teacher’s guide - agforestry · teacher’s guide aligned to the common core state standards for...

Teacher’s GuideAligned to the

Common Core State Standards for English Language Arts & Literacy in

History/Social Studies, Science and Technical Subjects

THE PERPETUAL FARM TEACHER’S GUIDE

www.agforestry.org/perpetual-farm

All contents © 2013 by Washington AgForestry Foundation. All rights reserved. No part of this document or the related !les may be reproduced or transmitted in any form, by any means (electronic, photocopying, recording, or otherwise) without the prior written permission of the publisher.

http://www.agforestry.org


Filmmakers’ Note

From the Filmmakers,

When the four of us – a potato farmer, a nursery man, a conservationist and a !sh hugger - came together in the Washington AgForestry Foundation’s Leadership Program, we came with a wide range of opinions about the relationship between farming and the land. e one thing we could all agree on, though, was the idea that farming is something we’d all like to see thrive in perpetuity.

is led us to the concept of sustainability - how does a perpetual farm actually work? e !rst thing we needed was a de!nition. But it didn’t take long to realize that there is no shortage of those, and none of them exactly the same. So, instead of arguing over which one to pick, we decided to go talk to the farmers on the ground, the ones actually trying to sustain their operations and themselves season after season.

e result is this documentary - a journey of discovery that took us to big farms and small and allowed us to begin understanding sustainability as it really works. Our goal was not to arrive at a !nal, all-encompassing de!nition of sustainability, but to embrace its complexity and, through this !lm, raise awareness and encourage critical thinking around the issues implicit in sustainable agriculture.

We hope this documentary will offer insight as well as raise more questions in your mind as, together, we continue to strive toward a system of agriculture built on the perpetual farm.

Happy discovery,

From left to right above:Kevin Judkins is nursery manager for Inland Desert Nursery (inlanddesert.com).Travis Meacham is a production manager with Friehe Farms (friehefarms.com).Aaron Penvose is project director with Trout Unlimited’s Washington Water Project (tu.org/conservation/western-water-project/washington). Tova Tillinghast is district manager for Underwood Conservation District (ucdwa.org).



Tova B. TillinghastAaron PenvoseTravis MeachamKevin Judkins



Table of Contents

Lesson Plan p. 5

Worksheets p. 13

Task and Standards Alignment Chart p. 15

Common Core State Standards (CCSS) p. 16

CCSS Rubric for Informative/Explanatory Writing p. 25

CCSS Rubric for Argument Writing p. 27

Complete documentary transcript p. 29





Lesson PlanIntroduction

is lesson plan is divided into six tasks, plus a pair of extension learning possibilities. e tasks can be taught as individual, stand-alone lessons or as a series of tasks over multiple days that build upon each other.

Lesson objectives

e students will ...

• Use multiple sources to gather information on a topic

• Read and listen closely and critically to gain knowledge

• Infer the meaning of unknown words

• Cite evidence from !rst and secondary sources

• Participate in discussion around real-world topics

• Present information to an audience

• Research a topic and write an informative/explanatory text and/or argumentative text (extended learning idea)

Materials

• Documentary !lm: “e Perpetual Farm: A Quest for Sustainable Agriculture”

• Complete transcription of “e Perpetual Farm: A Quest for Sustainable Agriculture”

• Computer access to the following articles:

• Dr. John Ikerd, “Crisis and Opportunity: Sustainability in Rural America.” University of Missouri. Web. June 8-9, 2012. http://web.missouri.edu/~ikerdj/papers/Texas%20-%20Green%20Expo%20--%20Sustainable%20Communities.htm.

• National Institute of Food and Agriculture, “Farm and Ranch Pro!les: ere are thousands of ways to farm more sustainably.” USDA. Web. 18 March 2009. http://www.nifa.usda.gov/nea/ag_systems/in_focus/sustain_ag_if_pro!les.html.

• “Sustainable agriculture.” Wikipedia.com. Web. 16 August 2013.http://en.wikipedia.org/wiki/Sustainable_agriculture.

• Nims, Cynthia, “On the Farm with Chef Tom Douglas.” Tasting Room Magazine. Washingtontastingroom.com. Web. Spring 2010. http://www.washingtontastingroom.com/taste/on-the-farm-with-chef-tom-douglas



http://web.missouri.edu/~ikerdj/papers/Texas%20-%20Green%20Expo%20--%20Sustainable%20Communities.htm




http://www.nifa.usda.gov/nea/ag_systems/in_focus/sustain_ag_if_profiles.html




http://en.wikipedia.org/wiki/Sustainable_agriculture

http://en.wikipedia.org/wiki/Sustainable_agriculture

http://www.washingtontastingroom.com/taste/on-the-farm-with-chef-tom-douglas






• ConAgra Foods, “2012 Citizenship Report: Sustainable Agriculture” (Page 2) Web. 2012. http://www.conagrafoodscitizenship.com/good-for-the-planet/sustainable-sourcing/sustainable-agriculture-page-2/.

• Pryor, Katherine, “Farm Pro!le: Badger Mountain Vineyard” Washington Toxics Coalition. Web. 2013. http://watoxics.org/healthy-living/healthy-food/sustainable-agriculture/farm-pro!les/farm-pro!le-badger-mountain-vineyard.

• Milkovich, Matt, “Farm a Model of Diversi!ed Fruit Production” Fruit Grower News. Web. 2013. http://fruitgrowersnews.com/index.php/magazine/article/farm-a-model-of-diversi!ed-fruit-production.

• Warner, Geraldine, “Movie focuses on sustainability” Good Fruit Grower. Web. 1 February 2012. http://www.goodfruit.com/Good-Fruit-Grower/February-1st-2012/Movie-focuses-on-sustainability/.

• Vocabulary Worksheet

• Essential Questions Worksheet







http://watoxics.org/healthy-living/healthy-food/sustainable-agriculture/farm-profiles/farm-profile-badger-mountain-vineyard




http://fruitgrowersnews.com/index.php/magazine/article/farm-a-model-of-diversified-fruit-production




http://www.goodfruit.com/Good-Fruit-Grower/February-1st-2012/Movie-focuses-on-sustainability/






TasksTask 1: Anticipatory Sete purpose of the anticipatory set is to build background knowledge and create motivation prior to a new topic or unit of study.

1. Open the lessone word “sustainability” is easy to look up in the dictionary, but not nearly as easy to de!ne in the real world. With this documentary, four students from the Washington AgForestry Leadership class attempt to understand “sustainability” as it applies to the world of agriculture and !nd that it can mean something different on almost every farm.

2. Conduct one or more of the following• Student Quick-Write: is teaching strategy is designed to activate prior knowledge.

Give students an opportunity to write brie$y and informally on the topic as an introduction to the writing process and/or the new content and material.

• Student ink-Pair-Share: is teaching strategy engages students in discussion around the topic presented above. First, invite students to think about the topic on their own for a minute or two. en, ask the students to share their individual thoughts in pairs. Finally, have each pair share their thoughts and/or ideas with the rest of the class.

• Student Share Out: Have students share their initial thoughts on the topic presented above aloud with the class.

SUGGESTED PROMPTS:

“What do you think sustainable agriculture might mean?”

OR

“What do you know about farming in the United States?”



http://www.howellatthemoon.com


Task 2: VocabularyFor this activity students will use the Vocabulary Worksheet and the documentary transcript.

1. Hand out Vocabulary Worksheet and copies of Transcript (optional).2. Select several words from the vocabulary list below based on the students’

background knowledge.3. Have students complete the first two columns prior to watching the documentary.4. Watch “The Perpetual Farm” (29 minutes).5. Have students complete final two columns of worksheet

Students may work on this as they watch the video, as well as after reading the transcript.

Vocabulary List



TIER II* TIER III*

sustainability Farm-to-table

niche CSA (community-supported agriculture)

retail USDA

preconceived stone fruits

diverse soil inputs

domestic organic

nutrients conventional

perspective bio-diesel

viable sustainable agriculture

generations

sustainable agriculture

acre economy of scale

distribution crop rotation

synthetic seasonal food

*Note on CCSS Vocabulary Tiers: Tier Two words (what the Standards refer to as general academic words) are far more likely to appear in written texts than in speech. They appear in all sorts of texts: informational texts (words such as relative, vary, formulate, specificity, and accumulate), technical texts (calibrate, itemize, periphery), and literary texts (misfortune, dignified, faltered, unabashedly). Tier Two words often represent subtle or precise ways to say relatively simple things—saunter instead of walk, for example. Because Tier Two words are found across many types of texts, they are highly generalizable.

Tier Three words (what the Standards refer to as domain-specific words) are specific to a domain or field of study (lava, carburetor, legislature, circumference, aorta) and key to understanding a new concept within a text. Because of their specificity and close ties to content knowledge, Tier Three words are far more common in informational texts than in literature. Recognized as new and “hard” words for most readers (particularly student readers), they are often explicitly defined by the author of a text, repeatedly used, and otherwise heavily scaffolded (e.g., made a part of a glossary).

-from Appendix A of the CCSS in ELA



Task 3: Critical Note-taking focused on Essentiall QuestionsFor this activity it is recommended that you, or your students, choose four or !ve of the Essential Questions to focus on from the list of possible questions below. e key element here is that students not only critically view the documentary, but begin to cite outside sources.

1. Select yourself, or involve your students in selecting, four or five of the Essential Questions listed below.

2. Hand out copies of the note-taking sheets with the chosen Essential Questions.3. Explain that students will be learning about sustainable agriculture and that

information will be presented in the form of a documentary and online informative texts.

4. Divide students into four (or five) groups. Each group will focus and take notes on one Essential Question.

5. Explain procedure for two-column note-taking.• e right side is where students will record

notes, explanations, problems, and diagrams. e left side is where students will record questions that arise while reading or listening. e bottom of the page is for students to write a short summary of notes. is note-taking tool should be used when viewing the documentary and when reading any informational text.

6. Watch “The Perpetual Farm” (29 minutes). 7. After the documentary, have students meet

with their group members.8. Have students work in pairs to read three

additional articles on sustainable agriculture and/or the farms showcased in the documentary and the complete transcript from the documentary.• Students should continue to focus on their Essential Question and add to their note-

taking sheets.

9. Rejoin Essential Question groups to discuss and share information they obtained from the documentary and readings.• Students should build on each other’s ideas and express their own, using the note-

taking sheets as a guide. Encourage your students to take additional notes as group members share what they have discovered.

10. JIGSAW: Form new groups with one person representing each Essential Question. Students will “Jigsaw” and share the answers to their respective questions.• “Jigsaw” is a group learning strategy in which individual students each read/study

different aspects of a topic or text, thus becoming “experts” in their area of focus. ey then come together as experts to share with the rest of the group the main ideas or claims from the focus of their Essential Question.





Essential QuestionsSelect 4-5 questions from this list to focus your student groups around:

1. What are some ways that the three basic pillars of sustainability - economic viability, environmental sensitivity and social responsibility - can be applied to agriculture?

2. At the start of the project, Kevin and Travis were focused on the economic aspects of farming, while Aaron and Tova were focused on the environmental and social aspects. How and why do you think their perspectives changed over the course of creating their documentary?

3. What are the benefits and limitations of a farm-to-table farming operation like the one operated by chef Tom Douglas at Prosser Farm?

4. The 22,000-acre Watts Brothers Hundred Circle Farm uses technology extensively in its operation. This means that some of the farmers themselves have now moved indoors and become computer operators. What advantages and disadvantages can you see in this approach?

5. Brenton Roy of Oasis Farms says that organic farming, on its own, is not necessarily sustainable. Why does he believe this? And if that is so, what motivates him to continue to farm certain crops organically?

6. Mickey at Badger Mountain Vineyard says that, “The first task is to be profitable. If you’re not profitable, you can’t really sustain anything.” Assuming that the other tasks of sustainability are being environmentally sound and socially responsible, do you agree with Mickey, that profitability needs to come first? Why or why not?

7. What examples of environmentally sustainable farming practices were presented in the movie? What examples of socially responsible farming practices were presented?

8. Several farmers said that, by farming either sustainably or organically, they can be more competitive in the marketplace? How does this work?

9. The sizes of the farming operations covered a broad range. What advantages and disadvantages do you see for smaller farms versus larger farms? Is one more likely to be sustainable than the other?

10. Several times the importance of local food is mentioned. Do you think local food sources are important? Why does the origin of the food you buy matter?

11. What role do consumers play in determining what kinds of farming practices are used across the United States? In what ways might the consumer play an even stronger role?

12. FILMMAKERS’ EXTRA CREDIT: The filmmakers stated that their goal was not to reach any firm conclusions about sustainability, but to raise even more questions about it. Why would they take this approach? Do you think it is a good idea or not?





Task 4: PresentationsEncourage creativity. Presentations may be developed in a wide array of formats - PowerPoint, interviews, speeches, graphic organizers, posters, songs.

1. Have Essential Question groups work together to create a presentation that answers their Essential Question.

2. Each group will share their completed presentation with the class.

Task 5: Writing Extensione length of the !nal written response is not important here. Rather you should work to see that students are reading closely to determine what is explicitly stated in the text and video materials and are making logical inferences from it, citing speci!c textual and visual evidence in the writing that supports their conclusions.

1. EXPLANATORY/INFORMATIVE: Have students continue with further research independently and write an individual explanatory/informative paper. (See attached rubric.)

OR2. ARGUMENTATIVE: Have students continue with further research independently

and write an argumentative paper with the following prompt:

“Several characters in the documentary make the case that economic viability is the most important tenet of

sustainability. Make the case for which, if any, of the three tenets of sustainability - economic, environmental and social

- should be given top priority.”





Task 6: Compare and ContrastHere are some suggested activities for comparing and contrasting the various farming operations presented in “e Perpetual Farm”.

1. Watch “The Perpetual Farm” (29 min.)2. Have students create a Venn Diagram.3. Have students write a Compare and Contrast paper that focuses on how

sustainable or unsustainable they see each farm as being.4. Create two to four interview panels, each with experts on a different farm presented

in the documentary. Have the students create a series of questions and then pose them to each of the panels.

Extension TasksA few more creative activities your students might enjoy:

1. VISIT A FARM: Invite students, individually or as a group, to visit a farming operation in their vicinity and interview the farmer with the goal of discovering that farmer’s personal views on sustainability and whether or not the farm is currently implementing any sustainable practices.

OR

2. CREATE A MINI-DOCUMENTARY: Have students film an interview at a local farming operation and shoot footage of the farm, from which to create a three-minute profile of the farm that sheds light on what kind of farming operation it is - conventional, organic, sustainable or a hybrid.





ESSENTIAL QUESTIONS WORKSHEET



Name: ___________________________

Date: ____________________________

Essential Question: ______________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

QUESTIONS NOTES, EXPLANATIONS, PROBLEMS, DIAGRAMS, ETC.



THE PERPETUAL FARM

-

Word/Part of Speech

Predicted meaning of word

Inferred meaning after encountering word in

context

Evidence from text and/or documentary

Precise meaning from reference materials/

synonyms

EXAMPLE: perspective(noun)

Opinion A way of thinking about a particular subject.

“It’s just a great place for all of us to get together and learn and teach each other different perspectives.”

Particular attitude or way of regarding something. Point of view.Synonyms: position, view, interpretation

VOCABULARY WORKSHEET

THE PERPETUAL FARM

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TASKCOMMON CORE STATE STANDARDS STRANDSCOMMON CORE STATE STANDARDS STRANDSCOMMON CORE STATE STANDARDS STRANDSCOMMON CORE STATE STANDARDS STRANDSCOMMON CORE STATE STANDARDS STRANDSCOMMON CORE STATE STANDARDS STRANDS

TASKRI W SL L RH WHST

TASK 1

Anticipatory set

N/A W.9-10.10W.11-12.10

SL.9-10.1, SL.9-10.1bSL.9-10.1c, SL.9-10.1d, SL.11-12.1, SL.11-12.1bSL.11-12.1c, SL.11-12.1d

N/A N/A WHST.9-10.10WHST.11-12.10

TASK 2

Vocabulary

N/A N/A N/A L.9-10.4, L.9-10.4aL.9-10.4c, L.9-10.4dL.11-12.4, L.11-12.4aL.11-12.4c, L.11-12.4d

RH.9-10.4RH.11-12.4 N/A

TASK 3

Criticalnote-taking

RI.9-10.7RI.11-12.7

W.9-10.10W.11-12.10

SL.9-10.1, SL.9-10.1bSL.9-10.1c, SL.9-10.1d, SL.9-10.2, SL.9-10.4,SL.11-12.1, SL.11-12.1bSL.11-12.1c, SL.11-12.1dSL.11-12.2, SL. 11-12.4

L.9-10.1L.9-10.1bL.11-12.1

RH.9-10.1RH.9-10.2RH.9-10.9RH.11-12.1RH.11-12.2RH.11-12.9

WHST.9-10.10WHST.11-12.10

TASK 4

Presentations

N/A N/A SL.9-10.1, SL.9-10.1aSL.9-10.1b, SL.9-10.1cSL.9-10.1c, SL.9-10.2SL.9-10.4, SL.11-12.1SL.11-12.1a, SL.11-12.1bSL.11-12.1c, SL.11-12.1dSL.11-12.2, SL.11-12.4

L.9-10.1L.9-10.1bL.11-12.1

N/A N/A

TASK 5

Writing extension

N/A W.9-10.1, W.9-10.1a-eW.9-10.2, W.9-10.2a-fW.9-10.7, W.9-10.10W.11-12.1a-e, W.11-12.2W.11-12.2a-f, W.11-12.7W.11-12.10

N/A L.9-10.1, L.9-10.1aL.9-10.1b, L.9-10.2L.9-10.2, L.9-10.2cL.11-12.1, L.11-12.1a-bL.11-12.2, L.11-12.2a-c

N/A WHST.9-10.1, WHST.9-10.1a-eWHST.9-10.2a-f, WHST.9-10.7WHST.9-10.8, WHST.9-10.8WHST.9-10.9, WHST.9-10.10WHST.11-12.1, WHST.11-12.1a-eWHST.11-12.2, WHST.11-12.2a-eWHST.11-12.7, WHST.11-12.8WHST.11-12-9, WHST.11-12.10

TASK 6

Compare andContrast

RI.9-10.7RI.11-12.7 N/A N/A N/A RH.9-10.2

RH.9-10.9RH.11-12.2RH.11-12.9

N/A

STRANDS KEY: RI = Reading Standards for Informational Text; W = Writing Standards; SL = Speaking and Listening Standards; L = Language Standards; RH = Reading Standards for Literacy in History/Social Studies; WHST = Writing Standards for Literacy in History/Social Studies, Science and Technical Subjects.

TASK AND STANDARD ALIGNMENT CHART

Common Core State Standardse standards listed below will be met if all of the Tasks (1-6) are taught within this Teacher’s Guide. For a breakdown of the speci"c standards aligned to each Task, see the Task and Standards Alignment Chart (p. 15).

Alignment for 9-10 Grade BandReading Standards for Informational Text

RI.9-10.7 Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in both print and multimedia), determining which details are emphasized in each account.

Writing StandardsW.9-10.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence.

b. Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns.

c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.

d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

e. Provide a concluding statement or section that follows from and supports the argument presented.

W.9-10.2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

a. Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., "gures, tables), and multimedia when useful to aiding comprehension.

b. Develop the topic with well-chosen, relevant, and sufficient facts, extended de"nitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.



c. Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.

d. Use precise language and domain-speci"c vocabulary to manage the complexity of the topic.

e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the signi"cance of the topic).

W.9-10.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

W.9-10.10 Write routinely over extended time frames (time for research, re%ection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

Speaking and Listening StandardsSL.9-10.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.

b. Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed.

c. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.

d. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.

SL.9-10.2 Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.

SL.9-10.4 Present information, "ndings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.



Language StandardsL.9-10.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

a. Use parallel structure.

b. Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey speci"c meanings and add variety and interest to writing or presentations.

L.9-10.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

a. Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses.

b. Use a colon to introduce a list or quotation.

c. Spell correctly.

L.9-10.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9–10 reading and content, choosing %exibly from a range of strategies.

a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.

b. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to "nd the pronunciation of a word or determine or clarify its precise meaning, its part of speech, or its etymology.

c. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).

Reading Standards for Literacy in History/Social StudiesRH.9-10.1 Cite speci"c textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.

RH.9-10.2: Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.

RH.9-10.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social studies.

RH.9-10.9 Compare and contrast treatments of the same topic in several primary and secondary sources.



Writing Standards for Literacy in History/Social Studies, Science and Technical Subjects

WHST.9-10.1 Write arguments focused on discipline-speci"c content.

a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among the claim(s), counterclaims, reasons, and evidence.

b. Develop claim(s) and counterclaims fairly, supplying data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form and in a manner that anticipates the audience’s knowledge level and concerns.

c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.


e. Provide a concluding statement or section that follows from or supports the argument presented.

WHST.9-10.2 Write informative/explanatory texts, including the narration of historical events, scienti"c procedures/ experiments, or technical processes.

a. Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., "gures, tables), and multimedia when useful to aiding comprehension.

b. Develop the topic with well-chosen, relevant, and sufficient facts, extended de"nitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.

c. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts.

d. Use precise language and domain-speci"c vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers.



WHST.9-10.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.



WHST.9-10.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the %ow of ideas, avoiding plagiarism and following a standard format for citation.

WHST.9-10.9 Draw evidence from informational texts to support analysis, re%ection, and research.

WHST.9-10.10 Write routinely over extended time frames (time for re%ection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-speci"c tasks, purposes, and audiences.

Alignment for 11-12 Grade BandReading Standards for Informational Text

RI.11-12.7 Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.

Writing StandardsW.11-12.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

a. Introduce precise, knowledgeable claim(s), establish the signi"cance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence.

b. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level, concerns, values, and possible biases.

c. Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.


e. Provide a concluding statement or section that follows from and supports the argument presented.

W.11-12.2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

a. Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a uni"ed whole; include formatting (e.g., headings), graphics (e.g., "gures, tables), and multimedia when useful to aiding comprehension.



b. Develop the topic thoroughly by selecting the most signi"cant and relevant facts, extended de"nitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.

c. Use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.

d. Use precise language, domain-speci"c vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic.



W.11-12.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

W.11-12.10 Write routinely over extended time frames (time for research, re%ection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

Speaking and Listening StandardsSL.11-12.1 Initiate and participate effectively in a range of collaborative discussions (one on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.

b. Work with peers to promote civil, democratic discussions and decision making, set clear goals and deadlines, and establish individual roles as needed.

c. Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives.

d. Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task.

SL.11-12.2 Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.



SL.11-12.4 Present information, "ndings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.

Language Standards L.11-12.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

a. Apply the understanding that usage is a matter of convention, can change over time, and is sometimes contested.

b. Resolve issues of complex or contested usage, consulting references (e.g., Merriam-Webster’s Dictionary of English Usage, Garner’s Modern American Usage) as needed.

L.11-12.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

a. Observe hyphenation conventions.

b. Spell correctly.

L.11-12.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11–12 reading and content, choosing %exibly from a range of strategies.

a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.

c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to "nd the pronunciation of a word or determine or clarify its precise meaning, its part of speech, its etymology, or its standard usage.

d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).

Reading Standards for Literacy in History/Social Studies RH.11-12.1 Cite speci"c textual evidence to support analysis of primary and secondary sources, connecting insights gained from speci"c details to an understanding of the text as a whole.

RH.11-12.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.

RH.11-12.4 Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and re"nes the meaning of a key term over the course of a text (e.g., how Madison de"nes faction in Federalist No. 10).

RH.11-12.9 Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.



Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects

WHST.11-12.1 Write arguments focused on discipline-speci"c content.

a. Introduce precise, knowledgeable claim(s), establish the signi"cance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences the claim(s), counterclaims, reasons, and evidence.

b. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form that anticipates the audience’s knowledge level, concerns, values, and possible biases.

c. Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.


e. Provide a concluding statement or section that follows from or supports the argument presented.

WHST.11-12.2 Write informative/explanatory texts, including the narration of historical events, scienti"c procedures/ experiments, or technical processes.

a. Introduce a topic and organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a uni"ed whole; include formatting (e.g., headings), graphics (e.g., "gures, tables), and multimedia when useful to aiding comprehension.

b. Develop the topic thoroughly by selecting the most signi"cant and relevant facts, extended de"nitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.

c. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.

d. Use precise language, domain-speci"c vocabulary and techniques such as metaphor, simile, and analogy to manage the complexity of the topic; convey a knowledgeable stance in a style that responds to the discipline and context as well as to the expertise of likely readers.

e. Provide a concluding statement or section that follows from and supports the information or explanation provided (e.g., articulating implications or the signi"cance of the topic).

WHST.11-12.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.



WHST.11-12.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the speci"c task, purpose, and audience; integrate information into the text selectively to maintain the %ow of ideas, avoiding plagiarism and over-reliance on any one source and following a standard format for citation.

WHST.11-12.9 Draw evidence from informational texts to support analysis, re%ection, and research.

WHST.11-12.10 Write routinely over extended time frames (time for re%ection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-speci"c tasks, purposes, and audiences.



THE PERPETUAL FARM

Score Statement of purpose/Focus

Organization Elaboration of evidence Language and Vocabulary

4The response is fully sustained and consistently and purposefully focused:

• controlling idea or main idea of a topic is focused, clearly stated, and strongly maintained • controlling idea or main idea of a topic is introduced and communicated clearly within the context

The response has a clear and effective organizational structure creating unity and completeness: • use of a variety of transitional strategies • logical progression of ideas from beginning to end • effective introduction and conclusion for audience and purpose • strong connections among ideas, with some syntactic variety

The response provides thorough and convincing support/evidence for the controlling idea or main idea that includes the effective use of sources, facts, and details. The response achieves substantial depth that is specific and relevant:

• use of evidence from sources is smoothly integrated, comprehensive, and concrete • effective use of a variety of elaborative techniques

The response clearly and effectively expresses ideas, using precise language: • use of academic and domain-specific vocabulary is clearly appropriate for the audience and purpose

3The response is adequately sustained and generally focused:

• focus is clear and for the most part maintained, though some loosely related material may be present • some context for the controlling idea or main idea of the topic is adequate

The response has an evident organizational structure and a sense of completeness, though there may be minor flaws and some ideas may be loosely connected:

• adequate use of transitional strategies with some variety • adequate progression of ideas from beginning to end • adequate introduction and conclusion • adequate, if slightly inconsistent, connection among ideas

The response provides adequate support/evidence for the controlling idea or main idea that includes the use of sources, facts, and details:

• some evidence from sources is integrated, though citations may be general or imprecise • adequate use of some elaborative techniques

The response adequately expresses ideas, employing a mix of precise with more general language

• use of domain-specific vocabulary is generally appropriate for the audience and purpose

CCSS Rubric for Informative/Explanatory Writing - Grades 9-10 and 11-12

THE PERPETUAL FARM

Rubric adapted from Smarter Balanced Assessment Coalition website: http://www.smarterbalanced.org/wordpress/wp-content/uploads/2012/05/TaskItemSpecifications/EnglishLanguageArtsLiteracy/ELARubrics.pdf


Organization Elaboration of evidence Language and Vocabulary

2The response is somewhat sustained and may have a minor drift in focus:

• may be clearly focused on the controlling or main idea, but is insufficiently sustained • controlling idea or main idea may be unclear and somewhat unfocused

The response has an inconsistent organizational structure, and flaws are evident:

• inconsistent use of transitional strategies with little variety • uneven progression of ideas from beginning to end • conclusion and introduction, if present, are weak • weak connection among ideas

The response provides uneven, cursory support/evidence for the controlling idea or main idea that includes partial or uneven use of sources, facts, and details:

• evidence from sources is weakly integrated, and citations, if present, are uneven • weak or uneven use of elaborative techniques

The response expresses ideas unevenly, using simplistic language:

• use of domain-specific vocabulary that may at times be inappropriate for the audience and purpose

1The response may be related to the topic but may provide little or no focus:

• may be very brief • may have a major drift • focus may be confusing or ambiguous

The response has little or no discernible organizational structure:

• few or no transitional strategies are evident • frequent extraneous ideas may intrude

The response provides minimal support/evidence for the controlling idea or main idea that includes little or no use of sources, facts, and details:

• use of evidence from the source material is minimal, absent, in error, or irrelevant

The response expression of ideas is vague, lacks clarity, or is confusing:

• uses limited language or domain-specific vocabulary • may have little sense of audience and purpose

http://www.smarterbalanced.org/wordpress/wp-content/uploads/2012/05/TaskItemSpecifications/EnglishLanguageArtsLiteracy/ELARubrics.pdf




THE PERPETUAL FARM

CCSS Rubric for Argument Writing - Grades 9-10 and 11-12


Organization Elaboration of evidence

Language and Vocabulary

Conventions

4The response is fully sustained and consistently and purposefully focused:

• claim is clearly stated, focused and strongly maintained • alternate or opposing claims are clearly addressed• claim is introduced and communicated clearly within the context

The response has a clear and effective organizational structure creating unity and completeness: • effective, consistent use of a variety of transitional strategies • logical progression of ideas from beginning to end • effective introduction and conclusion for audience and purpose • strong connections among ideas, with some syntactic variety

The response provides thorough and convincing support/evidence for the writer’s claim that includes the effective use of sources, facts, and details. The response achieves substantial depth that is specific and relevant: • use of evidence from sources is smoothly integrated, comprehensive, relevant, and concrete • effective use of a variety of elaborative techniques

The response clearly and effectively expresses ideas, using precise language: • use of academic and domain-specific vocabulary is clearly appropriate for the audience and purpose

The response demonstrates a strong command of conventions: • few, if any, errors are present in usage and sentence formation • effective and consistent use of punctuation, capitalization, and spelling

3The response is adequately sustained and generally focused:

• claim is clear and for the most part maintained, though some loosely related material may be present • context provided for the claim is adequate

The response has an evident organizational structure and a sense of completeness, though there may be minor flaws and some ideas may be loosely connected: • adequate use of transitional strategies with some variety • adequate progression of ideas from beginning to end • adequate introduction and conclusion • adequate, if slightly inconsistent, connection among ideas

The response provides adequate support/evidence for writer’s claim that includes the use of sources, facts, and details. The response achieves some depth and specificity but is predominantly general:

• some evidence from sources is integrated, though citations may be general or imprecise • adequate use of some elaborative techniques

The response adequately expresses ideas, employing a mix of precise with more general language • use of domain-specific vocabulary is generally • appropriate for the audience and purpose

The response demonstrates an adequate command of conventions: • some errors in usage and sentence formation may be present, but no systematic pattern of errors is displayed • adequate use of punctuation, capitalization, and spelling

THE PERPETUAL FARM


Organization Elaboration of evidence

Language and Vocabulary

Conventions

2The response is somewhat sustained and may have a minor drift in focus:

• may be clearly focused on the claim but is insufficiently sustained • claim on the issue may be somewhat unclear and unfocused

The response has an inconsistent organizational structure, and flaws are evident: • inconsistent use of basic transitional strategies with little variety • uneven progression of ideas from beginning to end • conclusion and introduction, if present, are weak • weak connection among ideas

The response provides uneven, cursory support/evidence for the writer’s claim that includes partial or uneven use of sources, facts, and details, and achieves little depth:

• evidence from sources is weakly integrated, and citations, if present, are uneven • weak or uneven use of elaborative techniques

The response expresses ideas unevenly, using simplistic language: • use of domain-specific vocabulary may at times be inappropriate for the audience and purpose

The response demonstrates a partial command of conventions: • frequent errors in usage may obscure meaning • inconsistent use of punctuation, capitalization, and spelling

1The response may be related to the purpose but may offer little relevant detail:

• may be very brief • may have a major drift • claim may be confusing or ambiguous

The response has little or no discernible organizational structure:

• few or no transitional strategies are evident • frequent extraneous ideas may intrude

The response provides minimal support/evidence for the writer’s claim that includes little or no use of sources, facts, and details:

• use of evidence from sources is minimal, absent, in error, or irrelevant

The response expression of ideas is vague, lacks clarity, or is confusing: • uses limited language or domain-specific vocabulary • may have little sense of audience and purpose

The response demonstrates a lack of command of conventions:

• errors are frequent and severe and meaning is often obscure

Rubric adapted from Smarter Balanced Assessment Coalition website: http://www.smarterbalanced.org/wordpress/wp-content/uploads/2012/05/TaskItemSpecifications/EnglishLanguageArtsLiteracy/ELARubrics.pdf





Onscreen text: According to the U.S. Department of Agriculture, the term “sustainable agriculture” means an integrated system of plan and animal production practices having a site-speci!c application that will over the long-term ...

• Satisfy human food and !ber needs.• Enhance environmental quality and the natural resource base upon which the agriculture economy depends.• Make the most efficient use of nonrenewable resources and on-farm resources and integrate, where appropriate, natural biological cycles and controls.• Sustain the economic viability of farm operations• Enhance the quality of life for farmers and society as a whole.

e value of the entire 2011 Washington State agricultural crop was $9.2 billion

Washington State is !rst in the nation for: apples, sweet cherries, pears, red raspberries, hops and six more ...

Washington has 39,500 farms and over 300 different commodities

Opening credits: North 40 Productions presents ... a Washington Agforestry Class 33 production

Aaron Penvose: I’m a project manager for Trout Unlimited’s Washington Water Project and we work on water rights. We try and create a balance of in-stream %ow for !sh while providing enough water for farmers and ranchers in the region.

Any time you are working with landowners with their water rights, it’s pretty contentious. Water’s the most important combination of elements on the planet. It basically provides life to everything. My name’s Aaron and I’m a water conservationist.

Travis Meacham: I work for Friehe Farms and most of our farming operation is east of Moses Lake, Washington. It’s one of the best growing regions in all the world. I want to know where my food is coming from, how it is being grown. But as a producer, I want that same land and those traditions to continue, but in a way my family can live and prosper off. My name is Travis and I’m a potato farmer.



Transcript

Tova Tillinghast: I work at Underwood Conservation District in White Salmon, Washington. Landowners, farmers, ranchers, forest landowners can work with me about how to manage natural resources more sustainably. We are the government, but we’re a small, friendly version of it (laughs). Whether you’re a consumer or a producer of food, we need to be more local and seasonal in the food that we eat. My name is Tova and I manage a conservation district.

Kevin Judkins: I’m the nursery manager at Inland Desert Nursery in Benton City, Washington. We raise the starter plants and supply growers across the state of Washington and all over the country. I work on a family farm and the decisions we make have to turn a pro!t. We have to be economically viable if we want to do all that other %uffy stuff. I’m Kevin and I’m a certi!ed grapevine nurseryman.

Aaron Penvose: e Washington AgForestry Program is basically a brilliant idea that somebody came up with to kind of bolster leadership, give people from a diverse background on different social issues, environmental issues, political issues and get them all in the same room to discuss those things and learn from each other. e program separates you into !ve groups. You know, just diverse people with different life histories and different ideas on social and political issues. It’s just a great place for all of us to get together and learn and teach each other different perspectives. And they put you into this group to basically come up with a public policy project to develop and potentially make a change, either locally or within the state, to potentially better agriculture in Washington State.

Tova Tillinghast: Well, we had a lot of heavy discussions on what we wanted to focus on in our project and, surprisingly, we all decided that sustainability was important to us. But then we realized right away that we all had different ideas of what that meant.

Travis Meacham: And as we kind of moved through the process, it became very clear that sustainable agriculture wasn’t an easy topic.

Tova Tillinghast: I think everyone has their own interpretation of what it means to be sustainable.

Kevin Judkins: We de!nitely don’t agree on a lot of things. But for me, economics comes !rst. And I think, when I hear “sustainability” it’s, it’s frustration.

Travis Meacham: It’s a word that we aren’t real fond of and, kind of, it’s a marketing ploy that we felt it put restrictions on our operations.

Kevin Judkins: We’re tackling a huge topic and it started out super frustrating. It kinda still is.

Aaron Penvose: It’s a total cluster, for sure. I don’t know what sustainability means.

Tova Tillinghast: I was a little nervous starting this project because I knew I had a different perspective than Travis and Kevin.



Kevin Judkins: Travis and I were thinking about, y’know, frustrated by the tree huggers and the people who wanted to save the !sh. And then the other group members were frustrated with Travis and I for thinking about dollars !rst.

Travis Meacham: It’s not like you’re getting together with all your buddies and talking about things that you all believe in and everybody cheers themselves on. But we do hit issues that affect us all.

Aaron Penvose: And we had many disputes and many frustrations, and did a lot of research and talking amongst ourselves and talking to other folks, and in the process confused ourselves so much that it was important to confuse other people. (laughs)

Onscreen text: Four Diverse Farms

Travis Meacham: Our group was going to go out and work with four different farmers ...

Onscreen text: Prosser Farm. Four acres - Prosser, WA

Tova Tillinghast: ... that exempli!ed different ways of being sustainable ...

Onscreen text: Badger Mtn. Vineyard. 73 acres - Kennewick, WA

Kevin Judkins: ... kinda that ranged in growing practices - organic, conventional, hybrids - and diversity as far as different crops that they did.

Onscreen text: Oasis Farms. 1,500 acres - Benton City, WA

Kevin Judkins: So we did that from a small, couple-acre farm to a 20,000-acre huge conglomerate.

Onscreen text: Watts Bros. Farm. 22,000 acres - Pasco, WA

Travis Meacham: We’re not looking to answer any questions about sustainability. In a way, we’re trying to create more questions.

Aaron Penvose: And really work with the personalities on those farms to get at just how confusing and complicated and complex sustainable agriculture really is.

Title screen: THE PERPETUAL FARM: A Quest for Sustainable Agriculture

Kevin Judkins: I chose to go to Prosser Farm because it was a farming operation that challenged my traditional ways of thinking about agriculture and sustainability.

Onscreen text: Prosser Farm. Four acres - organic - farm-to-table operation.



Kevin Judkins: Well, whattaya got going on here at Prosser Farm?

Dev: We are four acres of a kind of organic farm. Tom Douglas is a chef in Seattle who managed to open ten restaurants. We thought it’d be a good idea to just have a farm that produces seasonal produce for the restaurants so that we can showcase the aspect of the farm-to-table concept.

Kevin Judkins: ey certainly have a niche here. ey’ve gone, it sounds like, out of their way to make sure that their chefs and servers have retreats over on this side of the mountains, where they’re well trained and understand what’s going on from a farmer’s perspective. It resonates with people. ere’s a sexy factor, there’s just a warm fuzzy you get when you sit down at a restaurant, look at a menu and see a picture of this farm.

Dev: It starts a conversation for us that, we’re in Washington. is is what your state or this is what your region has to offer, and showcase it. We want people to be aware that there is a need for local agriculture. People are more and more interested about where their food is coming from. Like in Seattle, more and more farmers markets started opening up. Small farms delivering to local restaurants or doing CSAs, there’s this push towards local produce. People should embrace it. Our seasons and our farmers, here.

Kevin Judkins: Sounds like you’re creating jobs for a handful of local families.

Dev: Right, yep. And we want to support them ...

Kevin Judkins: I see, on my personal farm, that there is a spot for this. I think I look at it from my perspective, though, where we’d probably start a little bit more from the economic side, making sure things pencil out, and then trying to do things to become more environmentally sustainable. ey’ve done that a little bit opposite here. And I think that they’ve had the opportunity to because of the model of this business. ese restaurants can really %oat this farm, so I think they’ve had the opportunity to go about it a little bit differently than probably most business would.

I’m kind of curious, too, y’know, de!nitely as a farmer, and talking to other farmers, they say the best way to learn is amongst your peers. How can we feed the world like this? Do you see that as something that’s possible?

Dev: Right. It’s hard for us to relate to a farmer who’s selling, you know, retail.

Kevin Judkins: You guys are vertically integrated such that you don’t have to make money on this end, you’ll make it on the restaurant.

Dev: Yep, exactly. I’ve come across more and more people that are moving towards small farms and wanting to do that. ere’s an immense amount of interest in young farmers to do this, because it is sexy and it is awesome. People suck this up, I mean, there’s no doubt about it. But that might just last, who knows for how long? It’s fad. It might go away and then we’re just like ...aaaah. So we want to come up with ...



Kevin Judkins: Prosser Farm, it’s a really cool spot to go. And you hear from not only a farmer, but from a chef that’s turned into a farmer. And you get farmers who go over there and maybe try to be chefs and there’s this communication back and forth. You know, what we are ultimately trying to determine here is, can this farm last forever? And we determined that it was kinda pegged on the performance of these restaurants and whether or not people can afford to go out and eat. is model has its place, it has a wonderful place. But in no way, in my opinion, would this work across our country.

Dev: anks a lot. See you. Pleasure meeting you.

Kevin Judkins: I’m still pretty convinced, and I think Dev even probably admitted that it’s going to come down a lot to people’s paychecks. And a lot of people aren’t going to be able to go out and eat like this. ere’s still going to be a demand for produce grown probably at a more commercial scale at a lower cost that a larger audience can afford.

Aaron Penvose: e farm that I visited was Watts Brothers down in southern Washington on the Columbia River. ey call it the Hundred Circle Farm.

Onscreen text: Watts Brothers - 22,000 acres - international food supplier

Aaron Penvose: So, Rich, you mentioned that it was a hundred circle farm. How many thousand acres is it?

Rich: We have about 22,000 acres of irrigated crop land that we grow potatoes, peas, carrots, corn, grain corn, lots of other things for distribution domestically and some international. Most of our produce will go to your quick-serve restaurants, major chains, some retail and food service.

Aaron Penvose: One of these things I really enjoyed about visiting Watts Brothers Farm was to get to see how the technology that they use really makes a difference in the efficiency of their production. So, one of the things that was fascinating to me on the tour this morning was just how sophisticated this whole operation is. Could you maybe explain a little of how it’s developed to be so dependent on technology and what that really means in terms of the outcome of the crops you produce?

Rich: We believe that technology is a tool that can help us. We can put sensors on equipment, we can put GPS-guided units in our tractors, we can turn water on and off from many miles away and get precisely what we need when we need it, and at a fairly low cost.

Aaron Penvose: So, basically, you’re using the water you need when you need it.

Rich: Right, and only what we need.

Aaron Penvose: ey certainly do a good job of managing the rotation of their crops, making sure that soil input and the nutrient use and the different rotations are suitable for the whole



operation. By being a larger scale farm and having the resources that they have, they’re able to afford the technology and afford the opportunity to analyze what resources they need to spend where and how and on what. And, ultimately, that affects their bottom line.

Rich: Well, the economy of scale is helpful to us and we’re able to probably invest in a lot of things at our scale simply because we can look at that payback over a much larger volume of acres to help support that.

Aaron Penvose: One of the things I’ve noticed in my work is that by the farmers and ranchers applying their water more efficiently, they often get a better product and more yield in the end. And that, ultimately, means more money in their pocket. And that’s the same on a large-scale farm like Watts Brothers.

Onscreen text: Today, less than 1 percent of Americans claim farming as their occupation. - Environmental Protection Agency

Aaron Penvose: (trying to uproot a plant) I’m not a farmer. ere may be effort to be sustainable on their farm and the reason they’re doing it might be different than why I might do it if I was a farmer. But they’re so big and it’s not as hands-on as a smaller operation might be - like everything’s with giant tractors. en it was managed by a couple people sitting in an office room, not by the farmers themselves.

Tova Tillinghast: From what I understood, Oasis Farms was diverse, had a lot of different crops that they grow and that some of it would be organic and some of it wouldn’t. And I got a good tour of the place met with Brenton Roy, the owner and operator. Talked to him quite a bit and he showed us all about the operation.

Onscreen text: Oasis Farms, 1,500 acres - organic and conventional, 4th generation family operation

Brenton Roy: I’m a fourth generation fruit and hop grower here in the Yakima Valley. Took it over from my parents who left the farm when I was probably around 25 or 26, and I’ve been farming ever since. Our farm’s about 1,500 acres. We grow orchards - mainly apples, stone fruit, apricots, peaches, nectarines, wine grapes and juice grapes. And we grow hops, which was sort of the crop that got my family into farming four generations ago.

Tova Tillinghast: e bottom line to me in sustainability is the natural resources that sustain a farm. And Brenton’s perspective is you have to have an economic balance for a business to survive, and that’s true.

Brenton Roy: I think sustainability and having a conscience in today’s world is pretty much related. We turn our own compost. We make it right here locally, right next to the !elds that we want to use the compost in. We also have implemented drip irrigation that, to me, is sustainable from a water-use perspective and from a soil-loss perspective. We grow all of our stone fruit organically and all of our berries organically. ose decisions are made almost



exclusively from a marketing-economic perspective. We wouldn’t do it unless we were paid to do it.

To me, organic’s not sustainable just due to the inputs. I mean, the number of tractor passes and spraying passes and fertilzer passes and, if the whole world were organic tomorrow, I don’t think there’d be enough diesel storage on the west coast just to move the manure around that they have to move around to get things fertilized. So, at the end of the day, I don’t think it’s more sustainable. In some respects, I think it’s less.

e one change you could make in this world that would increase sustainability probably more than any other one change would be convincing the consumer to buy a piece of fruit that’s not perfect. If the consumer would just fully understand what the farmer has to do by throwing away fruit that’s not perfect or putting inputs into the !elds - you know, sprays, all kinds of things that we do. I mean, I’m guessing that 30 percent of what we do on this farm on a daily basis is not about ensuring there’s nutrition in the fruit, it’s about making sure that piece of fruit is pristine.

Onscreen text: Americans throw away $165 billion worth of food annually. - Reuters

Tova Tillinghast: In the fourth generation now, he has to be thinking about what’s going to help the farm survive economically. And it’s essential to be viable and to remain alive. So, I understand that, but I wish there could be more of a direct tie between the environmental bene!ts that they see and the economic return.

Travis Meacham: Badger Mountain Vineyards is located just out of Kennewick and focus on organic production of wines.

Onscreen text: Badger Mtn. Vineyard, 73 acres - USDA Organic

Mickey: We’re in the barrel room at Badger Mountain certi!ed organic vineyard and winery in Kennewick, Washington. ere are about 73 acres of wine grapes here and a production facility that produces about 400,000 gallons of wine every year.

Travis Meacham: On my way here I drove through a neighborhood that seems to be growing and kind of surrounding you.

Mickey: You know, running a farm in close proximity to housing can be problematic. ey built an elementary school, housing went in. So we decided that if we could cut the impact of what we sprayed, if we could make it a little bit healthier, we thought we’d give that a shot and began a process of organic farming and, since 1988, we haven’t sprayed a synthetic chemical in the vineyard.

Travis Meacham: Have you gotten any push-back from your neighbors, realizing that there’ s still a working ag community?



Mickey: No, I think that, in some ways, it’s almost an advantage as an organic farm to have an opportunity to really witness something in their backyard that’s fairly special and unique.

Travis Meacham: I think Badger Mountain’s a great example, how they’ve taken their environment around them, their business model, and adapted it to the future and what they need to do.

Sustainability, whether it’s vocalized or not, seems like an important part of this operation. What are some of the processes, or things that you’re going through that move toward that goal?

Mickey: e !rst task is to be pro!table. If you’re not pro!table, you can’t really sustain anything. So, we started early with becoming certi!ed organic. We spend a little more in labor, a little less in materials. When diesel went up over four dollars a gallon, we began looking at converting to bio-diesel. And so now we collect used cooking oil and actually make the conversion to bio-diesel here for under about two dollars per gallon. We put in about 2,000 feet of solar on top of the building here. e payoff on that is about 2.7 years. So, in the third year, we’ll be generating that power really for free.

We make a lot of these decisions, I think, based on sound economic reasons as well as the environmental impact of those things.

Travis Meacham: Do you use those angles to market your product?

Mickey: Yeah, the wine business is a very competitive business. In Washington alone, there are over 700 wineries right now. Badger Mountain wines are one of the few wines that are allowed to carry the USDA Organic symbol, and that’s certi!ed organic fruit, no additives, no preservatives of any kind. e USDA Organic symbol means something to consumers, and I think that’s that !rst point of connection that we make. We try and provide a platform for education for people so that they can understand why we do what we do and what it means in that !nished product. Travis Meacham: I guess coming in with the organic focus, I already had some preconceived notions on what they did. But that really changed once I got here. ey’ve taken struggles and turned them into opportunities and that’s what a lot of businesses need to do.

Mickey: It’s a scary step to do something new and different. It’s difficult enough to run a pro!table business or farm without having to do, sort of, extra things.

Travis Meacham: It’s often difficult for current producers to get past what their traditional ways of doing business are, and I think a lot of people just get isolated in their day-to-day business. We need to look at new technologies and how we can integrate it into our operations.

Onscreen text: Today, Badger Mountain is the largest and longest running organic vineyard in Washington State. In 2010, founder Bill Powers was inducted into the Washington Wine Hall of Fame.



Travis Meacham: It seems that Badger Mountain has done very well. How have you guys been pro!table and others struggled in the same area?

Mickey: A shift towards lower impact, towards organic, can be pro!table. We’ve proven it for over 20 years now. It has to be an internal motivation. We know it’s a better way to do things and if we can do that and continue to be pro!table, why would you not choose that?

Travis Meacham: When you’re looking at Badger Mountain’s operation, decisions were made because it was the right thing to do. Organic operations can be sustainable. And is every operation able to go organic? I think that’s far from the truth. But if you have a sustainable thought process, I think it can be done.

Onscreen text: Wenatchee, WA. Aaron, Kevin, Tova and Travis reunite to watch the !lm and share their experience with the group

Kevin Judkins: Each of us had to visit a farm that challenged our typical, or standard kind of beliefs about how farming’s done, and in order to do that we had to be open-minded in order to learn anything.

Tova Tillinghast: We’ve been forced to really talk to each other about some difficult issues and realize we don’t agree and then, ...

Kevin Judkins: at’s okay.

Tova Tillinghast: Yeah, that’s okay !rst. And it does force us to have a more productive conversation about it, too.

Kevin Judkins: I feel like I was challenged through this whole process. I feel like I’m coming away a more well-rounded farmer, but more importantly a more well-rounded person because of my interactions with the three of you and the rest of our class.

Tova Tillinghast: I’ve learned a lot from you guys, Travis and Kevin, in terms of how, the reality of farming and how some of the easy decisions we think we make at the consumer level, how that really could come back to the farm and, you know, the impacts of those decisions. It’s pretty neat to see that perspective.

Aaron Penvose: rough this process and through the Perpetual Farm, I’ve learned to cooperate and listen to different perspectives that I necessarily wouldn’t have had before, like Kevin’s. I really thank you guys for that experience.

Tova Tillinghast: Sustainability is more complicated than the standard consumer thinks and sustainability’s going to mean something different for each of those settings. I think the more a culture and a society can value where its food comes from, the more sustainable that food system’s going to be.



Travis Meacham: e consumers’ actions are what dictates all the way down what retailers are doing, what producers are doing and what’s happening. To really understand the issues, you have to understand the other side of the issue before you can make judgments on things. To get anything accomplished there has to be compromise in everything you do. What I’ve learned is to understand where the other side is coming from before I make judgments on where I think that they should go. For the most part, people want what’s best for themselves, for the families, for their communities, and they’re making the decisions every day to make that happen. But sometimes we get so focused on the ones that misstep a little bit that that kind of takes center stage.

Aaron Penvose: We all need to eat and our food comes from various different production practices. And I don’t think it’s necessarily one size !ts all. It’s a gamut of different sizes and a lot of diversity within those sizes. We have to continue to educate the consumer and get people to choose their food wisely, which will direct the farmers.

Kevin Judkins: Consumers, they’re voting, they’re making these choices with their checkbook. at’s driving all this back to the farmer. My understanding of sustainability, I think, has evolved and become more open-minded to other ways of thinking. I still de!nitely think there is need for balance. Somehow, coming to the middle a little bit, I think that I have arrived at a really nice place on what sustainability can look like on a larger scale.

END OF TRANSCRIPT



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About the authoris Teacher’s Guide was produced by Jamie Howell of Howell at the Moon Productions. We welcome your suggestions and feedback. Send an email to [email protected].

Other CCSS-aligned documentaries ...“Gee Whiz: e Apples of Grady Auvil” and its companion documentary, “Tom Mathison: e Growing Season”, both with CCSS-aligned Teacher’s Guides are available now through www.howellatthemoon.com.



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