbered,kidscanrefertothemwithlessconfusion.Thefollowingparagraphsuggestsawaytogetstudentsstarted.

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ShowDiagram4(advancedconnectionsmap):

“Thisdiagramhaslotsofconnections.Becausetherearesomanyanditlookscomplicated,let’sputanumberoneachone.”Numbereachredarrow,orreplacetheunnumbereddiagramwithanumberedonepreparedbeforehand.Startwithoneortwoexamplesandletthestudentsworkinteamstodescribetherest.Anexamplefollows:“Lookatthearrowsgoinginandoutofthecirclenamed‘insects.’Explainwhy‘insects’isconnectedtoanotherpartofthediagram.”Amongpossibleanswers:Chickenseatinsects,whichareahealthyfoodforchickens.Thatimprovesthehealthofcowsbecausehavingtoomanyinsectsdisturbsthecowsandmakesthemlesshealthy.Themanurefromthechickensandcowsprovidesnutrientsforinsects.“Numberyourpapersandexplainhoweachconnectingarrowworksinapasture.Workasateam–youcandivideuptheconnectorsamongtheteamandthenshareyourthinkingwhenyoufinish.”Teacherscanassigndifferentnumberstoteamsandhavethempresenttheirexplanations.Youngerstudentscandrawtherelationshipiftheirwritingskillsarejustemerging.Herearesomeexplanationstheymayshare:

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Healthychickenshelpplantsbecausetheirmanureprovidesnutrientsandtheirscratchinginthesoilaeratesthespacearoundtheplants’roots.Plantshelpthesoilbecomehealthierwhentheydecayandreturnnutrients.Thehealthierthesoil,thebettertheenvironmentisforplants.Theplantsfeedcows.Presentationsmaybewritten,verbal,drawn,acted,orexpressedinothercreativeways.“Dowehaveallthepartsofourpasturecommunityaccountedfor?Whydowecareaboutthis?”Studentswillidentifychoicesthatarepoormanagementoptionsforchickensandcowsintermsofthehealthoftheecosystemandthequalityofproduce.Peoplearemissingfromthediagram.Showdiagram5(bringingpeopleintothepicture):

“Let’saddpeopletothediagram.Showtheconnectionsbetweenpeopleandthepasture.”

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Add‘people’asacircle(converter),againtoavoidthecomplicationofflows.Likeinsectsandplants,thepopulationofpeoplecertainlyvariesandcouldberepresentedasastock,butlet’skeepitsimple.Peoplealwayswanthealthylivestocklikechickensandcows,soconnectingarrowsgofromeachstockto‘people.’Toproducehealthychickensandcows,peoplemustpracticeprudentenvironmentalstewardship,soconnectingarrowstravelfrom‘people’to‘increasingchickens’health’and‘increasingcows’health.’“Whatmayhappenwhenhumansdon’tconnecttotheflowsofincreasinganimalhealth?”Thestocksofchickenhealthandcowhealthdonotgrowandeventuallywilldecline.Becauseofalltheinterconnectedrelationships,thesoilhealthwillalsodecline.Thequalityofproducewillsufferwhenthehealthofthepastureecosystemdeteriorates.Butwhenhumansdoourpart,withsystemsliketheEggMobile,thepasturecanflourish.

6. WrapUp:a. PastureSymphony(Preschool‐grade2):EndthesessionwiththePasture

Symphony:Havethekidsmakeupasoundthatdescribeseachpartofthepasture:chickenclucking,cowsmooing,insectschirping,grasseswaving(“swoosh”),soilgrowingplants(“mmmmm”).Practiceeachmovement/soundtogetherandmakeupnewonesforotherideas.Thenaskeachchildtoclosetheireyesandthinkofwhatpartofthepasturetheyenjoyedlearningaboutthemost:chickens,cows,soil,grasses.Havethemopentheireyes,andonthecountofthree,maketheirownsound.WatchandenjoythePastureSymphonyemerge!It’salsofuntoraiseyourhandstoraisethevolumeandthengraduallylowerthemuntilthesymphonydiesout.

b. TakingitHome(Grades1‐5):Chooseonewrap‐uptopic:i. Askstudentstothinkaboutopportunitiesforwastetobecome“food”at

home.Oneobviousanswerwillbehomecompost.Howaboutsneakersthatgetturnedintoplaygroundsurfaces?Orplasticbottlesthatbecomeallkindsofrecycledbuildingmaterials(fleecejackets,compositelumber,etc.)?

ii. AskstudentstoimaginethemselvesteachingayoungerstudentorsiblingabouttheEggMobile.Iftimepermits,havethechildrenpairupandpracticewithapartner.EncouragethemtotaketheirEggMobilediagramshomeandtryexplainingthem.

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Stock/FlowDiagram1

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Stock/FlowDiagram2

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Stock/FlowDiagram3

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Stock/FlowDiagram4

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Stock/FlowDiagram5

EGGMOBILEOBSERVATIONSHEET

Name____________________________________Date__________________________Weather_____________________________________

DrumlinFarmWildlifeSanctuary

ActivityWhatisyouranimaldoing?

FoodIsyouranimaleating?Whatisiteating?

InteractionsHowisyouranimalinteractingwithothersorwithitsenvironment?

itself from enemies?

Animal

HabitatWheredoesyouranimallive?

Whatisitshome?

AppearanceWhatdoesyouranimallooklike?Howdo

youdistinguishitfromothers?

Chicken

scratching

aerates the

soil

Chickens

eat fly

larvae

from cow

manure,

reducing

flies

bother

cows

Having access to wild foods

(grasses and insects) makes for

a more natural environment for

chickens

Eggs from

pastured chickens

are more nutritious

Cows have

more/better grass

to eat

PASTURE

HEALTH

CONNECTIONS

People eat

healthier

eggs

Grass-fed cows

have healthier meat

and milk

Decomposition of

manure and plants

adds soil nutrients

Cow

and

chicken

manure

decomposes

Soil grows

more/better grass and

plants

Bugs are a healthy

supplement to

chickens’ diet;

Chickens

control

pests

Chicken scratching

spreads / mixes

manure which

improves growth of

grass

People eat

healthier

milk and

beef

Chickens

poop

Cows

poop

Grasses and

plants

decompose

eggs

people

milk & beef cows

grasses

soil

insects

cow manure

chicken

manure

decaying plant

& animal waste

chickens

Cow

and

chicken

manure

decomposes

Chicken

scratching

aerates the

soil

SOIL HEALTH

FEEDBACK

Decomposition of

manure and plants

adds soil nutrients

Soil grows more /

better grass and

plants

Chicken scratching

spreads / mixes

manure which

improves growth of

grass

Chickens

poop

Grasses and

plants

decompose

grasses

soil

chicken

manure

decaying plant

& animal waste

chickens

Input / Output

Causal connection

Reinforcing

feedback loop

+

Chicken

scratching

aerates the

soil

Eggs from

pastured chickens

are more nutritious

CHICKEN HEALTH

FEEDBACK

Soil grows more /

better grass and

plants

eggs

grasses

soil

insects

chickens

Input / Output

Causal connection

+

Reinforcing

feedback loop

Having access to

wild foods

(grasses and

insects) makes

for a more

natural

environment for

chickens

Cow

and

chicken

manure

decomposes

Insects

bother

cows

Cows have more /

better grass to eat

COW HEALTH

FEEDBACK

Grass-fed cows

have healthier meat

and milk

Decomposition of

manure and plants

replenishes soil

nutrients

Healthy soil grows

more / better grass

and plants

Chickens

control

pests

Chicken scratching

spreads / mixes

manure which

improves growth of

grass

People eat

healthier

milk and

beefCows

poop

people

milk & beef cows

grasses

soil

insects

cow manure

decaying plant

& animal waste

chickens

Manure

attracts

insects

Input / Output

Causal connection

Reinforcing

feedback loop

Balancing

feedback loop

+

-

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APPENDIX:Vocabulary

INTERCONNECTION:Arelationshipinwhicheachpartneraffectstheother.LIVINGSYSTEM:Anarrangementofpartsandprocessesthatcontinuallyaffectoneanotherovertime.FEEDBACKLOOPS:Livingsystemsaremadeupofcircularprocessesthatcreateeitherstabilityorimbalance.Balancingfeedbackisgeneratedbycounteractingorlesseningchangesamongthesystemcomponents,whilereinforcingfeedbackamplifiesorreinforceschanges.[Foradetailedexplanationoffeedback,see“RoadMaps:AGuidetoLearningSystemDynamics”providedbytheSystemDynamicsinEducationProject(SDEP)atMIT.Inparticular,thechapteronFeedback(RoadMap2,Section4)canbefoundathttp://sysdyn.clexchange.org/sdep/Roadmaps/RM2/D‐4691.pdf.]WASTE=FOOD:Inlivingsystems,wastefromonesystembecomesfoodforanother.Allmaterialsinnaturearevaluable,continuouslycirculatinginclosedloopsofproduction,use,andrecycling.STOCK/FLOWSTRUCTURES:Anamountofsomething—chickens,bugs,soil,people,money—isastock.Therateatwhichastockchanges,goingupordown,isitsflow.Inabathtubtheaccumulationofwaterinthetubisthestock;thefaucetcontrolstheinflowintothestock,andthedraincontrolstheoutflow.Stocksandflowscreatemanyofthemostperplexingdynamicsweencounterbecausestockstendtoaccumulate,causinginertiaandtimedelays.[Foradetailedexplanationofstock/flowstructures,seeTheShapeofChange,IncludingTheShapeofChange:StocksandFlowsbyQuaden,Ticotsky,andLyneis(CreativeLearningExchange,2009)availableathttp://www.clexchange.org/shapeofchange/.]TIMEHORIZON:Theintervaloftimeoverwhichchangeoccurs(e.g.,1hour,1day,1year).

APPENDIX:EggNutritionThe2007MotherEarthNewseggtestingprojectfoundthat,comparedtoofficialU.S.DepartmentofAgriculture(USDA)nutrientdataforcommercialeggs,eggsfromhensraisedonpasturemaycontain:

•1/3lesscholesterol•1/4lesssaturatedfat•2/3morevitaminA•2timesmoreomega‐3fattyacids•3timesmorevitaminE•7timesmorebetacarotene

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Source:http://www.motherearthnews.com/Real‐Food/2007‐10‐01/Tests‐Reveal‐Healthier‐Eggs.aspx