3 Growing More Food with Less Land: The Promise of Sustainable Plant Agriculture
Tori Booker; Sarah Mustain; Sara Loss; and Beatrix Haggard
Introduction
In an era of rapid urbanization, evolving dietary preferences, and escalating environmental concerns, the global food system faces unprecedented challenges, making the pursuit of sustainable agriculture increasingly complex. As cities expand, they take away arable land for crop production and divert labor from rural areas. This raises the critical question of how to feed a growing population while preserving the delicate balance of our ecosystem (Reganold, 1990).
In this chapter, we explore the principles, practices, and potential of sustainable intensification in agriculture. We examine how this approach can help reconcile the seemingly conflicting goals of meeting global food security needs and preserving the ecological balance upon which our future depends. As we dive into this critical topic, we’ll discover how the agricultural sector is bending the rules of production, proving that with innovation and careful management, it is indeed possible to grow more with less.
The Green Revolution of the mid-20th century, often referred to as conventional farming, once hailed as the solution to world hunger, has revealed its limitations and unintended consequences. It marked a turning point, introducing high-yielding crop varieties, synthetic fertilizers, and pesticides that significantly boosted productivity. While it dramatically increased crop yields, it also led to environmental degradation, biodiversity loss, and a dependence on chemical inputs that threatens long-term agricultural viability. Today, farmers face a monumental challenge: producing more food on less land while minimizing environmental impact (Brodt, 2011). One way farmers can accomplish this is through sustainable agriculture intensification – a holistic approach to farming that aims to increase agricultural productivity while enhancing environmental stewardship.
Key Terms:
Sustainable Agriculture – farming practices that protect and expand natural resources to make the best use of nonrenewable resources.
Stakeholders – people with an interest in a topic, especially because they see themselves as personally affected.
Precision agriculture – use of technology, such as GPS, automation, or land manipulation, to make farming more efficient.
Extension agents – someone whose job requires providing the knowledge and information that will enable a farmer to understand and make a decision about a particular innovation.
Consumer – an individual or entity that purchases and uses agricultural products, like food, fiber, or other goods, influencing the types of crops grown, and how products are transformed.
Crop rotation – planting a different crop on a particular piece of land each growing season as a tool to prevent soil disease or degradation, pests, and weeds.
Organic – in the US, a label that indicates that a food or agricultural product has been produced according to the USDA organic standards, which require operations to use practices that cycle resources, conserve biodiversity, and preserve ecological balance.
Yield – a measurement of the amount of a crop grown, or product such as wool, meat, or milk produced, per unit area of land.
Overview of the Simulation
This simulation engages you in critical discussions about sustainable agriculture and the intensification of crop production to maximize yields with less farmland. The chapter begins with an opportunity for you to discuss how the themes of the simulation relate to your own lived experience. You will engage with reading, listening, and research activities to help build your knowledge of debates around sustainable agriculture. You will then take a position by adopting a persona in the role-play phase. After reflecting on the role-play, you will either plan a cover-crop rotation, give an extension presentation, or write a newspaper opinion piece.
As shown below, the simulation has five distinct phases.
How the simulation works
| Phase | Phase Description | Activities |
| 1 | Activation | Discussion 1 & 2
Reading 1 |
| 2 | Comprehension | Listening 1
Discussion 3 Role Assignment / Role Preparation |
| 3 | Simulation | Role Play |
| 4 | Reflection | Debriefing Activity
Critical Reflections |
| 5 | Application | Letter to the Editor, Infographic, or Essay |
You will gain a number of important skills as you participate in the simulation. These skills are sequenced from simple tasks, such as defining and describing, to more complex tasks such as synthesizing and evaluating.
- relate the principles of sustainable agriculture to agriculture around you.
- describe key components of sustainable agriculture.
- make predictions of potential impacts on future food production.
- summarize the main drivers behind the need for sustainable agriculture.
- illustrate talking points for and against sustainable agriculture on any scale.
- compose a farm management plan in a sustainable fashion.
Phase 1: Activation
In this phase of the simulation, you will draw on your background knowledge of sustainability in agriculture. This will prepare you for the listening, reading, and research activities in Phase 2 of the simulation. It will also allow you to share your experiences and ideas with your classmates.
Discussion Activity 1
Work in a small group. Discuss the following questions and be ready to share your responses with the class.
- What does agriculture look like where you come from?
- What plants are grown there?
- What is the climate like where you are from, and how does it affect local farming practices? For example, do you have a lot of rainfall or very little? Are the temperatures very hot or very cold?
- Have you heard people talk about farming? What are they saying?
- What does the term “sustainable agriculture” mean to you?
- How do you think sustainable agriculture differs from conventional agriculture (The Green Revolution)?
Discussion Activity 2
Watch the short videos What is Sustainable Agriculture? – 8 Video Series and discuss how farmers and ranchers are making choices to be more sustainable.
- What are cover crops, and how do they play a role in soil health? (Watch Episode 2: Cover Crops and Soil Health.)
- How could sustainable agriculture practices affect rural communities and economies on a positive and negative stance? (Watch Episode 4: Social Sustainability.)
- What are the four goals of the ecological approach to pest management, and what are some examples of each?? (Watch Episode 5: Ecological Pest Management.)
- Why do you think someone would choose to adopt or forgo sustainable agricultural practices?
- What role does an extension agent play in sustainable agriculture practices? (Watch the following video to answer number 5. https://www.youtube.com/watch?v=XdL0kJz-hAU )
Reading Activity 1
Read What-is-Sustainable-Agriculture.pdf (SARE, 2023) and answer the following questions.
- Page 4 of the article discusses how sustainable practices increase climate resilience, and how one-way farmers are adapting to climate change. What weather pattern is driving the adaptation described in your example?
- Healthy soil is the foundation of a healthy crop. Why is it important to have accurate soil tests? Use page 5 for reference.
- On pages 7–8, the authors argue that farmers can enrich communities through peer groups. Why is it particularly important that farmers cultivate networks and support through these groups to promote equity for farmers of color and other historically marginalized farming communities?
- Ecological pest management in sustainable agriculture reduces pesticide use and promotes biodiversity on the farm. Using an example from page 9 (e.g., weeds, diseases, or insects), describe one unconventional method a farmer has used to control pests or promote biodiversity.
- Page 11 discusses how new technology is constantly being developed and integrated into agricultural systems. Based on what you have learned so far, do you think technology is essential to achieving sustainable agriculture? Support your response with specific examples of technologies you consider helpful or limited in their application.
Phase 2: Comprehension
The purpose of this phase is to help you expand your knowledge of some common conservation techniques used on farms in Oklahoma. You will listen to two multi-generation Oklahoma farmers discuss conservation efforts on their farms. These recordings are excerpts from longer interviews, and the farmers discussed may employ additional conservation techniques beyond those presented here. These interviews are from the Centennial Farms Oral History Project at Oklahoma State University.
For Discussion 3, you will review an online module and conduct independent research to draw your own conclusions.
Listening Activity 1
You will listen to two excerpts — one from an interview with Phil and Frances Macy, and the other from an interview with Billy and Bonnie Stanley.
The Macy interview is available here: https://cdm17279.contentdm.oclc.org/digital/collection/farms/id/178/rec/5. A transcript is also available on the right-hand side of the screen. This excerpt begins at 49:20 in the video and at the bottom of page 21 of the transcript. Answer the following questions:
(49:20-52:55)
1. How does Mr. Macy explain terraces? How do they work?
2. Do you think Mr. Macy believes his investment in terracing has been worthwhile? Why or why not?
You can find the Stanley interview here: https://cdm17279.contentdm.oclc.org/digital/collection/farms/id/461/rec/1. A transcript is also available on the right-hand side of the screen. This excerpt begins at 43:30 in the video and approximately halfway down page 21 of the transcript. Answer the following questions:
(43:30-47:05)
3. They don’t define shelterbelts, but Mr. Billy Stanley talks about what could happen now that new owners have removed many of them. What do you think shelterbelts are? What is their conservation purpose?
4. They mention two different benefits of terracing. What are the benefits they mention?
5. What is one reason they give for working with Extension and 4-H on the conservation of farmland?
6. Do you think the Stanleys are happy with their decision to terrace? Why or why not?
(Bonus: What made it difficult or easy to listen to these long-time Oklahomans talk about their farms?)
Discussion Activity 3
For this activity, you will review the following module and choose an option to complete. Introduction to Conservation/Soil Health
Option 1: Visit an agricultural field and observe current conditions. If you are local to Stillwater, Oklahoma, you can go to the agronomy farm (609 S August Dr., Stillwater, OK 74078). As you observe, consider the following:
- Is there a crop growing in the field?
- Depending on the time of year, is this a summer or winter crop?
- Can you tell if the field has been tilled?
- Do you see any signs of soil erosion?
- Are there terraces or grassed waterways present?
Option 2: Review this document (Conservation Activity) and answer the questions inside.
Write out your observations, including those prompted above and any additional details you notice
PHASE 3: Simulation
In this phase, you will be given a role to play in a simulated discussion event (e.g., a 45 -minute panel discussion). It is important that you understand the context and your role to prepare for the role-play.
The Context
As the global population continues to grow and climate change threatens food security, agricultural practices have come under increasing scrutiny. Sustainable agriculture aims to meet our current food needs without compromising the ability of future generations to meet theirs. It encompasses a range of practices and technologies designed to increase productivity while minimizing environmental impact.
Agenda
Should sustainable agricultural practices be adopted on all farms?
Roles
You will be assigned a role to play in this phase of the simulation. There are five participant roles on each side of the debate and one moderator role.
Moderator. Extension Agent/Educator
Description
- Your task is to introduce the issue at the beginning of the panel discussion, welcome the participants, and moderate the discussions. Allow every participant (role) about 3-5 minutes to talk and make sure that everyone gets a turn to express their opinion. Develop one question for each group’s presentation and ask the question after their presentations. The moderator role can be played by students or the instructor of the course.
IN FAVOR OF SUSTAINABLE INTENSIFICATION OF AGRICULTURE
Role 1. Soil Health Specialist
Description
- You are in favor of sustainable agriculture because of environmental protection. Sustainable practices reduce soil erosion, conserve water, and promote biodiversity. This helps preserve ecosystems for future generations.
Potential Source:
Role 2. Farm Lender
Description
- You are in favor of sustainable agriculture because of long-term economic viability. While initial costs may be higher, sustainable methods often lead to reduced input costs over time and improve farm resilience against market fluctuations.
Potential Source:
Role 3. Consumer
Description
- You are in favor of sustainable agriculture because of its health benefits. Reducing chemical inputs means healthier food for consumers and safer working conditions for farmers.
Potential Sources:
Role 4. Environmental Scientist
Description
- You are in favor of sustainable agriculture because of its potential to mitigate climate change. Practices like agroforestry and cover cropping help sequester carbon, contributing to the fight against climate change.
Potential Sources:
Role 5. Organic Farmers
Description
- You are in favor of sustainable agriculture because of resource efficiency. Precision agriculture and bio stimulants allow us to produce more with less, addressing food security concerns without expanding farmland.
Potential Source:
AGAINST SUSTAINABLE INTENSIFICATION OF AGRICULTURE
Role 6. Small-Scale Farmers
Description
- You are against sustainable agriculture because the initial costs of transitioning to sustainable practices and technologies can be prohibitive for many farmers, especially small-scale operations.
Potential Sources:
Role 7. Large Scale Farmer
Description
- You are against sustainable agriculture because of concerns about crop yields. You are afraid that sustainable practices might not match the yields of conventional farming, potentially threatening food security.
Potential Sources:
Role 8. Fifth Generation Farmer
Description
- You are against sustainable agriculture because of the training it often requires. Sustainable farming requires more complex management and new skills, which can be challenging for farmers to acquire.
Potential Sources:
- https://medium.com/@dilloneldridgephotography/challenges-faced-by-farmers-in-implementing-sustainable-agriculture-practices-56a89dbf3409
- https://ieep.eu/publications/the-costs-and-benefits-of-transitioning-to-sustainable-agriculture-in-the-eu-a-synthesis-of-existing-knowledge/
- https://msutoday.msu.edu/news/2024/09/new-msu-research-shows-how-agriculture-practices-impact-food-safety-health
Role 9. First Generation Farmer
Description
- You are against sustainable agriculture because existing market structures and agricultural subsidies continue to favor conventional farming, placing sustainable operations at a significant competitive disadvantage.
Potential Sources:
Role 10. Food Processor
Description
- You are against sustainable agriculture because of scalability issues. Some argue that sustainable practices work well on small-scale operations but may not be feasible for large-scale industrial agriculture needed to feed the global population.
Potential Source:
Phase 4: Reflection
The purpose of this reflection assignment is to encourage students to critically analyze the arguments presented during the role-play debate on sustainable intensification of agriculture. This exercise aims to deepen understanding of complex issues surrounding agricultural practices, enhance critical thinking skills, and promote empathy for different perspectives in the agricultural sector.
Debriefing Activity: In small groups, discuss the following questions. Be prepared to share your thoughts with the whole class.
- What was the most compelling or least convincing argument for your assigned stance, and why?
- Was it easy or difficult to argue your position on this issue? Why?
- What did you think of your role in the simulation? Did you personally agree or disagree with your role’s required stance on the issue?
Critical Reflection Activity
In small groups, discuss the following questions. Be prepared to share your thoughts with the whole class.
- Did any of the participants/groups make particularly persuasive arguments? If so, which one/s? What made the arguments more persuasive?
- Did any of the participants/groups make arguments that you thought were weak? If so, what were the arguments? What made them weak?
- Which individual participant did you find the most knowledgeable/most persuasive in the role play? Why?
- Do you think you could have portrayed someone else’s role better? Why or why not?
Phase 5: Application
The purpose of this phase is to engage students in applying their knowledge of sustainable agriculture to real-world scenarios. This task aims to develop critical thinking skills, encourage creative problem solving, and deepen understanding of sustainable agricultural practices and their impacts.
OPTION 1: Extension agent (Educator) presentation on conventional and sustainable practices
For this assignment, pretend you are an extension agent (educator) who will deliver a presentation on a conventional agricultural practice and its sustainable counterpart to a group of stakeholders from a single community.
Prompt 1A: Prepare a presentation using programs such as PowerPoint, Canva, or Google Slides. The presentation should begin with a farm problem and present both the conventional and sustainable solutions. You must also be upfront with the pros and cons of each choice. As an extension educator, your job is to be respectful of both sides.
Prompt 1B: Write a reflective essay about how you would approach this presentation. Write about what topic you’d pick and why you’d pick that topic. Identify at least three stakeholders from the simulation, ensuring that both sides of the debate are represented, and describe how you imagine each stakeholder would respond to the information presented.
OPTION 2: TV Extension segment on choosing between conventional and sustainable practices
For this assignment, you are an extension agent (educator) preparing a short, approximately 2-minute video presentation to help local farmers decide between conventional and sustainable farming practices. You may select any agricultural region, provided you identify it in your segment. Your presentation must define the problem the practice addresses, explain the differences between the two practices, and conclude by describing the circumstances under which a farmer might choose each.
Prompt 2A: Submit a 2-minute video (.mp4) of your segment covering the above requirements. Include any relevant visuals.
Prompt 2B: Submit a script of approximately 2 minutes that addresses the requirements outlined above.
OPTION 3: Newspaper opinion letter
For this assignment, assume the role of any stakeholder from the simulation. In this persona, write an opinion letter of approximately two pages (double-spaced, 12-point font) for a local newspaper, urging community members to support your position in the conventional versus sustainable farming debate. Provide at least three reasons to support your position and address potential counterarguments from opposing stakeholders.
References
Brandon Bioscience. (2023, August 31). Impact of sustainable agriculture and farming practices. Brandon Bioscience. Brandon. https://brandonbioscience.com/impact-sustainable-agriculture-farming-practices/
Brodt, S., Six, J., Feenstra, G., Ingels, C., & Campbell, D. (2011). Sustainable agriculture. Nat. Educ. Knowl, 3(1).
Reganold, J. P., Papendick, R. I., & Parr, J. F. (1990). Sustainable agriculture. Scientific American, 262(6), 112-121.
What is sustainable agriculture? – YouTube. (n.d.). Retrieved June 24, 2024, from https://www.youtube.com/playlist?list=PLWlltQ6Oy0zpgxVhd2vZqTDvVXpPhSVd0&si=GJjEcz-tfDf1jnHf
