For the InstructorThese student materials complement the Future of Food Instructor Materials. If you would like your students to have access to the student materials, we suggest you either point them at the Student Version which omits the framing pages with information designed for faculty (and this box). Or you can download these pages in several formats that you can include in your course website or local Learning Managment System. Learn more about using, modifying, and sharing InTeGrate teaching materials.
1. Natural/Human component identification: Check the following potential parts/actors within the food system that would form part of the natural subsystem as portrayed in a coupled human natural system diagram, figure 1.2.6. Select all that apply.
a. Farm field containing soils and plants
b. Concrete-lined irrigation canal on a California farm
d. The Gulf of Maine off of New England, USA.
e. Wet climates of temperate Europe
f. Cucumber beetle pest of squash and pumpkins
g. Government subsidies that provide incentives for taking land out of crops for soil conservation.
h. Corporate activities to develop and promote pesticides.
i. Fertilizer factory
j. Knowledge of local smallholder farmers in the Andes to select and maintain crop varieties
2. State the three parts or functions of a food system from the simple linear food system model (figure 1.N) and give an example of each from your own experience and knowledge of the food system as a consumer. Write your answers in the text area below.
1. _______________________ + example: ______________
2. _______________________ + example: ______________
3. _______________________ + example: ______________