AGRO-ECOLOGY For FAFU-NSAC 2 2 Programs General outline

AGRO-ECOLOGY For FAFU-NSAC 2+2 Programs

General outline • Section I - Introduction • Section II - Components and Processes of Agro-ecosystems • Section III - Ecological Interactions and Anthropocentric Problems • Section IV - What Now?

AGRO-ECOLOGY section 1 --Unit 1. Scope and objectives of this course; evaluation methods

LEARNING OBJECTIVES • After this class, you should know: – The goals of the course – Who the instructors and resource people for Agro-ecology are. – How the course is organized and offered – How you will be evaluated

Who are we? / Biases? / Expertise? • • • Dr. Claude Caldwell Ms. Shannon Kilyanek Mr. Songliang Wang Ms. Linda Jack Ms. Sondra Mantle

WHO ARE YOU? • • • Gender/Age Geography Rural/Urban “Farm” experience Career goals

Health, Environment and Economics……FOOD!

THINK – JOT – PAIR - SHARE • What are your favourite comfort foods? – What do you eat when you are “down”, when you are doing long boring essays, or just want to “feel better”? • Where do they come from? – What region of China? Another country?

Specific Goals of Agro-ecology • To increase knowledge and comprehension of: – the role of soils, crops and animals – the concepts of nutrient cycling, energy flows and agro-ecosystems – agriculture in a global and regional context – the integrated nature of agriculture and food systems

Goals (cont’d) • To enhance ability to: – think critically and logically – retrieve information, read, write and speak – analyse and compare disparate information

Goals (cont’d) • To promote an attitude of: – positive understanding of the role of agriculture in the global and local context; – independent learning throughout life; • To raise questions – that are relevant and stimulating for the remainder of the next four years of undergraduate studies and beyond

Goals (cont’d) • To develop career interests and goals.

Goals (cont’d) • To expose FAFU students to: – 1. Teaching and learning styles at NSAC – 2. Learning in “Canadian English” – 3. Web. CT teaching and learning

COURSE OUTLINE • • INTRODUCTION COMPONENTS AND PROCESSES INTERACTIONS AND PROBLEMS WHAT NOW?

Marking Scheme • • • Quizzes (2 of 3) Mid-term Exam Labs and assignments Plant/animal ID Final Exam Bonus Exercise Total 15% 30% 10% 30% 5% 105%

Supermarket survey assignment (preparing for Section 1 Unit 3)

Was it this much fun?

Supermarket Survey • Why is the supermarket “laid out” the way it is?

Supermarket Survey • Where does fresh produce come from? • Canned fruit? • Best seller in the canned fruit section?

Supermarket Survey • • Observations on “organic”? Prices? Quality? Quantities?

Supermarket Survey • • • Sugar? What kinds are there? Sugar content of cereals? Chocolate bars? Costs? Soft drinks? Most popular?

Supermarket Survey • Coffee beans are from where? • Tea is from where?

Supermarket Survey • Proteins • Meat costs? • Seafood costs?

Supermarket Survey • Why are prices for the “same” products not the “same”? • What items are placed at the ends of aisles? Why? • What is the goal of the supermarket?

Supermarket Survey • What food items do you often buy in China that you would want to be able to buy in Canada ?

How to do the survey • Get the answer sheet from your monitor THIS AFTERNOON • Read and under the questions • Self-organize a group by 3 classmates • Select 1 or 2 supermarket and go • Fill in the answer sheet in English!

WHAT NEXT? • Review the lecture and lab outline. – Bring any questions to the next session • Bring along the results of your Supermarket Survey to next week’s class • Obtain Agro-ecology Resource Manual – Read the material for next day – Check out the style manual on Web. CT

You could either try to • Go to course website webct. nsac. ns. ca Username: your lastname. firstname E. g. wang. songliang Password: ecosystem I will introduce how to use in next week’s class

Good luck!