Climate Wisconsin: Farming

Resource for Grades 6-12

Climate Wisconsin: Farming

Media Type:
Video

Running Time: 4m 13s
Size: 10.3 MB

or


Source: Produced by the Wisconsin Educational Communications Board.


Resource Produced by:

Wisconsin ECB

Collection Developed by:

Educational Communications Board

Collection Credits

Collection Funded by:

Corporation for Public Broadcasting

Kyle Niedfeldt Zenz, a fourth generation farmer in Bangor, WI, is the farm manager at Old Oak Family Farm. Watch as she describes the diverse crops and animals raised on the farm and the challenges they face from climate change, including pests and disease, in this multimedia video produced by the Wisconsin Educational Communications Board.

open Background Essay

From rural landscapes to local farmers’ markets, cheesehead hats to the Wisconsin license plate, agriculture is vital to Wisconsin’s economy and culture. Research from the University of Wisconsin – Madison and UW – Extension finds that Wisconsin's farms and agricultural businesses generate nearly $60 billion in economic activity and employ 353,991 people (10% of the state’s total workforce). Wisconsin’s farms produce a diverse array of products from dairy to vegetables, raised primarily by family farms. Over half of all Wisconsin’s farms are under 100 acres, small-scale farms spanning diverse agroecological zones. An agroecological zone is shaped and defined by such factors as soil type, topography, rainfall, and climate. In recent years, changes in average yearly temperatures, rainfall, and the arrival of new pests and disease to these agroecological zones have required farmers to adapt their farming methods and practices.

Climate change research indicates that Wisconsin’s agricultural production systems will be impacted by longer frost-free periods, lower daily maximum temperatures in summer, and more summer precipitation. As a result, plant stresses may actually decrease, leading to higher yields. Interestingly, increases in carbon dioxide, one of the main causes behind global climate change, could also help increase productivity by boosting photosynthesis. However, more spring precipitation can lead to compacted, water-logged soils and thus delays in planting. Moreover, the increased precipitation may fall during more intense rain events, raising field maintenance costs and accelerating loss of soil productivity. Higher humidity and warmer winter temperatures may promote disease and fungi, which could lower yields and increase management costs. Increases in temperature, moisture, and CO2 will also encourage more vigorous weed growth. In turn, farmers may use more pesticides to combat these weeds and diseases. Ironically, a major concern is what impact these pesticides may have on native pollinators such as bees and birds, on which many crops depend.

Wisconsin farmers will need to adapt to climate change by being able to cope with uncertain conditions. One innovative strategy that has helped the small family farm adapt to fluctuations from one growing season to the next is the business model of Community Supported Agriculture (CSA). Wisconsin ranks among the top states nationwide in number of CSA farms. With a CSA, members pay in advance of the growing season to help financially support the farm. In return, the farmer delivers weekly shares of food to the members. A typical CSA farm is a small and diverse production system that is more resilient to climate change than larger, monoculture farms that rely on one or two crops. A CSA farmer can rapidly adapt the crops they grow and how they grow them to respond to changes in rainfall, warmer temperatures, and the presence of pests and disease. Moreover, members share in the risks as well as reap the benefits of the CSA, so that farms can survive crop failures resulting from unforeseen conditions. The CSA model is a great example of how we may adapt to climate change as a society: by working together to buffer the impacts of uncertainty.


open Teaching Tips

Here are suggested ways to engage students with this video and with activities related to this topic.

  • Doing research projects—individual: Ask students to make a map of farms in their county (or nearby counties) and choose one to research. If possible, interview local farmers. What do they grow? What types of management do they use? How have farming practices changed over the past 10–20 years?
  • Doing research projects—individual: Have students research the agricultural practices used by American Indians, European immigrants in the 1800s, and a typical contemporary farm. How have practices changed over time? How do various practices compare to those used at the Old Oak Family Farm? Are there any similarities?
  • Doing research projects—groups: Deconstruct your lunch! Have students do research about where the foods they ate in their lunch that day came from. Read labels of manufactured products to identify the ingredients they contain, and attempt to track the sources of these ingredients (which plant or animal products, geographic locations and companies, if possible). Try to estimate how many miles were traveled to deliver the goods and what the "carbon footprint" might be. Ask the manager of the cafeteria where the school's produce comes from. Is it possible to buy fruits and vegetables locally for the school cafeteria?

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