This is a series of stories about what scientists do at the Agricultural Research Service. It is geared to kids 8 to 13 years old.

In Chiapas, one of the poorest states in Mexico, an estimated 150,000 children are malnourished. To end this problem, governments have implemented food security policies, including food importation and industrial food production. In 2008 alone, Mexico imported 20 million tons of food. While these policies certainly help to remedy the problem in the short term, the massive importation of basic foodstuffs and incentives to industrial agriculture may widen social inequality, threaten health and deteriorate biodiversity and ecosystem services. I will present the objectives and achievements of initiatives born in the highlands of Chiapas to enhance local food production free of hazardous pesticides and appropriate to the culture of the region. Examples include the rescue of local knowledge for food production, a school gardens program and the Network of Producers and Consumers for Healthy Local Food.

Highlights of this course include: Major biological, chemical and physical components of the agricultural systems The scientific basis for understanding these systems and their management How has science influenced policies related to agriculture, food safety and environment in the United States? How have the policies evolved over time in the US? What has worked and what has not; what are the reasons and what are the consequences? Beyond science, what other factors influence policies? How do we link what we learn to ecological agriculture? How do we use what we learn for policy analysis?

Highlights of this course include: Major biological, chemical, and physical components of the agricultural systems The scientific basis for understanding these systems and their management How science has influenced policies related to agriculture, food safety, and the environment in the United States How the policies have evolved over time in the US What has worked and what has not; the reasons and the consequences What other factors influence policies beyond science How we link what we learn to ecological agriculture How we use what we learn for policy analysis

In this decision case, a congressional staffer must weigh a number of competing concerns and issues, including popular reactions to genetically modified organisms, in deciding how to present information to her boss, an influential congressman drafting legislation to support agricultural research. The case explores the social and biological issues surrounding micronutrient malnutrition, including deficiencies of several vitamins and essential minerals, especially iron, iodine, and vitamin A, which affect at least one-third of the world's population, primarily in developing nations. Developed for a graduate-level seminar on "Genomics, Agriculture, Food Systems and Development," the case teaches about the issues surrounding genomic applications in agriculture and their implications to health, environmental stewardship, economic sustainability, and national development.

In the decades following the Confederacy's 1865 defeat and the abolition of racial slavery, white southern landowners, entrepreneurs, and newspaper editors heralded the coming of a "New South" economic order. Freed from the plantation system, the South would enter the modern age, building factories to turn its cotton into cloth, its tobacco crop into finished cigars and cigarettes, and its growing coal and iron ore output into steel. But not all southerners benefited from a prosperous and industrialized New South. Mill workers, small farmers, and tenants and sharecroppers bore the brunt of the sacrifices required to build a new southern economy. These extracts from letters by tenants and farm laborers to the North Carolina Bureau of Labor Statistics in 1887 and 1889 described the depressed crop prices, usurious interest rates charged by landowners for seed and equipment, and the absence of decent schooling for children faced by southern agricultural workers.

This site provides access to more than 4,000 reviewed resources covering 76 biological science topics: agriculture, anatomy, bacteriology, biochemistry, biodiversity, biotechnology, botany, cardiology, cell biology, ecology, environment, evolution, genetics, geography, human biology, immunology, marine biology, microbiology, molecular biology, neurobiology, pathology, pharmacology, physiology, public health, respiratory biology, soil biology, virology, zoology, and others. Registration required.

This case focuses on the banana, the most popular fruit in the world. In the first part of the case, students are introduced to the history of "Banana Republics" and the biological constraints to banana production, including the devastating fungal pathogens that cause black Sigatoka and Panama disease. In the second part, they learn about ethical consumerism, organic and conventional agriculture, and Fair Trade products. The case was developed for an interdisciplinary capstone course, "Global Issues in the Sciences." It could also be used in courses in environmental studies, general biology, agriculture, and plant pathology.

This site traces the origins of technological and medical advances. Learn about the genetics of ear wax, a vaccine to control malaria, DNA barcoding, aging and the human brain, a genetic classification of dog breeds, the discovery of the first speech and language gene, how living organisms tune in to the time of day, and more.

This guideline was produced for those persons responsible for the maintenance of health and safety measures at agricultural workplaces handling potentially hazardous organophosphate and carbarnate chemicals. It is primarily aimed at professional nursing and other medical staff charged with monitoring workers for pesticide exposure, but will be useful to all personnel involved in workplace health and safety monitoring for pesticide exposure. The guidelines concentrate on monitoring for organophosphate and carabarnate insecticides because the technology is reasonably readily available and the methodology well described. These chemicals are widely used and are the most common cause of acute poisoning by pesticides. The guidelines have also been written bearing in mind the Hazardous Chemical Regulation 556 of 25 August 1995, in terms of the Occupational Health and Safety Act that includes agricultural workplaces, in addition to industry.

This guideline was produced for those persons responsible for the maintenance of health and safety measures at agricultural workplaces handling potentially hazardous organophosphate and carbarnate chemicals. It is primarily aimed at professional nursing and other medical staff charged with monitoring workers for pesticide exposure, but will be useful to all personnel involved in workplace health and safety wishing to understand the principles behind monitoring workers for pesticide exposure. The guidelines concentrate on monitoring for organophosphate and carabarnate insecticides because the technology is reasonably readily available, and the methodology well described. These chemicals are widely used, and are the most common cause of acute poisoning by pesticides. The guidelines have also been written bearing in mind the Hazardous Chemical Regulations (Regulation 556 of 25 August 1995 in terms of the Occupational Health and Safety Act) that include agricultural workplaces in addition to industry.

This 7-minute video looks at the introduction of agriculture into human prehistory. [Biology playlist: Lesson 66 of 71]

In this Nature video, learn about the extraordinary impact that birds have on the agriculture of a small Indian community.

Grasslands are found where rainfall is low and temperatures are extreme. Grasslands experience drought and occasional fires. The soil of grasslands is deep, moist, and nutrient rich from dead grass and other organisms, which is good for agriculture.

Have a go at encouraging biodiversity on a farm. Play on your own or against your classmates.
The Buzz game has been developed to simulate changes you can make to a field over three years. Choose your field margins, beetle banks and bird crop and away you go!
The BUZZ game is suitable for all ages.

This database of lessons is provided to support agriculture education in California classrooms. Over the last century, children have become further removed from the land that feeds and clothes us. And yet, Agriculture is the very basis of civilization—the food we eat, the clothing we wear, the material of our homes and many of our traditions and values…all coming from agriculture and collectively setting the pace for a nation's standard of living. The California Foundation for Agriculture in the Classroom works with K–12 teachers, and students to enhance education using agricultural examples.

The curriculum section provides over one hundred garden-based lessons to create, expand, and sustain garden-based learning experiences. It offers practical ideas and resources for every level of garden-based learning from sprouting seeds to understanding the food system.

This curriculum section was compiled by the University of California Division of Agriculture and Natural Resources Garden-Based Learning Workgroup. The content for this section was borrowed, with permission, from various resources. It was our goal to use existing resources as not to “recreate the wheel” and to give a broad example of the garden-based learning resources that are currently in print.

The section is divided into 12 theme areas with applications for primary and upper grade level students.

The VUMA! Careers space contains information and news on tons of careers, including general information, university information, news, links and more.

The VUMA! Careers space contains information and news on tons of careers, including general information, university information, news, links and more