Students will explore the core question, “How will we sustainably feed nearly 10 billion people by the year 2050?” as they discover what sustainable agriculture is and how it is critical to securing a stable food supply and future for a growing population. Grades 6-8

agriculture: the science or practice of farming, including cultivation of the soil for the growing of crops and the rearing of animals to provide food, wool, and other products

best management practices: methods that can improve efficiency, optimize resources, and prevent or help reduce pollution

sustainable: meeting the economic, social, and environmental needs of the present without compromising the needs of the future

sustainable agriculture: an approach to agriculture that focuses on producing food while improving the economic viability of farms, protecting natural resources, and enhancing quality of life for farmers and society as a whole

This growing population will eat the equivalent of all the food grown in the last 500 years put together.¹ That’s over 60 percent more than we grow today² or 1 billion tons more cereal³ and 50 percent⁴ more freshwater every year. 

This additional food has to be grown on less land and in a way that protects the environment and animals, while also ensuring there’s enough food for generations to come. This is called sustainability, and it can only be achieved by improving its three interconnected elements: economy, society and the environment. 

The economic component of sustainability is about earning money—creating jobs and incomes to support the national and local community. The social element encompasses things like food, education, medical care and infrastructure, including the roads used to transport food from the farm to your plate. And finally, there are environmental needs to consider. Soil quality needs to be maintained, habitats need protection, water must be conserved, and we need to protect our atmosphere by keeping greenhouse gas emissions to a minimum. 

Imagine a barrel with parts made equally from the three elements of sustainability. You can only fill this barrel to the level of its lowest piece. If the environment is the lowest piece of the barrel, it limits sustainability. This element must be improved to make the world’s sustainability better. 

World leaders in the United Nations have committed to 17 Global Goals⁵ in order to achieve extraordinary things such as: end extreme poverty, fight inequality and injustice, and fix climate change. Sustainable agriculture is key to meeting these goals and creating a stronger 2050 for our people and our planet. 

The planting of a single seed creates a ripple effect that helps the farmer’s family, their community, their country and ultimately, the world. The more farmers grow and sell, the more they have to spend on seeds, machinery and fertilizer to produce even more food and fiber. Income that’s spent locally is invested in the community, providing education, medical care and infrastructure and protecting the environment. If farmers around the world start a ripple, it could improve global economies and help billions rise from poverty. Different farmers raise different crops and animals according to their local soil, climate, technology and markets. But they all have one thing in common. They love agriculture. 

On our journey to the year 2050, we’re going to be spending time with farm families around the world who are growing food sustainably. First, you’ll meet the the Oloos. They own a small farm in Kenya, East Africa. Then meet the Singh’s who live in India where multiple generations farm together. Next, we’ll fly across the Atlantic to meet the Madges. They’re a third-generation farming family from Central Alberta, Canada. Finally, we’ll meet the Van Löben Sels, they are a sixth-generation farming family in the United States. They grow various commodities in California. These families and agricultural experts will be giving you advice on what we call best management practices, which will allow us to grow more with less, protect the environment, build stronger communities and feed the growing population of our planet.

It’s a long journey ahead, but even the longest journey starts with a single step forward. Take it now and join us on our Journey to 2050.

This lesson has been adapted for online instruction and can be found on the Journey 2050 eLearning site.

1. Project the Sustainable Agriculture slide deck. Begin with slide 2 and ask your students, “How much is 1 million?” Allow students to offer their answers as they begin visualizing the quantity and value of 1 million. Then ask, “If I spent $1,000 every day, how long would it take me to spend 1 million dollars?” (2.7 years, or 1,000 days) 
2. Once students seem to grasp the value of 1 million, move to slide 3 and ask, “If I spend $1,000 every day, how many days would it take to spend 1 billion dollars?” (1,000,000 days or 2,740 years) 
3. Now that your students are beginning to visualize the sheer quantity of 1 billion ask, “What is the current world population right now?” (over 7 billion). Follow up by asking, “Do you know what the world population is projected to be in the year 2050?” (nearly 10 billion).

Preparation: Prior to class, review the Background Information, video clip, and slide deck associated with the lesson. Review the Teacher's Guide: Getting Started document for further information to prepare for the first day of class.

Activity 1: Introduction to Sustainable Agriculture

1. Journey 2050
   • Slide 4: Play the Journey 2050 Introduction video, (3:51 min). Prepare students for the video by asking them to discover three things: 1) Why is 2050 a significant year? 2) What is the sustainability barrel? and 3) What is the ripple effect? (Background and discussion prompts are outlined in the steps below and in the PowerPoint notes.) 
2. Why 2050?
   • Slides 5–6: Ask students, “If it is [insert current year] right now, how many years until we reach the year 2050?” Then ask, “How old will you be in the year 2050?” Explain that scientists and world leaders have identified 2050 as a key moment in time when the world’s population will be nearly 10 billion—that is over 2 billion more than today. Point out to students that they will be adults! They will have an influence on the decisions that impact everything from what is taught in schools to what they buy at the grocery store.
   • Slide 7: Ask students to identify some items we will need more of in order to provide for 2 billion additional people on Earth. Brainstorm and list several items on the board. Use questioning to help students identify items such as water, homes, jobs, medicines, food, etc. Remind students of all the products they get from agriculture (food, fiber, fuel, timber, medicines and by-products that are used in manufacturing or end up in items such as lipstick, paint and batteries). Explain that farmers and many other agricultural professionals are responsible for producing each of these daily necessities.
   • Slide 8: Explain that in order to feed 2 billion additional people, it is predicted that farmers will need to produce 60 to 70 percent more food than we currently produce today on the same amount of land or even less.⁹ Ask, “Will this goal of sustainable agriculture be easy to accomplish? Will the pressure on farmers increase, decrease or stay the same?” As students are thinking and offering answers, draw their attention back to the Enagement at the beginning of the lesson, picturing an additional 2 billion people that agriculture must feed. Students should conclude that farmers will have increased pressure to produce more food and fiber for a growing population.
     • Before moving on, formatively assess students to ensure they understand the term sustainability.
3. What is the sustainability barrel?
   • Slides 9–10: Tomorrow’s farmer will have to feed even more people. It is estimated that by 2050, our growing population will require the equivalent of all the food grown in the last 500 years.¹⁰ That’s a lot of food! Ask, “Do farmers have limitations to how much they can produce?” As students think about the answer to this question, give an example of a corn farmer with 100 acres. Can this farmer take their same land, soil, corn seeds, water and tractors and double their crop from one year to the next simply because there is a demand for more corn? No, there are limitations if a farmer wants to produce agricultural goods in a sustainable manner.
   • Slide 11: Ask students to picture a wooden barrel made up of several wooden slats. Explain that we are going to call it a sustainability barrel. Each wooden slat of the barrel represents a factor influencing sustainable agricultural production. Each factor can be placed into one of three challenges to sustainable agriculture—producing sustainably while maintaining economic, social and environmental systems. For example, in order to be able to grow enough food to feed the world sustainably, we have to make sure that farmers are able to earn a profit, that communities have access to education and healthcare, and that the soil stays healthy and we don’t destroy habitats.
   • Slide 12: Ask students, “What are some examples of limiting factors?” (water, available land, soil health, climate, economy, education, etc.) Ask students to explain how each factor influences our ability to produce our food. Remind students that we must continually improve the weakest part of our sustainability, whether it is education or soil health. They all impact our ability to feed the world. A community or program is only as successful as its least developed sustainability factor.
4. What is the Ripple Effect?
   • Slide 14: Ask, “Can a single drop of water impact an entire body of water?” (Yes, it creates a ripple.)
   • Slides 15–16: Use these slides to illustrate how sustainable practices in agriculture can create a positive ripple effect.

Activity 2: Sustainability Farming Game Level 1 Demo

1. Slides 17–18: Inform students that they are about to embark on a “Journey to 2050.” Inform students that they will be using a game to farm virtually in different parts of the world. Along the way they will learn more about where our food, fiber (clothing and shelter) and fuel comes from and how farmers can sustainably produce these items for a growing population.
2. Introduce the Sustainability Farming Game. Inform students that they will experience the lives of actual farm families ithroughout the world. As they interact with each family, they should pay attention to the farming practices they choose, the technology they use and the community investments they make. Remember, agriculture is the foundation for life, and its success creates ripples locally and globally that will determine whether we meet the challenge of feeding the world.
3. Write on the board a reminder of what the sustainability barrel includes:
   • Social: food, education, infrastructure, healthcare
   • Economy: profits, income, jobs, community
   • Environment: habitats, soil health, water, greenhouse gases
4. Open the Sustainability Farming Game Level 1 Demo on each student’s computer or device.
5. Explain that the sustainability barrel will determine their score, and help students understand the significance of balancing the social, economic and environmental pillars of the sustainability barrel throughout the game (e.g., investments in soil health produce better crops, earning more money; investments in roads allow products and people to travel easier, improving access to markets and labor).
6. Explain to the students that it is very important that they listen to you as they will have to stop and wait every time they finish a level. Every student must start and end the game (roughly) at the same time to ensure your class time flows smoothly.
   • Note to teacher: The first level is a demonstration of the game designed to teach students how to play. Students will be in Kenya and will play one round, which will take about five minutes. The game stops after they have completed each teaching moment (such as how to plant, water and harvest).
7. Once time is up, the game will pause on the Results page. When all students have reached the Results page, instruct them to press “continue,” and help them understand what the Ripple Effects screen shows. They will then move on to the Surplus Contribution Opportunities page. Encourage them to invest in their limiting factors (there will be a red arrow under the limiting factor). If the investment matches that factor, there will be a red arrow on the left, beside the investment name. Once their score stops going up they can press “continue” and finish with the demo level.
8. Slides 19–20: Once students have completed the game, use the following questions to help students synthesize what they have learned:
   • After growing your first crop, did you invest some of your money to purchase additional land? Why or why not?
   • What was the limiting factor in your sustainability barrel? What did this mean? (Answers will vary) 
   • What were some of the ripple effects of your farming choices? 

Review and summarize the following key concepts (Slide 21-22):

• Our population is growing. By 2050 it is expected that our world will grow from the current 7 billion people to nearly 10 billion people.
• Sustainable agriculture is the practice of producing our food, fiber and fuel in a way that is profitable to the farmer, supports a healthy quality of life and protects our natural resources (land, air and water).
• Many factors can limit our ability to produce food for a growing population. These limiting factors are depicted in the sustainability barrel.
• Using sustainable agricultural practices can improve our society through the ripple effect.

1. http://www.economist.com/node/18200702
2. Sustainable Development Network Solutions (2013). Solutions for Sustainable Agriculture and Food Systems http://unsdsn.org/mwg-internal/de5fs23hu73ds/progress?id=EHV3NQH3C4-PP-EivDwXY4i2HzIjIWty8lBnkNioco0,
3. http://www.fao.org/mwg-internal/de5fs23hu73ds/progress?id=HXecPI0p3XpJtFbAsjLRZd3G4ZjPgUW5N3PqtZYwwio
4. http://waterfortheworld.net/index.php?id=12
5. http://www.un.org/sustainabledevelopment/sustainable-development-goals/
6. Sustainable Development Network Solutions (2013). Solutions for Sustainable Agriculture and Food Systems http://unsdsn.org/mwg-internal/de5fs23hu73ds/progress?id=EHV3NQH3C4-PP-EivDwXY4i2HzIjIWty8lBnkNioco0,
7. https://www.un.org/sustainabledevelopment/poverty/
8. https://www.wfp.org/stories/5-facts-about-food-waste-and-hunger#:~:text=1, and http://www.un.org/waterforlifedecade/food_security.shtml
9. https://irp-cdn.multiscreensite.com/be6d1d56/files/uploaded/TG07-Agriculture-Report-WEB.pdf
10. http://www.economist.com/node/18200702
11. http://www.worldfooddayusa.org/food_waste_the_facts
12. http://www.un.org/en/globalissues/briefingpapers/population/vitalstats.shtml
13. Sustainable Development Network Solutions (2013). Solutions for Sustainable Agriculture and Food Systems http://unsdsn.org/mwg-internal/de5fs23hu73ds/progress?id=EHV3NQH3C4-PP-EivDwXY4i2HzIjIWty8lBnkNioco0 

The Journey 2050 program was originally developed by Nutrien in collaboration with Calgary Stampede, Alberta Canola Producers Commission, Nutrients for Life Foundation, and Agriculture in the Classroom Canada. Authors and contributors were drawn from each of these organizations under the direction of Lindsey Verhaeghe (Nutrien) and Robyn Kurbel (Calgary Stampede.) The lessons were updated and revised in 2017 and again in 2022 with contributions from the original J2050 Steering Committee, the National Center for Agricultural Literacy, and the National Agriculture in the Classroom Organization. 

• 9 Billion Mouths to Feed: Leading the Way to Abundance and Sustainability
• Agriculture and the Sustainable Development Goals
• Creative Solutions to Ending School Food Waste
• Food Machine
• Growing Today for Tomorrow
• Journey 2050
• Journey 2050 Program Summary: Project-Based Learning
• Population, Sustainability, and Malthus: Crash Course World History video
• What is Regenerative Agriculture?
• What is Sustainable Agriculture?
• World Population History