Farming : at the heart of our life : worksheets for students.
Date: 2017-02-27
Institutions: Directorate-General for Agriculture and Rural Development
Subjects: common agricultural policy, farming sector, nutrition, rural population, teaching materials

FA R M I N G : 
AT  T H E  H E A R T 
O F  O U R   L I F E
Workshe ets fo r students

FA R M I N G :   AT  T H E  H E A R T   O F  O U R   L I F E
WO R K S H E E T S   F O R   S T U D E N T S

CONTENTS

FOOD MODULE

WO R K S H E E T S

▶  A taste of quality

▶  Can you crack the code?

▶  Celebrating European food traditions

▶  Harvest 2050 

▶  The food in your life

P R OJ E C T

ENVIRONMENT MODULE

WO R K S H E E T S

▶  Agriculture and the challenges of climate change

▶  Safeguarding biodiversity in agriculture

▶  Sustainable farming

▶  Take action on food waste!

P R OJ E C T

COUNTRYSIDE MODULE

WO R K S H E E T S

▶  Guardians of the countryside

▶  The modern farmer

▶  The young farmer

P R OJ E C T

© European Union, 2016

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A TASTE 
of 
QUALITY

WORKSHEET

1.  Can you guess what these European 

foods have in common? 

 The EU supports its farmers, helping them to work within strict EU standards 

or rules to ensure the quality, nutritional value and safety of all their agricultural 
products and foodstuffs before we eat them. In addition, the EU has a number 
of quality schemes in place to make sure that we are getting to eat and enjoy 
the best of European products. These schemes also help boost our economies 
as consumers, both in and outside the EU, increasingly appreciate high-quality 
European food products. 

2.   EU schemes, such as protected designation of origin (PDO) and protected 

geographical indication (PGI), promote and protect names of unique 
high-quality agricultural products and foodstuffs. 

a)  Take a look at http://ec.europa.eu/agriculture/quality/schemes/index_en.htm

Now complete the definition of each type of label.

PDO

PGI

A PDO label marks agricultural 
products and foodstuffs which

A PGI label denotes agricultural 
products and foodstuffs which

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b)  Which type of EU label do feta cheese and honey hold, and why? Identify 

where both products come from on the EU agriculture map. 

c)  Look on the EU agriculture map for the agriculture products of your own 

country. List the types of crops grown and livestock raised by your 
farmers. Do any of these have a quality label?

Take a look at http://ec.europa.eu/agriculture/quality/door/list.
html?locale=en

How many of these products have you tasted? How about selecting some 
foods and making a ‘quality sandwich’? You’ll find butter and oil, cheese 
and meats, as well as fruit and vegetables. 

d)  The EU has also introduced a label for organic food. It can be found on 

a range of food and drink including fruit, vegetables, meat, milk, wine, 
cheese, eggs, grains, coffee, chocolate, fish and seafood which are 
produced according to strict rules. 

This is what the EU organic label looks like — a leaf, shaped out of stars, 
on a green background. What do you think the design symbolises? What 
conditions do you think food produced in the EU must meet to carry this label? 
Discuss with a partner or in small groups. 

Then compare your ideas 
with the information found at 
http://ec.europa.eu/agriculture/organic/

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CAN YOU CRACK THE CODE?

This is a class A egg, an egg produced on the farm of an EU farmer and sold 
to you in a shop or market. To ensure that all agricultural products grown and 
produced in Europe are of high quality and good to eat, the EU has put animal 
welfare, labelling, traceability and quality schemes in place. Information which 
identifies an egg size and method of production can be found on the egg itself 
and on its packaging. 

Look at the images below to verify the following aspects.

2 (cid:31) Barn

IE (cid:31) Ireland

2  I E 9 8 9

All Class A eggs in the EU must be marked with:

▶  a code to identify the method of production; 

▶  the country of origin;

▶  the farm where they were produced;

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 That’s a lot of information for each egg! Can you help crack the code?                     

1.  The code starts with a number to identify the method of production: 
1
Free range eggs

0
Organic eggs

2
Barn eggs

3
Eggs from caged hens

Which method was used to produce the egg in the picture on the previous 
page? 

2.  Two letters then follow; they denote the country of origin. 

Which countries are used in the examples? What two letters would identify 
your country? 

3.  Finally, and most importantly, the number of the registered farmer who 
produced the egg is stamped on the egg and on its packaging. 

What is the registration number of the farmer in the example above? What 
reassurance does the EU farmer give us by the use of this coding system? Why 
do you think we have food traceability schemes and food labelling systems 
throughout the EU? How important is it to you that each stage of the food 
chain — from farm to fork — is captured by the EU food traceability and 
labelling systems? Look at an egg or an egg carton at home and see if you can 
decipher its traceability code. 

4.  Eggs are very nutritious and one of nature’s most versatile foods. Think of as 
many ways as possible to cook with an egg and if possible give the EU 
country most associated with a cooking method.

EGG DISH

EU COUNTRY

Omelette 

France

5.  Can you think of other EU-produced agricultural food products that have 

traceability and labelling schemes in place? 

Look in the fridge tonight and make a list of the fresh farm-produced 
foodstuffs you find that are quality assured by the EU and its farmers.

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C E L E B R AT I N G   E U R O P E A N
  F O O D   T R A D I T I O N S

Who has been to an agricultural fair, food fair or food festival? Why was the 
fair taking place and at what time of the year? What traditional foods did you 
see? What local products and dishes did you taste and enjoy there?
1.   Can you name some local and traditional foods linked to food events 

or food festivals?

 X

FOOD

REGION/LOCALITY

FOOD FAIR/FESTIVAL

2.  Many food specialities and dishes can be traced back over centuries. 
Indeed recipes and methods have often been handed down from 
generation to generation. 

Brainstorm with the class and create a list of regional and local 
traditional foods associated with your culture and its culinary 
traditions. 

3.   Where exactly are these foods produced in your country or region? 

Are there marginal areas in your country (for example wetlands, mountain land 
and drought-prone areas) where farming is challenging? Suggest how farming 

could be supported in such areas.

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4.  If you know any folklore stories linked to local food specialities, share them 
with the class. What do our foods and our traditional dishes tell others about 
our culture? Discuss your thoughts.

5.  Look online and research if there are any food fairs in your country. Can you 
find any gastronomic fairs, festivals and events that will take place in the 
coming months?

6.  Did you know that 9 May is Europe Day? 

 How about celebrating Europe Day this year with a school food fair? 
There is no more delicious way to experience Europe’s culture, history 
and traditions than through its food!

a)  In pairs select a European food fair or festival to research so that you 

can present it at the food fair organised by your school on the occasion 
of Europe Day. Explore the origins of the festival and select one 
traditional dish or speciality of the event to cook for the school food fair. 

b)  Now research a traditional local dish in a similar fashion and, if possible, 

cook it as your European dish for your school food fair. 

c)  Set up and decorate your food stall to display your dishes and offer your 

guests some delicious samples.  

Find out more about Europe Day at 
https://europa.eu/european-union/about-eu/symbols/
europe-day_en

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HARVEST
2050

What age will you be in 2050? 

Today  the  population  of the  world  is 7 billion,  but  in 2050  it  is  expected 
to reach 9 billion. At global level, food production will have to double in order 
to feed 9 billion people. As there is little room to expand the world’s production 
area, farmers will have to produce more food with fewer resources.

This means that farmers will need to farm more efficiently. The EU is helping 
its farmers to do this and to produce more by investing in technology and 
research. Food waste will also need to be reduced. 

Let’s take a look at the types of crops that are being grown around the EU. 

1.  Open the EU agriculture map to see some of the crops grown and harvested 

in your country or region. 

a)  Consider the type of land, farm and climate of your country or region. 

Can you suggest why these crops are grown and produced? 

b)  Can you name some well-known foodstuffs and products that 

are produced from the crops and livestock of your country 
or region? Think of products that use food production 
techniques that can be traced back over centuries and where 
methods have been handed down from generation 
to generation. 

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2.  The average EU farmer has only 12 hectares of land, which is equivalent 
to about 20 football pitches. This compares with an average farm size of 
64 hectares in Brazil, 180 hectares in the United States and more than 
3 000 hectares in Australia. The EU’s high percentage of relatively small, family-
run farms means that our farmers need to farm efficiently in order to provide 
consumers with a secure supply of high-quality food. Farmers also often sell 
directly to consumers at farmers’ markets. Why do you think this is so?

a)  Which locally grown crops and products would you expect to see 

at a farmers’ market where you live? 

b)  Which fruits and vegetables would you expect to be on sale 

this season? 

c)  How do you think fruit and vegetable prices are determined? Why not 

take a trip to a local farmers’ market to see if the farmers’ answers 
match yours?

3.  What do you think happens to crops and products that are not sold 

at a farmers’ market? 

 It’s important that we don’t waste the food that has taken farmers so much 
time and energy to grow. What can you do to reduce food waste (at home or at 
school)? What about launching a ‘2050 harvest challenge’ to reduce how much 
food is thrown away? 

For more information on this topic, 
see the worksheet 
‘Take action on food waste!’ 

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THE FOOD IN YOUR LIFE   

The EU supports its farmers in producing high-quality food for us. Our food 
needs to be of high quality to supply the important nutrients that our bodies 
need to be healthy. 

1.  What do you know about healthy eating? This is a food pyramid and it shows 
the different types of foods and the quantities of each group that we need 
to be healthy.

UNDERSTANDING THE FOOD PYRAMID

Top-shelf foods are high in fat, sugar and salt, are not 
essential for health and taken in excess can be harmful.

Fats and oils are essential, but only in small amounts.

The foods and drinks on the bottom four shelves 
of the food pyramid are essential for good health.

Source: www.safefood.eu

Take a critical look at the pyramid. Are you surprised by any of the food and 
drinks found at the top of the pyramid? 

The second ‘shelf’ from the bottom shows fruit and vegetables. Did you know 
that it’s recommended to eat at least five portions of different coloured fruit 
and vegetables a day in order to stay healthy? The EU helps to fund schemes 
in schools that provide children with fresh fruit and vegetables to encourage 
them to develop good eating habits. 

For more information, visit 
http://ec.europa.eu/agriculture/sfs/index_en.htm

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2.  Let’s look at food 

choices for families like 
yours around the world. 

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Here is a picture of the Le Moines family from France.

Can you give two examples of the food the Le Moines bought from the four 
food groups below?

MILK AND DAIRY PRODUCTS
PROVIDE: CALCIUM, PROTEIN 
AND VITAMIN A

FRUIT AND VEGETABLES
PROVIDE: VITAMIN A AND C

1.

2.

1.

2.

MEAT, FISH AND ALTERNATIVES
PROVIDE: PROTEIN, IRON 
AND B VITAMINS 

GRAINS
PROVIDE: CARBOHYDRATE, IRON 
AND B VITAMINS

1.

2.

1.

2.

Do you think the Le Moines family’s food choices for the week are balanced, 
healthy choices?

3.  Make a list of what you ate yesterday and then divide the foods you ate into the 
four food categories above. Discuss your food choices with a partner. Were they 
nutrient rich? Could you have made some better choices? 

4.  Divide the class into seven small groups. Each group suggests a healthy 

meal plan for a different day of the week for the Le Moines family using the 
foods they purchased. Include meal plans for breakfast, lunch and 

dinner for the whole family. Discuss choices with the other groups.

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In this two-part food project you will 
be able to dig deeper into farming and 
the different steps it takes to produce 
our food.

This is 
fertile land

Part 1  

Organise an excursion with your teacher. Identify three unique areas for 
gathering soil samples and analyse the specific characteristics of the soil 
sample in the science room. Discuss why it’s important for farmers to know the 

pH and types of soil on their land. 

Now it’s time to germinate some basil and lettuce seeds. 

Working in small groups cut empty plastic water bottles in two. 
Fill the bottom half with any standard moist compost and sow 
a few seeds of each type; use the top half of the plastic bottles 
as mini-greenhouses. Germination should occur within a few days 
if you keep your seeds moist and provide them with at least 
12 hours of light each day. Keep a project diary so the different 

groups can report back on the growing conditions that work best.

From potting-up time you could continue to grow your seedlings indoors or in 
the school grounds. With good plant care each group will have a tasting session 
5-6 weeks later! 

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Part 2  

Organise a trip to a nearby horticulture or market-garden farm which 
produces fruit and/or vegetables. Alternatively the class could go to a local 
farmers’ market.  

Before you go, brainstorm questions you’ll ask the farmer about the crops 
grown and the challenges and rewards of being a farmer. Select volunteers 
to ask the questions.

Question headings might include: size of the farm, crops grown, buildings, 
machinery and technology used, crop rotation, fertiliser use and disease 
control, cost and water use (e.g. do you know how much it rains in your 
region each year?). Ask the farmer about the processing and packaging 
of his or her food produce and how they market their crops.

Also ask what happens to misshapen or ‘wonky’ vegetables (that are 
irregular or have an unusual shape and don’t look like the produce we’re 
used to seeing in our shops) as well as to vegetables or fruits that are not 

sold.

Take your cameras on the visit, take note of any sustainable farming practices 
you see, such as use of natural fertiliser and conservation of water, and ask 
the farmer how they contribute to protecting the environment.  

Having sought permission, gather different pieces of information and farm 
items (e.g. leaves, a soil sample and photographs). When back at school use 
books and the internet to find out more about the information and 
different items gathered. 

In groups, create a collage on an A3 board to describe some 
of the characteristics of the farm and the fruit/vegetables 
grown by the farmer and sold at the market. Present each 
collage to the class and then display in an exhibition 
in the school hall. 

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AGRICULTURE AND THE CHALLENGES 
OF CLIMATE CHANGE

Did you watch the TV weather forecast this week? Most of us decide what 
to wear according to the forecast. For the farmer, the weather really matters, 
as agriculture  is more  weather  and  climate  dependent  than  many  other 
sectors. 

1.  Circle any of the adverse climate-related events that have taken place and 
affected farming and food production in your country in the last decade. 

Floods

Winter storms

Falling crop yields, 
crop failures

Heat spells, 
lack of summer rain

Rising sea levels

Change in growing 
season

Soil erosion

Animal health and 
welfare issues

Drought

Habitat loss

Water shortages

Increase in pests 
and alien species

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2.  With a partner list some of the weather and climate events (see Exercise 1) that 

can impact the different elements of farming below.

AGRICULTURE IS IMPACTED BY CLIMATE CHANGE

Crops

Livestock

Soil 
and landscape

Groundwater 
and sea level

Seafood 
and shellfish

Biodiversity 
and 
ecosystems

Farmer, family 
and income

It may be interesting to also think about how climate change affects 
EU regions differently. What are likely to be the main impacts for farmers 
where you live?

See the map on the next page for more information on how climate change 
is affecting the EU.

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The impact of climate change in Europe

Arctic
Temperature rise much larger than global  average
Decrease in Arctic sea ice coverage
Decrease in Greenland ice sheet
Decrease in permafrost areas
Increasing risk of biodiversity loss
Intensified shipping and exploitation of oil  and gas resources

North-western Europe
Increase in winter  precipitation
Increase in river flow
Northward movement of  species
Decrease in energy demand  for heating
Increasing risk of river and coastal flooding

Coastal zones and regional seas
Sea-level rise
Increase in sea surface  temperatures
Increase in ocean acidity
Northward expansion of fish  and plankton species
Changes in phytoplankton  communities
Increasing risk for fish stocks

Northern Europe 
Temperature rise much larger than global average
Decrease in snow, lake and river ice cover
Increase in river flows
Northward movement of species
Increase in crop yields
Decrease in energy demand for heating
Increase in hydropower potential
Increasing damage risk from winter storms
Increase in summer tourism 

Mountainous areas
Temperature rise larger than European average
Decrease in glacier extent and volume
Decrease in permafrost areas
Upward shift of plant and animal species
High risk of species extinction in Alpine regions
Increasing risk of soil erosion
Decrease in ski tourism

Central and eastern Europe
Increase in warm temperature extremes
Decrease in summer precipitation
Increase in water temperature
Increasing risk of forest fire
Decrease in economic value of forests

Mediterranean region
Temperature rise larger than European average
Decrease in annual precipitation
Decrease in annual river flow
Increasing risk of biodiversity loss
Increasing risk of desertification
Increasing risk for fish stocks
Increasing water demand for agriculture
Decrease in crop yields
Increasing risk of forest fire
Increase in mortality from heat waves
Expansion of habitats for southern disease vectors
Decrease in hydropower potential
Decrease in summer tourism and potential increase 
in other seasons

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3.  The EU works to support farmers to take ‘decisive action’ on climate change 
by using water and soils more sustainably, to produce green energy and protect 
biodiversity. But where do you stand in regard to climate change and 
safeguarding the earth’s resources? Let’s play take a stand! 

Place two posters, an ‘I agree’ and an ‘I disagree’ poster, on walls at opposite 
sides of the classroom. A volunteer reads a statement and each of you place 
yourself, in response to the statement, at either side of the room. The 
volunteer asks a few students from each part of the room why they stood 
there. Everyone is free to move location if convinced by the points raised, but 
must explain why they have been persuaded to move. 

▶   To ensure we can feed future populations we need to focus more 

on sustainable production.

▶   Organic farming methods may be the most sustainable way of farming, 
but they won’t be able to feed a world population of 9 billion by 2050.

▶   We need to grow food more efficiently rather than cut down trees and 

forests for agriculture.

▶   We should depend less on imported food and focus more on local 

farmers for food security.

▶   We need to eat more seasonally to participate in protecting the 

environment, despite not being able to buy certain fruit, like strawberries, 
all year round.

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SAFEGUARDING BIODIVERSITY
IN AGRICULTURE 

Imagine a world without strawberries or chocolate. Most plants cannot set 
seed  without  being  pollinated  by receiving  pollen,  usually  from  another 
flower, with the aid of a wild pollinator. If the cacao flower wasn’t visited 
by a tiny  fly  we wouldn’t  have  chocolate,  so even  the  humble  fly  has 
an important role to play! 

1.  a)  Unjumble, draw and label the missing links in this food cycle. 

Apples – Pollinators – Processing

Sun

Water

Fruit trees

Juice

b)  Can you work out the food cycles of these two foods? 

▶  Hazelnuts 

▶  Tomatoes

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2.  Crops rely on insect pollination so we need biodiversity in agriculture to grow 
products for consumption. It is estimated that one out of every three mouthfuls 
of our food depends on pollination taking place. Across the world species are 
being lost, indeed in the EU around 40 % of bee and hoverfly species are 
in decline. Without biodiversity and insects, farmers would have to hand-
pollinate crops at a cost of billions a year. 

 With the support of the EU, farmers in Europe are increasingly practising 
‘greener’ or more sustainable agriculture, safeguarding biodiversity, protecting 
wildlife habitats and working to save our pollinators by: 

▶   maintaining native habitats such as hay meadows, grass pastures, bogs, 

hillsides and ponds;

▶  better management of pesticides;

▶  restoring wildflower-rich landscapes and hedgerows;

▶  sowing a diverse range of native seeds and plants for crops.

a)  Suggest practical greening practices that farmers can use so that 

biodiversity can be maintained.

b)  Imagine you are a beekeeper. You rent your beehives to farmers to assist 

in pollination of crops. Create an advertisement for the farming section 
of a local newspaper offering your honeybees for rent to pollinate the plants 
in crop fields. 

c)  If anyone knows a beekeeper why not invite them to class to explain the 

fascinating work of bees and beekeeping?

3.  Brainstorm some actions for biodiversity that the class could 
plot or a wildflower habitat in or near the school? 

undertake. How about planting a tree or creating a pollinator 

Investigate what you might do, think about how to do 

it and then write an email to your headteacher/director 
inviting him/her to the classroom to hear your 
suggestions and proposals.

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SUSTAINABLE FARMING

‘Treat the earth well. 
It was not given to you by your parents, 
it was given to you on loan by your children.’ 

Native American saying

1.  Work with a partner and decide what this saying means. Name and explain 

an action that you could undertake to show that you care for the environment. 
Share your suggestions with the class. 

2.  Almost half of the territory in the EU is farmed. Farmers not only produce 
high-quality and nutritious food for us, they also protect nature and care for the 
environment while doing this. The EU helps farmers to become ‘greener’ and 
to farm in a sustainable way. Sustainable farming, such as organic farming, uses 
natural resources wisely and is essential for our food production and our quality 
of life — today, tomorrow and for future generations.

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Can you finish matching the natural resources cared for by farmers in the list below 
and give a reason why each is a sustainable or ‘greener’ farming practice? 

NATURAL RESOURCES MANAGED BY FARMERS FOR US

REASON 

Soil

Rotating crops

Protects soil structure from 
erosion and pests, 
adds nutrients

Land and 
landscape

Maintaining permanent grassland 
Leaving field boundaries 
uncultivated

Air 

Planting a range of crops 
and using certified seeds

Plants 

Planting and maintaining trees

Animals

Water 

Feeding on open grass pasture and 
moving the livestock between 
paddocks frequently

Reducing use of chemical 
fertilisers and pesticides
Using organic, farmyard and green 
manures

Minerals/nutrient 
(e.g. nitrogen 
and phosphate)

Creating ponds, avoiding run-off 
into rivers and streams from 
fertiliser and from livestock 
effluent

Biodiversity and 
wildlife habitats

Maintaining hedgerows and not 
cutting during bird nesting season

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3.  Organic farming is a sustainable farming practice which protects the land, 

biodiversity and the environment. Hold an Ask the experts session to explore 
sustainable farming practices. 

Two or three volunteers from the class become sustainable farming ‘experts’. 
The experts and the rest of the class run online searches for 15 minutes 
on the topic. The class concentrates on creating questions to ask the experts. 
After 15 minutes of research, the experts sit at the front of the classroom 
to answer the questions from the ‘audience’ and to discuss the issues raised. 

A useful starting point for research might be 
http://ec.europa.eu/agriculture/organic/index_en.htm

Here are examples of questions that can be asked.

▶  What is organic farming?

▶  What are the top five countries for organic farming?

▶  What are the most common organic products?

4.  Having explored issues involved with sustainable farming, why not invite a local 
farmer into the classroom to talk about his/her work as well as sustainable 
farming methods in general and their role in protecting the environment?

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WORKSHEET

TAKE ACTION ON FOOD WASTE!

Cares for landscapes
and environment

Produces high-quality food 

Adds to the prosperity 
of our rural communities

The farmer

Today’s  farmers  have  three  important  roles  to play:  producing  our  food, 
managing the countryside for us and keeping rural communities alive. In the 
EU  we enjoy  food  security  thanks  to the  abundant,  affordable  and  high-
quality  food  produced  by our  farmers.  However,  around  90 million  tonnes 
of food  is wasted  each  year  in the  EU  —  from  production,  distribution 
and consumption. A staggering 40 % of this comes from consumption (retail 
and  households),  with  the  majority  of the  food  thrown  away  being  fresh 
vegetables,  fruit,  milk  and  bread.  Why  do you  think  we waste  that much 
food? 

1.  When we throw away food we are not just wasting the food, but also the work 
of the farmer and the earth’s resources such as the energy, fuel, time 
and water that went into growing, harvesting, storing, packaging, 
transporting, marketing and cooking the food.  

 This short EU video http://europa.eu/!nu84bb
suggests it’s time for us to take action
on food waste! 

 Start by keeping a record for a week of all the food 
you discard and throw away in your school.

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a)  Use a chart like this one.

FOOD THROWN OUT — CLASSROOM RECORD

TYPE AND AMOUNT 
OF FOOD WASTE

One carton of milk
An apple
Bread

WHY IT WAS THROWN OUT WHERE IT WAS THROWN

Out of date 
Unwanted 
Mouldy

Down the sink
Compost bin
Waste bin

Mon.

Tues.

Wed.

Thurs.

Fri.

b)  At the end of the week discuss the type and amount of foods 

discarded. 

c)  Discuss better ways to shop for food, ways to avoid food waste 

and how to deal with the foods we haven’t eaten. 

d)  Divide the class into two workgroups to create two posters, one to display 

in school and one at home called ‘10 tips to reduce food waste’. 

You’ll find some ideas to help you get started 
in this flyer: http://europa.eu/!rh48fT

2.  Food can also be wasted at the processing stage and in supermarkets. 

As customers we are ‘picky’ shoppers and won’t buy misshapen vegetables. 
Although fresh and delicious, millions of kilos of fresh vegetables are thrown 
away before they even reach the vegetable shelf in supermarkets because they 
are irregular or have an unusual shape. 

Imagine you work in the marketing department of a large supermarket chain. 
Write an article for the food section of the company’s free magazine 
explaining why the company is going to trial the sale of misshapen 
or ‘wonky’ vegetables in the store for the next 6 months.

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PROJECT

The environment is everything around us. 
In Part 1 you’ll explore local ecosystems and investigate 
how all of the living things there (plants, animals and 
organisms) interact with each other and their non-living 
environments (weather, earth, sun, soil, climate and 
atmosphere). In Part 2 of the project you’ll visit an arable 
farm. There you will see how farmers work for us, not just 
in producing healthy food but also protecting nature and 
safeguarding the environment and its biodiversity. 

Part 1 

Working in groups of three become eco-reporters for a 2 m2 area in the 
school grounds, on the street or in a nearby park. Discover and record everything 
you can about your plot, the soil structure, what lives in this ecosystem, what 
grows there and all the living and non-living things that depend on one another. 
Each area should be as different as possible in terms of its biodiversity (e.g. 
an area in a flower bed, under trees, grass area, in the shade, near a pond). 

Sunlight, water, air, food (nutrients) and a habitat are what all life requires. Record 
the  insects  and  pollinators  in your  habitat  —  these  will  probably  include  bees, 
which are the most recognisable pollinators! Photograph the invertebrates that 
you find and use identification guides to research them. 

As a group, choose the main theme of your habitat, how you will 
record your findings and what kind of charts and graphs you’ll 
use to present your results. 

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Part 2 

Using what you have learned prepare for a visit to an arable farm. 
Brainstorm the questions you’ll ask and the habitats and ecosystems you expect 
to find at the farm. Headings might include: type of crops grown; sowing and 
rotation practices; machinery used; and market for the crop. Select volunteers 
to ask the questions during the visit.

Take your camera on your visit to prepare for a photoessay on your 
return. Identify the environmental protections the farmer has put 
in place. The EU supports its farmers in managing the environment 

while producing high-quality food. Note how pollution is prevented and fertilisers 
are spread. Is the farmer involved in any environmental schemes to protect and 
enhance biodiversity on the farm? For example, are field margins left 
uncultivated, wildlife habitats maintained, biodiversity encouraged and sprays 

avoided? 

When you return to class use the photos that your group has 

taken to create a photoessay. Decide on your theme and select 
and edit a series of photographs so that they are arranged 
to tell the story of your theme and through this how the EU 
can help its farmers to preserve natural resources. Add 
captions to your slideshow photoessay and present it to 
your ‘audience’.

Did you know that around 
85 % of European crop plants 
rely, at least in part, 
on pollination via insects, such 
as wild bees, honeybees 
and hoverflies? 

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G U A R D I A N S   O F  T H E   C O U N T RY S I D E

Farmers  play  an  important  role  in our  countryside’s  environmental  and 
economic  well-being.  The  EU  supports  these  producers  by helping  them 
introduce sustainable farming practices. This collaboration also safeguards 
Europe’s biodiversity by protecting ecosystems and preventing environmental 
degradation.

1.  Farmers need to take care of the land they work so that it can 
continue to produce food in the years to come. They take a variety 
of environmental measures, such as crop rotation and planting 
and managing hedgerows, to do this. With a partner, research 
the three measures below and list the reasons why farmers 
take these steps. 

ENVIRONMENTAL MEASURE

REASON

Retain and manage 
hedgerows

Protect the margins of fields 
and nature corridors 
(‘buffer zones’)

Crop rotation

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2.  Farming also has a crucial economic role as it supplies the food industry, 
which is the largest employment sector in the EU providing some 44 million 
jobs. Many of these jobs exist in rural areas, which means that farmers are 
supporting rural communities and helping to ensure they thrive. 

The EU is helping its farmers to diversify their activities and invest in new 
ventures, which can often bring benefits to local communities too. These 
include agri-tourism and direct selling. John and Martha, the farmers in the 
animated clip, were working in these areas — they had renovated their barn 
to make guest rooms and were selling their cheese in a farm shop and online. 

a)  In a small group discuss the following questions.

▶  What is agri-tourism? 

▶  What are the benefits for farmers? 

▶  What are the benefits for the local community? 

▶  What is direct selling? 

▶  What are the benefits for farmers? 

▶  What are the benefits for consumers? 

Report back to the rest of the class on your discussions. Has anyone visited 
a farm as an ‘agri-tourist’ or bought produce directly from a farm?

b)  Imagine you’re a farmer who’s just renovated some rooms for guests 

or opened a farm shop. Create a poster or advert to promote this new 
venture and encourage people to visit the farm. 

AGRI-TOURISM

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T H E   M O D E R N   FA R M E R

Today’s farmers rely on their smartphones as much, if not more, 
than we do! Soil analysis results, calving alerts, vet reports 
on herd health testing and the farming weather reports can 
all reach them directly wherever they are on the farm. Wifi, 
broadband  and  satellites  are  as essential  to the  modern 
farmers as their trusty tractors.

1.  Read the text below and match the words from the following list 

with the numbered spaces.

cultivator – combine harvester – plough – planter

The tractor is the farmer’s workhorse and is at the heart of the farm’s operation. Modern 

tractors may be quite hightech with GPS systems and sensors, but they still provide the 

power by which most other machines work. One of the many attachments used with 

a tractor  is a set  of curved  blades  to slice  through  and  turn  over  the  soil,  the 

(cid:31)

(cid:30)

. Once the soil is prepared, a 

 feeds several rows of seed at equal 

spacing and specific depths, then its rear wheels close up the furrow.  Once the crop 

is growing, a (cid:29)

 is used to tend the soil, 

moving above the plants, softening the soil to make room for water, oxygen and growing 

shoots. On grain and cereal farms it is the (cid:28)

that cuts the stalk a few centimetres from the soil, detaches the grain from the stalk and then 

separates the grain from the chaff, which is not for consumption. The grain is then transported 

to the store silo for various products for humans or as animal feed.

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2.  The EU helps its farmers learn from modern science and technology to meet 

the challenges and opportunities the future brings. Specifically, it helps farmers 
to:

▶  produce more in a sustainable way; 

▶  produce more with less (less water, less energy, fewer fertilisers). 

This is vital as by 2050 the world’s population will have grown to 9 billion 
people — all in need of a secure food supply. As well as boosting production, 
harnessing new technology and tools can also help a farmer increase their 
farm’s revenue by opening up new markets and opportunities. 

One tool is a strip tillage drill which is pulled by a powerful tractor and uses 
a third of the energy and seed, and disturbs the land as little as possible, 
compared to the traditional process.  

Read the article on strip tillage below and explain how 
this type of attachment for a tractor can help a farmer 
use more sustainable farming practices.

Strip tillage creates a seedbed but only where it is needed rather than across the 
entire field. The reduction in soil movement retains moisture and organic matter, 
and makes significant savings in energy as seed and fertiliser are applied with 
precision. Natural soil structure is encouraged, increasing worm activity and soil 
fertility over time. It avoids unnecessary cultivation, eliminates any need 
for rolling, with no need to enter the field again until spraying. Time, 
labour, money, fertiliser and the environment all saved with one 
machine ... provided it suits a farmer’s land, crops and budget! 

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T H E   YO U N G   FA R M E R

T  
Hard-working young man looking to gain experience in working with sheepdogs 
and all aspects of hill farming and herding. Can assist for lambing season, 
maybe longer, in exchange for training. Have 1-year-old collie dog and van. 

1.  Can you guess the year when this advertisement was published 
in the jobs/positions wanted section of a newspaper? 

The advertisement was placed by a young man in his 20s who wanted 
to change career and find a way to make a living while being close to nature. 
After training as a technician he worked installing wind turbines on farms and, 
although not having a background in farming, subsequently decided that his 
ideal career would be: ‘... to work in harmony with the hills, improve land 
management and create habitats’. He placed the ad in January 2015. Does this 
surprise you? 

a)  What changes do you think he can expect in his income and lifestyle 

due to his change in career?

b)  On average young farmers, those under 35 years of age, make up only 

6 % of all farm holders. Calculate how many students make up 6 % 
of the class and ask them to stand while the remaining 94 % stay 
seated. Clearly for those of you with the appropriate skills and 
training there are rewarding careers and life 
opportunities in farming! 

Brainstorm the advantages of farming life. 

The farmer:

 ▶ is self-employed ;
 ▶ lives and works close to nature ;
 ▶

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2.  Farmers feed us and also keep rural community life (i.e. shops, post offices, 
schools, banks) ‘alive’. Yet encouraging young people into farming 
is a real challenge for rural development in the EU. 

a)  Why do you think this is so?

Jimmy and Anna, the farmers’ children in the animated clip, weren’t interested 
in farming and wanted to follow different career paths. Europe needs farmers 
and so farming must be made more attractive to young people. The EU helps 
young people get started in farming with funds to buy land, machinery and 
equipment and also provides grants to train new farmers in the latest production 
techniques. 

b)  Imagine the Department of Agriculture has a campaign to encourage 

young people into farming. Create a poster for the campaign that would 
appeal to people your age. 

3.  Many farmers grow up on a family farm like the one in the clip, but as we saw 
from the newspaper advertisement on the previous page, one way to become 
a farmer is by taking up an apprenticeship. 

a)  Research online some of the pathways to a career in farming. Look out for 

apprenticeship opportunities and courses in agriculture, horticulture, 
agricultural management, science, economics or environmental studies 
and part-time and distance education courses.

b)  Display some of the training programmes and open day posters 

in the classroom.

4.  A wide range of jobs in the countryside are linked to farming and agriculture, 
which show how farmers contribute to the economy of rural communities. 
Farmers need machinery, buildings, fuel, feed, fertilisers and healthcare for their 
animals. Nowadays they also need business advisors and information and 
communications technology support. There are also careers in ‘downstream’ 
operations — such as preparing, processing and packaging food and those 
involved in food storage, transport and retailing. 

a)  Make a list of different professions and careers linked to agriculture and 

the agri-food business. 

b)  Compare lists of professions. Who has a family member working 

in one of these sectors? 

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The health and welfare of 
farm animals are ultimately 
the responsibility of the farmer.

Part 1 

In Part 1 of this project you’ll prepare for 
a visit to a livestock farm with sheep (to take 
place at a later date and which is the subject of 
Part 2) by exploring how to take care of newborn lambs. 

Has anyone in the class or school ever 
visited a sheep farm? If so invite them to share 
their know-how. In groups of three, using 
books or the internet, research one of the 
following areas: milk, feed and nutrition; 
pasture and fencing; prevention, control and 
treatment of injuries, illnesses and disease. 

After everyone has conducted their research, the 
class should pool their findings and work together 
on a slideshow presentation or presentation  page called 
‘The health and welfare of lambs’. 

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Part 2 

Using the knowledge you acquired about the care and management of a herd 
animal, like sheep, organise a visit to a livestock farm. Brainstorm 
questions to ask and on the day remember to bring a camera and journal 
to note what you discover on your farm visit. 

Question headings might include: type of farming (e.g. dairy, beef, mixed, 
family farm, organic, conventional); breeds and general care in relation to feeds 
and disease prevention; and daily management of the herd (free-range or 
housed, grass- or feed-fed). 

Think about EU herd identification and traceability systems. There 

are standards and rules to identify and control cattle 

movement to help prevent the spread of disease. They also 
tackle animal housing and handling facilities. You might also 
ask about the types of machinery used and the cost 
of transporting animals.  

After preparing for the visit, remember to ask the farmer 
about the challenges and the rewards of a farming life. You 

could also take note of the various agri-related jobs — for 
example, think back to the animated clip and the jobs created 

by the family’s cheese-making business or the guest rooms in the 

barn — that are linked to this farm. Select volunteers to ask the questions 
during your visit.

On returning to class after the farm visit, each group of three students can 
draw a plan of the layout of the farm on an A3 sheet, including the farm 
buildings (animal houses, machinery sheds and crop- and feed-storage areas) 
and shelter areas such as hedgerows, trees and water supply. Add photos 
or other artefacts gathered during the farm visit to your display, noting the 
health and welfare measures taken by the farmer for the care of the animals.

Arrange an exhibition of your 
work and invite other classes 
to view your display.

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ISBN 978-92-79-41017-8 
doi:10.2762/59378