We celebrate living together as part of a community, with lots of praying, dancing, and being grateful for things that support our life, such as rain.
~ words from Areeya that keep us thinking and wondering ~
Not hers. Not yours. People are always more than the chapters anyone could share. Hold what is here gently. Approach with curiosity, before judgment.
Notice what you notice. Wonder what you wonder. There is no quiz, no right way. Read until something stays.
this film has no words. notice what you notice. notice what you wonder. wonder out loud. and don't forget to notice what you feel, too.
Making Traditions
Welcome to our organic farm, I am so glad you could come visit! Did you see the parade on your way to our village here in Sisaket, Thailand? It is in celebration of a Buddhist tradition called Vassa, which starts tomorrow. During the monsoon season, it is the time when monks stay inside the temples to study and meditate, so people from the village bring them large candles as support. We celebrate living together as part of a community, with lots of praying, dancing, and being grateful for things that support our life, such as rain.
Can you tell me about some events in your community that bring people together? Do you think everyone celebrates for the same reason, or does it depend on the person? What are some ways that you express what you are grateful for?
Rain is important to my community because many of us are farmers. I help support an organic farm, and rain is something that we always think about because it helps our rice crops grow.
The average rainfall during monsoon season in Sisaket is about 200 millimeters. Depending on the season, the water in a rice paddy field could increase to 1 meter or more. Suppose the rain water reaches 1 meter in height. If a young rice plant is about 13 centimeters tall, at what rate (in centimeters per hour) will the water need to dry out or flow to another stream so that the rice is not submerged for more than 2 full days? Assume the rate is the same for both days.
If you can, compare this with the rate of evaporation in your city's climate.
The reason I chose to support this farm is because it is organic! Being an organic farm means that we do not use unnatural chemicals on our crops. Sometimes people use unnatural fertilizers or pesticides because they can make plants grow quickly, but we understand that these chemicals can also really hurt the soil and make the food unhealthy to eat. Instead, we use natural fertilizers to help our rice grow, like cow manure that helps the soil hold water and gives the plants the nutrients they need.
Can you think of an example from your own life where timing — such as finishing quickly — is a factor? Now, can you think of other factors from that example that are important too? How do the factors impact each other? How do you decide what to prioritize?
Part of my job is to teach other farmers in our province about the value of organic farming. There are so many benefits to this way of farming! I mentioned already how it is much healthier— for the land so it is not damaged by harsh chemicals, and also for humans who eat what is naturally grown without toxic exposure. Another way it helps farmers is they can potentially sell more of their crops. If they are growing rice, bananas, or whatever they produce on their land, and they meet certain standards such as not using unnatural fertilizers, then they can export their produce as “certified organic” to markets around the world that promote this type of farming.
For any farmers who would like their land to become certified organic, they have to go through a conversion period which can take around 36 months for plants such as rice. First, farmers can try organic practices on one plot of their land, while still using the harsh chemicals they have used in the past on another plot of their land. This way, after a year they can compare their crops and see that using organic practices still helps their plants flourish. The next year, after they see the improvements, they can start to convert the rest of their lands. This takes time, as they may need to change the structure of their fields to prevent chemicals from adjacent non-organic farms entering the plots or impacting their crops, and to commit to becoming organic farmers long-term, not just for one crop cycle. Then, we help them with the process of being recognized as certified organic, such as keeping records for when the certification evaluators do site visits and interviews.
It can take around 3 years to become certified, which can seem like a long time! Even knowing the benefits, do you think farmers ever get discouraged during this process? What do you imagine are some ways they stay motivated to make this long-term change? Do you think it could be similar to how you stay focused on a goal, even when it’s challenging?
Our goal is for 5,000 rai of land to be converted to organic farming (in Thailand we measure land size by “rai”, and there are about 2.5 rai in 1 acre). Right now 70 people have signed up, which means about 850 rai will become organically managed. We know we still have many more rai left until we reach our goal, but we are excited about our campaigns and activities to help spread the message about organic farming.
The goal is for 5,000 rai of land to be converted into organic farming. If 70 farmers have signed up and we have 850 rai organically managed, how many more farmers might we need to have sign up to meet our goal? What assumptions would we make to estimate the number of farmers we need to have sign up?
Once a month we hold an event at our farm where we invite people from the community, as well as researchers and other environmental organizations, to join together so we can learn from the experiences others have had with agriculture. Kids are always welcome at our events and workshops, and we love to hear the giggles and running footsteps of the younger generation around the farm. We want this space to be welcoming to everyone in our communities, where children can learn about and experience the joys and challenges of farming. The founders of this farm also have their own children, so it always makes me smile to see a child on the tractor with his grandfather, or saying hello to the pigs, or following me to visit some of the nearby farmers and playing with other kids along the way. Children are free to wander around and explore in this rural area because they are safe in this community where people look out and care for each other with kindness.
Think of a place where you feel welcome— why do you feel that way? Can you give examples of how the physical space might be inviting, or how the people make you feel accepted? How can we work together to promote peace and safety in a community?
I want to provide to children opportunities that I did not have growing up in a “concrete forest”, where you rarely see the process of how the food you eat ends up in front of you. My childhood was spent in one of the largest cities in Southeast Asia, called Bangkok. It is the capital of Thailand and is southwest of Sisaket Province where I live now. As a kid, I could see there was a lot of pollution in the city. Each morning I could smell the dirty water in the sewage canal, and whenever I sat in the open air bus I could see black smoke and would try not to breathe in the exhaust from the other cars. I thought to myself, “There has to be better ways to live than like this.” I started to learn more about small ways we can help our environment be less polluted, like using fewer plastic bags that end up being thrown away and take many years to break down into smaller pieces. I also learned about growing my own food through gardening. Since my family lived in a large city with many crowded buildings, it was difficult to find areas where I could plant seeds in the natural ground. But every time I touched something green and living, or felt moist soil in my hands, I felt so excited that I might be able to grow produce that I could then eat and share with others so we could gain energy and health from it.
How does the environment where you live make you feel? Do you think you can have a positive impact on it, even if in a small way? How about you share some ideas of how you can do this!
Scientists are still learning about how long it takes for plastic bags to degrade, but they estimate it can take hundreds of years if left in landfills. In the United States, about 139.6 million tons of waste filled landfills in 2017, and 19% of this was from plastic. How many tons of plastic filled the landfills?
Suppose a family of four people uses plastic bags for weekly grocery trips. About how many plastic bags would the family use in a year? (You'll need to think about how much the average family buys each week). How many pounds of plastic would the family save by using reusable bags instead of plastic bags? (Note that 2,000 plastic bags is about 30 pounds.)
What is another item or material you think could be saved from the landfills by recycling or using alternatives? How long does this take to decompose? How many pounds of waste would you estimate you could save in a year by recycling or using an alternative? How many pounds of waste would you save if your entire class did the same thing? What about the entire school?
What are some ways you can promote awareness about waste in your community? Are there ways you can work to recycle more? How can you also encourage others to do so?
I figured out early in my life that I learn best when I can experiment and try things out on my own, rather than by being told what to think. In middle school I started to feel the social pressure of getting good grades so eventually I could get a job with a high salary, and it seemed like the way to get good grades was to go to special tutoring after school. I felt that wasn’t how I wanted to learn, because after school I wanted to follow my own interests like experiencing the environment by playing and gardening, rather than by sitting in a classroom. My family was supportive of my dream to follow my own education style, and I was able to travel to the United States for my high school and university. While studying in university I was also able to volunteer in my community. I helped groups that supported environmental health, where we would clean up trash along the beach and take water samples from creeks to learn what was impacting the water quality. These experiences taught me things I felt I wouldn’t be able to learn if I only studied… to me it is more powerful being able to feel the mud under my feet as I dip my hand into the cool stream to gather water I can then bring back to a laboratory to examine, rather than only seeing pictures of it on a book page.
I feel that I learn best by using my senses, but I also paired this with studying academics in my university classes. What are some ways that your own experiences enhance what you learn from the knowledge of others (through books, teachers, etc.)?
All of these experiences made me even more excited to learn about the environment and the impacts that can be positive or negative. I studied geography in university, and we often discussed how humans interact with natural resources. Geography is multidisciplinary, which means that it can mix many different subjects together, like politics, economics, and land management. It brings together the physical world with the cultural side of life, so I was able to translate what I learned in my classes into real life.
After studying in the United States, I had the opportunity to travel to China. This was really special for me because half of my family has Chinese background. While learning about my cultural history I was also able to learn about changes to the environment caused by economic development. I could study the roots of my family, while also studying the root causes of environmental impacts. The three years I lived there changed my life… I learned a different language, saw different ways of thinking and living, and met people who were very passionate about keeping the Earth healthy. Learning about my family’s Chinese background made me want to learn more about my family’s history back in Thailand, since I had been away from where I grew up for so long. I loved that I was able to explore new parts of the world like the United States and China, and now I have brought all those experiences with me back to my home country.
What are some things from your past — such as your family history, or your own experiences — that impact your present life? Can you share how it has shaped your actions and/or perspective?
Now that I am here at this organic farm, sometimes my family asks why I am not focusing more on myself— studying for a higher degree, or looking for a job with a higher salary. Recently my friend asked when I will retire from doing public services and outreach with the community. I told her that improving society and the environment for younger generations is not just a job for me, but a passion… and that you can never “retire” from something you love. Helping create a community where others feel positive, where there are healthy choices for food, where my neighbors share smiles with each other, and where I see kids playing safely brings me so much joy. I can’t imagine myself ever stopping.
Have you ever been in a situation where someone questioned your reason for doing something? How did it make you feel? How did you react?
How do you compare a “job” and a “passion”? Are they different? Can they overlap? If so, how?
Optional way to start class: lead your class in breathing exercises before starting the lesson! Some mindful breathing can go a long way.
What does “traditional” mean? What is a “tradition”? : Call on a few students to explain what traditional means.
To probe conversation, you can ask what traditional means in a sentence like, “That’s a traditional approach,” or, “You are dressed in a traditional manner.” ( adj. traditional can be defined as an old or long-established way of doing something.) Transition and ask students what “tradition” means and how it is different from “traditional”. ( n. a tradition is a custom or belief that is either passed down generation by generation or time after time; it is often celebrated as an event and can be unique to a group of people.) Gives students 1-2 minutes to think about their favorite holidays. Then ask students to share examples of some of their favorite traditions. If students appear to have difficulty coming up with traditions, you may want to share some of your own. For example, on Christmas Eve, you may leave cookies out for Santa... or on New Year’s Eve, you may stay up until midnight to watch the ball drop in New York City. Once students come up with some traditions, ask them: “What makes this a tradition?” Example: “We do it on a specific day every year.” “Is it a tradition that is passed down from generation to generation? Is it something that you do every year?” Example: “My grandma taught my mom, and my mom taught me.” “Do you have any traditions specific to your family? Why do you think this is an important tradition for your family? Does it hold value that your family wants to uphold and continue?” Example: “We honor someone special in my family because they are an important role model.” “Is this both a tradition and traditional? If not, why?” Example: “Yes, every time we go to temple, we use the Siam Si (Chinese fortune sticks) and take home our fortunes. It is a tradition for us, but it is also a traditional fortune telling practice dating back to the Jin Dynasty.” “What is something traditional to ?” Example: “It is traditional on Día de los Muertos to celebrate our ancestors and honor the dead.”
With your class, watch the video “I am Areeya”. After, ask students, “What stood out to you about the video?” Students may mention the process of harvesting rice, the age of the farmers, how green everything is, or the parade.
Next, ask, “Why do you think that stood out to you?” This is a quick exercise in memory recall. Often what stands out to people is something that they can relate to or value. This is a fun way to show that even though the students all watched the same video, they may remember and take away something different. Next, read the accompanying story, “I am Areeya”. Check for reading comprehension by asking: “During what season is Vassa celebrated?” “What is typical of the monsoon season?” “Why is the monsoon season good for Areeya?” “Why did Areeya choose to work on the farm?” “What is organic farming?” “Why does organic farming make Areeya happy?” Remind students of the first exercise discussing traditions. Ask students if there are any traditions in Areeya’s story, and distinguish if these are unique to Areeya’s story. Answers could include community-wide traditions, or traditions specific to the organic farm where Areeya works: Praying, dancing, and bringing monks candles to celebrate Vassa These are traditions related to a religious holiday. Therefore, the traditions could be celebrated the same way across villages celebrating Vassa, or the specific tradition of bringing monks candles could be specific to Areeya’s village. Monthly community event at the farm This is specific to the farm where Areeya works. Food transparency This is specific to the farm where Areeya works, though if more farms practice organic farming, the tradition could spread. Students may not initially think of food transparency as a tradition. However, a tradition isn’t always an event or action. It can also be a fact of being or belief. Ask students what they think food transparency means. If students have trouble coming up with an answer, you can break down the words (this could be a bridge to Areeya’s story “Areeya and Planting Life Cycles”, where she breaks down the word “biodegradable”). Food is what you eat, and transparency is something that is see-through. In basic terms, this means seeing through what you eat. In more contextual terms, this means knowing how and where food was grown and made. Next, ask students if there are any similarities between traditions and Areeya’s efforts to teach farmers how to get their land organically certified. Important points include: It doesn’t happen overnight; it takes repetition. There has to be some value/passion/story behind it that makes people want to keep doing it. It is actively maintained.
untraditional” and the other end, “traditional”. Tell students to imagine that the center line in the room is a scale from untraditional to traditional.
Ask students, “Is Areeya’s way of farming untraditional or traditional?” Students can move to opposite ends of the room or somewhere in the middle. Call on at least three students (in different places on the scale) and ask them why they chose to stand where they are. Remember that there is no single right answer! A student might consider organic farming as untraditional (or modern) because it isn’t the predominant way of farming in the Sisaket, Thailand farming community (we know this because Areeya’s goal is for 5,000 rai of land to be converted to organic farming). Someone else may consider organic farming as traditional because foraging and agriculture based on natural practices came before the production and packing of rice using pesticides and other chemicals. Another student may argue that there are elements of organic farming that are both traditional and untraditional. Spend a few more minutes focusing on how traditional practices can evolve with the times, like people. (This will be brought up again in a later activity.)
Let’s dive a little deeper into the practice of organic farming! Take some time to discuss with students the benefits and setbacks of becoming a certified organic farm.
Benefits may include: In the long run, the net income (the amount that the farm profits from after subtracting its expenses) could increase. Some factors that may influence this include more efficient strategies being implemented as farmers understand how to work with the land, and consumers becoming more interested in buying from organic farms. You can say to students: The organic farm where Areeya works starts growing paddy rice (before processing/milling) on June 1, harvests it on November 1, mills it (removes the husk and bran layers to produce the rice kernels that we eat), and then “sells” the paddy to their own mill (turns the product into a packaged good to be purchased). For 10 hectares (1 hectare = ~2.47 acres), her team could yield 18-20 tons of rice and earn about 375,000 baht. In reality Areeya’s team does not collect income until the end of November, but for this math practice, let’s imagine the income is distributed throughout the process. If income was collected every day from the start of growing the rice until harvest, calculate how much the farm would make on a daily basis (operate as though all months have 30 days). Answer: 375,000 baht / (5 months x 30 days) = 2,500 baht/day Using your answer from (i) and a production cost of 1,090 baht per day, what would the net income be per day? What would the net income be in November (lump sum for season)? Answer (daily): 2,500 baht - 1,090 baht = 1,410 baht Answer (season): 1,410 baht x (5 months x 30 days) = 211,500 baht Alternatively (or to check your math), you can multiply 1,090 baht by 150 days (because 5 months x 30 days = 150 days) to get 163,500 baht; then, use 375,000 baht (because production costs are 1,090 x 150 days) - 163,500 baht = 211,500 baht Optional: You can explain the production costs that are considered in this example (organic seeds, planting, soil prep, compost, harvest, drying, etc). You can also discuss how in this example, the money is distributed every month, but in reality it is given to Areeya’s team at the end of the process. “How do production costs affect the team, if the money they are paid is given to them at the end of the process instead of distributed throughout? What might be some benefits and challenges to each way of being paid? What may Areeya and her team have to do to sustain a living during the months that they are not being paid?” If the market price for paddy rice suddenly doubled so the organic farm where Areeya works made 750,000 baht in November (or 5,000 baht per day), but the net income did not change from the previous question, how much were production costs (per day and season)? Why might profit and production costs increase together? Answer (daily): 5,000 baht (new income)- 1,410 baht (net income) = 3,590 baht (new production costs) Answer (season): 750,000 baht (new income) - 211,500 baht (net income)= 538,500 baht (new production costs) One reason for the concurrent increase in profit and production costs could be the increase in supply and demand. More people buying rice means that more rice will need to be produced to meet the demand, so there will be higher costs to produce (such as an increased number of workers to help harvest the larger rice amount). If it costs 10 baht to produce 1 kilo (kg) of paddy rice, and the farm where Areeya works sells 500 grams of paddy rice for 20 baht/kg, what would the net income be? Answer: 5 baht Note that the production cost is listed per kilo, while the selling price is listed per gram. Students must first identify that there are 1,000 grams in 1 kilo, so the production cost for 500 grams of paddy rice is 5 baht, the selling price is 10 baht for 500 grams, and the net income is 5 baht. If it costs 20 baht to produce 1 kilo of milled rice (what you may normally find in grocery stores), and the farm where Areeya works sells 1 kilo of milled rice for 80 baht/kg, what would the net income be? Answer: 60 baht This question appears to be asking the same as the previous question (with the exception of the type of rice). However, testing students' attention to detail, they will notice that the only measurement used in this question is a kilo. The net income is simply 80 baht - 20 baht = 60 baht. It is more environmentally friendly. The unnatural fertilizers or pesticides used in conventional farming can be bad for the soil, because they kill natural nutrients and bacteria in the soil that help plants survive (and thrive!). The amount of time that it takes to break down a pesticide varies depending on the type of pesticide, type of soil, climate, and other conditions. The half-life of a pesticide is the time that it takes for half of the pesticide to be broken down. One common pesticide used in agriculture is chlorpyrifos, which has a half-life of 60-120 days on average. If the pesticide is administered once, then after 4 months, what is the percentage of pesticide left to be broken down? Answer: 25%-50% If the half-life is 60 days, then after 4 months (120 days), the pesticide will have gone through two half lives. After the first 60 days, 50% would be left, after the second 60 days 25% would be left. Alternatively, if the half-life is 120 days, then after 4 months (120 days), 50% would be left to be broken down. Any half-life between 60 and 120 days would leave somewhere between 25% and 50% left after 4 months. Setbacks may include: The cost of an organic product to a consumer may be higher for a variety of reasons, including the longer time it may take to produce the product. Unlike Areeya, who sought to learn about the food process beyond her “concrete jungle”, other consumers may not have the knowledge or see the value in purchasing an organic product that may be more expensive than its conventional counterpart. Activity: Prepare a few common fruits and vegetables that are both organic and non-organic. Ask students to observe and describe the similarities and differences. This could include the price, the appearance (“Is the apple shiny or does it look like it was just picked from a tree?”), and the size. If permitted, students can try the fruits and vegetables and describe the taste. You may also experiment with or simply ask students how long they think it will take for the fruits and vegetables to rot and why. Question: Imagine Dang goes to the market and has 40 baht in her pocket. The organic rice costs 80 baht per kilo and the non-organic rice costs 50 baht per kilo. How much organic rice can she buy (in kilos)? Answer: 1/2 kilo How much non-organic rice can she buy (in kilos)? Answer: 4/5 kilo Ask students if Dang will have more organic or non-organic rice. Optional: If students are unsure, have them find the common denominator. They will find that 1/2 kilo of organic rice is the same as 5/10, and 4/5 kilo of non-organic rice is the same as 8/10, so Dang will be able to buy more non-organic rice. “What other factors might Dang consider when deciding what to buy, in addition to the price?” It could be a slower process. People often use harmful fertilizers to grow their crops because they may grow more quickly. Organic farming may also yield less crops per square foot than its conventional farming counterpart. If, for example, conventional farming yields 2x more crops than organic farming and it takes 30 days to yield 3 bags of organic rice: How many days would it take to yield the same amount of rice with non-organic fertilizers? Answer: 15 days How many days would it take to yield 12 bags of non-organic rice? How many days would it take to yield 12 bags of organic rice? Answer: 60 days (non-organic) From the information given and our answer to the previous question, we know that it takes 15 days to yield 3 bags of non-organic rice. Therefore, 15 x 4 = 60. Answer: 30 x 4 = 120 days, or 60 x 2 = 120 days (organic)
Get Creative! Recap with students what they learned during the “Dive Deeper” sliding scale exercise (such as traditions can stay the same over time, or portions can be lost, gained, evolved, or developed).
Have students journal about one of their favorite traditions they thought of or mentioned in the first exercise. Ask students to list the important elements from that tradition that they would like to be passed down. Then, have students create a new tradition or modify an existing tradition (if they choose to, they can also draw a picture to accompany the journal entry). The tradition that they create or modify will ideally address the following: How often is it celebrated? What is the purpose of it? When is it celebrated (such as during a holiday)? What do you want people to experience and learn from the tradition? Ask students to share their new traditions with their (physical or virtual) neighbors, explaining why they created this tradition. See if there are any similarities or differences in the elements that the students chose to highlight.
This is one way to teach this story. You could also weave your own way, threading two or three other people the AI finds for you alongside.
Want to weave a full lesson around this story?
The weaver finds 3-4 real people whose stories thread together with this one.
Weave a lesson →A Reason To Reuse
Here, come crouch down next to me. Don’t be afraid to put your hand on the ground, amid the leaves and dirt. Do you see that rag over there? We are using it to test whether there are microorganisms in the soil, and one of the easiest ways to do that is to use something that’s biodegradable.
Did you know that a “microorganism” is something that is living, but is so small you can’t see it with only your eyes? Maybe you could do some research to learn how humans first learned about microorganisms!
The word “biodegradable” is made up of the term “bio” (which refers to living things) and “degradable” (which means it can be broken down into smaller parts). Sometimes when we don’t recognize a word, it can be helpful to see if we know parts of it to help us figure out the meaning. Can you think of some other terms that seem complex, but are made up of smaller words / parts of words?
How can we also use this approach in our lives— for example, “breaking down” a challenging task into smaller, more manageable pieces?
First, we find a space that might be fertile, which means good for growing plants. This might be like an area under a tree, because when the leaves fall they become food for microorganisms that then enrich the soil by releasing nutrients such as nitrogen. Then we will put some type of rag in the dirt, and then do the same in at least five other places (such as in the rice paddy fields and soil in different parts of the village). Can you guess what this rag here used to be, now that it is partially broken up and has many holes?
It’s underwear! It has been about three weeks since we have left it here, and since then microorganisms have been hard at work decomposing the material. Let’s cover it with soil again, and in another three weeks we can come back to look at it and compare it to the rags in other sections of the village here in northeastern Thailand. By learning in what areas decomposition happens the quickest, we can find healthy places to plant vegetation (and maybe your underwear)!
Suppose we plant two rags in different spots in the soil. The first rag has an initial mass of 36 grams and the second rag has an initial mass of 32 grams. When we check the rags after the same amount of time, the first rag has a mass of 15 grams and the second has a mass of 12 grams. Which rag experienced the greater rate of decomposition?
Can you share an example from your own life where you reused something in a creative way? How can we do this in our classroom and school?
Now that we have checked the soil here, let’s walk back to the organic farm and I can tell you more about how we approach agriculture. We look at our farm as a living system where everything is connected. There is a relationship among the Earth, nature, humans, energy, and the universe as a whole. As organic farmers, we do not use harsh chemicals to grow our crops such as rice, because we understand the negative impacts it has on the land. For us, the heart of agriculture is soil. Often farmers talk about how soil consists of minerals, air, and water. But organic farmers also focus on other organic matter in the soil, like how you can find leaves that have fallen from trees in a forest.
Eating organic has many benefits, but some people say it is more expensive to purchase. Think of a food product that you or your family buys regularly. Research the difference in price between the same food product sold organically and inorganically (be sure you are comparing the price for the same amount of the product).
How often might you buy this product in one month? How much would a person need to save to "upgrade" from the nonorganic to the organic version of the product? In what ways can you save that money?
We experiment with different ways to enhance the soil while also promoting the health of the plants we are growing. One experiment we are doing to increase soil health is by growing different types of “green manure”. This is made of plants like legumes that we can then add to cow manure, which together aid decomposition because they provide food for microorganisms that then release nutrients that help plants grow. This way we can put nutrients back into the soil, so that the ground becomes a living system with energy sources for microorganisms, instead of just being used up as a resource.
Sometimes people think more about how a resource (such as soil) can be used for their own benefit, rather than considering the health of the resource. Can you think of other examples of this? Why might it be important to keep in mind a resource’s health?
In addition to making choices about soil health, farmers also have to decide how they will plant their crops. There are different ways rice farmers in our community do this. One method is called “broadcasting,” where you take a bucket of rice seeds and throw the seeds around the land. It looks similar to if you are throwing crumbs to birds, how you scatter the pieces around wherever they land. This method is quick, but it uses a lot of seeds because they fall randomly— some might land too close together so they don’t have enough space to develop, or they might fall in soil that is not healthy. If a farmer wants to use the broadcasting method, each rai will need up to 20 kilograms of rice seeds (in Thailand we measure land size by “rai”, and there are about 2.5 rai in 1 acre).
A farmer can also decide to grow rice seeds in a tray, through a process called “transplanting”. This takes lots of planning, because you really need to pay attention to details (such as the plants’ short-term growth) and have many people assist you if you have a lot of land. The seeds are planted in the trays, and once they develop into young plants they are moved into a larger section of land so that they can be spread apart and have more space to grow. This has the additional step of moving all of the plants so it takes longer, but it uses fewer seeds because the space is more organized (a farmer only needs about 6 kilograms of rice seeds per rai if they plan to transplant).
In addition to the amount of rice seeds needed and how many people will assist, what other factors do you imagine a farmer considers when deciding which farming process to use?
Suppose a farmer hires 9 people to help him manage his farm. If he hires these people for 60 days and each hired person is given 300 baht (the currency in Thailand) a day, how much would the farmer spend in labor pay? Determine this cost in both Thai baht and U.S. dollars (1 U.S. dollar is about 32 Thai baht).
Now suppose this same farmer needs to complete the same amount of work in 40 days. If each hired person works the same number of hours and is paid the same amount for each day, how many more workers will the farmer need to hire to complete the work? What will the percent increase in his cost be (from the original 60-day scenario)?
The land where the rice is growing is called “paddy fields,” and it includes a layer of water that makes it more difficult for weeds to develop (rice plants have adapted to growing in a layer of water above and mixed with the soil, but weeds have not). We can tell when the rice plants are fully grown, because they start to turn a yellow-golden color and are about 150 centimeters tall (this can take between 90 to 180 days from when they were planted, depending on factors such as the type of rice and the weather). Harvesting usually takes place around mid-November, but the timing depends on if a farmer wants to use a harvester machine that is shared with other farmers in the community, because then they will need to wait until the machine is workable and available for them.
Once collected, the rice pieces are still covered by the husks around them, so they need to be separated. We use machines to shift the rice and remove the husk layer, in a process called “milling”. This leads to byproducts such as husks that we do not eat. Some people consider this waste because it is most likely not going to be sold in a market, but at our organic farm we try and think of ways to use this material in a beneficial way. For example, when we polish brown rice into white rice, the leftover substance is called rice bran and can be fed to pigs. We can also use the rice husks that were removed as bedding for pigs and chickens, or we can add it to manure for soil health. We really consider the impacts we make, and we try to be as kind to Earth as possible by reusing, recycling, and reducing the environmental impacts on the land and communities around us.
Sometimes it can be difficult to really know the impacts of an action, especially if you don’t see the effects until later in the future. What are some ways you can learn about and be aware of the impacts your actions have on your community and the planet (consider what you can learn from the past, others’ experiences, your own experiments, etc.)?
Before it can be packaged, the rice needs to be dried again; a rice grain has about 25% moisture content when harvested (sometimes up to 30%), and it needs to be reduced to around 14% moisture to be safe for storing and to prevent mold. We then package the rice and get it ready to be sold, since our farm deals with many sides of production — working with other traders, suppliers, and consumers to ensure there is enough organic rice in the market for others to enjoy.
Suppose a harvest of rice initially contains 200 kilograms of rice grains (including 25% moisture content). What is the most this amount of rice should weigh after drying to ensure that it contains no more than 14% moisture? What percentage of the original weight dried up?
I have been sharing a lot about rice because that is our main crop, but our farm also has a garden where we take what we have learned from our rice farming and apply it to different plants. I’m very thankful for the farmers and villagers in our community who helped us create our garden. People came from all over to help design the land space, add bedding and healthy soil, install a bamboo bridge for access, and provide seeds for different plants like lemongrass, cabbage, sweet potatoes, and sunflowers. Here, we can adjust the “green manure” techniques I described earlier, as well as try various planting techniques for different plants. My favorite part of this garden is using it as a teaching tool— we keep records such as how we prepare the soil, if we use fertilizer and what it is made of, and the health of the plants so we can then compare this information to other crop plots. All of this knowledge can then be shared with other farmers, so we can continue learning from each other as a community.
Have you ever been a part of a community-wide project? How did you work as part of a team? How did it make you feel?
Even though this garden is on land owned by one farm, everyone in the community can benefit from it through the information we share. Can you think of other examples of something that is “owned” by a specific person / group, that if shared, could contribute to the well-being and growth of others? How about possessions from your own life?
With this experimental garden plot, we are always asking questions, thinking about the impacts of what we are doing, keeping records of data, and trying new things. This dynamic process has taught me the importance of being creative and diverse in what you do, so that you don’t settle but are always striving to improve.
Sometimes I even think about how society compares to farming. If everyone thinks the same way and is afraid to ask questions then they become small units that are isolated, just like how if a farmer only does things one way because he or she is afraid of change then the land will remain stagnant. But if society encourages people to think for themselves and contribute their knowledge — like a farm community that learns from different experiments and the experiences of others — they will flourish.
What do you think I mean by “dynamic process”? Is there anything that you approach in a “stagnant” way, that might benefit from being more “dynamic”? How can you support growth in this way?
Start with BIG QUESTIONS: “What does the word “reuse” mean to you? What does “reuse” make you think of?”
“What does the word “reuse” mean to you? What does “reuse” make you think of?” Call on a few students to explain what “reuse” means, and prompt them to explain what else the word makes them think of.
Ask students to remember the last time that they reused something and to share with their neighbor: What did they reuse? How did they reuse it? Why did they reuse it?
With your class, watch the video “I am Areeya :: Organic Food & Optimism” and read the story “Areeya and Planting Life Cycles.” Check for reading comprehension by asking: “How does Areeya test soil fertility in different places around her community?” “What are the two different methods that farmers use to plant their crops?” “Why do paddy fields have a layer of water in them?” “How does Areeya use the community garden as a teaching tool?” Remind students of the first exercise discussing reusing.
Ask students, “What things did Areeya reuse or repurpose during the planting lifecycle?” Answers could include: The rags she used to test for fertile soil The legumes and cow manure used to aid decomposition and put nutrients back into the soil The byproduct of rice bran used to feed the pigs The rice husks used as bedding for the animals Then, pose the question, “Why is reusing important to Areeya?” Consider how her livelihood as an organic farmer depends on the Earth, and how she needs the environment to be healthy in order to grow her crops successfully. Next, ask students to think about something they recently threw away that they could have repurposed. Discuss why they threw it away and what creative ways their “waste” could be reused. Important points to include: Sometimes things that we consider waste, are not considered waste by others (example: the old underwear that Areeya reused for her soil experiment). Our actions impact the community and the environment. How we can share ideas of repurposing with others.
LET’S GET MOVING! Tell students to spend 5 minutes walking around the classroom with a pen and paper to record: Objects that they see that they think will become waste.
Some ideas for how those objects could be reused. Before this activity, you can bring in items and place them around the room (for example: an egg carton, a can, or other items that are considered “waste”), or just let students find existing items that are already in your classroom. Break the students out into small groups and ask them to share their individual observations and to brainstorm together how they could repurpose one of the objects. Have each group present their chosen object and repurposing ideas with the class. As a class, discuss what would happen to these objects if we threw them away instead of repurposing them. “Would they be recycled? Would they end up in a landfill?”
Let’s dive a little deeper into how our waste decomposes.
With students, look at the math challenge about the biodegradable rag in the story “Areeya and Planting Life Cycles.” Before solving, prompt students to think about what materials the objects they observed in the classroom are made of and to guess how long those materials would take to decompose. Make a list of the materials and the class’s guesses of decomposition time, and then discuss the scientific process of discovery for estimating how long it takes for something to break down. Points to cover: Scientists are still learning about how long it takes for plastic bags to degrade, but they estimate it can take hundreds of years if left in landfills. Since plastic bags, and other forms of manufactured waste, have only existed for around 50 years, there is no firsthand evidence of the rate at which they decompose. So, scientists use estimation methods to make an educated guess. To make a long-term estimate for biodegradable materials, scientists often use microorganisms (just like Areeya!); they place a waste sample in a vessel with microbe-rich compost and access to air, and then measure the carbon dioxide produced as an indicator of decomposition. This method, also known as a respirometry test, has shown that newspapers take 2-5 months to decompose in compost, while banana peels take a few days. Since plastic bags are made of a human-made material known as a polymer, this method doesn’t work; the microorganisms don’t recognize plastic as food, so no decomposition or carbon dioxide production happens. Plastic bags do degrade when they are exposed to UV rays in sunlight. Some scientific estimates of degradation include: Glass bottle - 1 million years Plastic bottle - 450 years Aluminum can - 80-200 years Nylon fabric - 30-40 years Plywood - 1-3 years Waxed milk carton - 3 months You can discuss with students, “Why might different scientists come up with different estimates for how long it takes an item to degrade? What are some factors that could impact/ change these degradation rates?” Examples of factors could include if they are in a landfill vs in compost, if they are exposed to sunlight, etc.
Get creative! Recap with students the ways that Areeya reused items in the planting life cycle, and how they could repurpose classroom objects.
Have students create a poster to encourage others in their school community to reuse or repurpose their waste. Ask students to share their posters with the class, and to explain the images and text that they included. Then, choose a few of the students’ posters and hang them up in the classroom near the trash cans, as a reminder to think before you waste.
This is one way to teach this story. You could also weave your own way, threading two or three other people the AI finds for you alongside.
Want to weave a full lesson around this story?
The weaver finds 3-4 real people whose stories thread together with this one.
Weave a lesson →Keeping an Open Mind
I’m excited you’re spending time with us at our organic farm here in northeastern Thailand. How about we take a walk since the weather is so nice today, and I’ll tell you more about this farm as we pass by the rice paddy fields— maybe we can even stop and say hi to the pigs!
In my role, I have the opportunity to share with the community the benefits of organic practices, where we use natural solutions rather than unnatural chemicals. For example, sometimes people use unnatural fertilizers because they think it makes plants grow quickly, even if those chemicals can also really hurt the soil and make the food unhealthy to eat. Instead, we use natural fertilizers to help our rice grow, like cow manure that helps the soil hold water and gives the plants the nutrients they need.
Even though our farm is organic and we are excited to share our understanding of natural solutions, I don’t go around telling people exactly what they need to do. I see myself more as a farmer assistant— farmers already have their own management strategies, and we want to help them share their experiences and learn from the experiences of others. We want to build a network of people collaborating and working together. Our team is a resource, and one of our most valuable tools is listening.
When there is a challenge, how do people react when you tell them exactly what to do? How about if you listen to them and work together to come up with solutions? What are some differences between these ways of problem solving?
Before joining this farm, I participated in a conference about “design thinking”. This concept is all about encouraging creative innovations, by bringing people from all different backgrounds together to look at a challenge from different perspectives. I’m still learning about this process of design thinking, but my understanding is that to figure out a solution, you go through many stages: brainstorming ideas, building prototypes to test if those ideas are practical, learning from the testing experience and updating the idea based on feedback, and importantly seeing if it can actually be implemented and beneficial by having the people who would be using it in reality try it out. A huge part of design thinking is having empathy, because you have to be able to really listen so you can understand a person or community’s issue that you are working to improve… you can’t just come in and say you know what needs to be”fixed” because you assume you know what they are facing. We use this empathetic approach all the time here at the farm because we prioritize asking thoughtful questions and encourage collaboration. In addition to sharing success stories of what works in organic farming, we also make sure to share times when what we tried didn’t work out as we wanted it to. Mistakes can sometimes be the best way to learn, and if we share when we need help then maybe someone else can give ideas for solutions.
Have you ever been in a situation where people kept saying they had the “solution” but they didn’t actually listen to understand what the real problem was? How was this limiting? How can you encourage others (and yourself) to really pay attention and learn about an issue, rather than jumping in right away with your own point of view?
Think about a time that you made a mistake and learned from it. This may have been at school, at home, or a different environment. How did you feel about the mistake? What did you learn? Were you able to share what you learned with others?
One opportunity we have for listening and learning from others is by going into the community and talking directly to farmers. Our farm visits help build trust so that later when we collaborate, we are more open to discussions and sharing ideas. When we do information gathering surveys, we have a chance to talk to farmers and get to know them better. We can find out why they became farmers, how they take care of their land, their struggles, and how they invest the money they make. In addition to the science of farming, we also learn about the artistic way they design their land and how a farmer put his or her heart into it.
I try to approach things by considering both the scientific factors and artistic perspectives. Can you think of anything in your own life where you merge science and art? How do you do this? Why might it be beneficial to look at something in more than one way?
Recently our newest staff member and I went to see a farmer, and my colleague was taking notes about the land size. First we started by the road, then walked along the berm (which is a raised land boundary that separates crops), and we measured the distance from different points and noted whether the lines were straight or curved. We also marked on the map where there are large trees (which can help the soil if the leaves fall and decompose), and also the smaller land sections that help regulate the flow of the water. After we gather this information from walking around the actual land, we can then look at online satellite maps to compare. We of course also show our map to the farmer to see if he or she has any comments to add. It is really important to also document if the land might be at risk of contamination, such as if other land plots nearby have pesticides in use where the impure water could seep into the organic plot.
Farmers usually have their berm at least 1 meter wide (could be wider) between their land and the other farmers’ land to avoid cross contamination. Suppose a farmer has a square plot of land that is 90 meters long on all four sides. If he has neighboring farmland on all four sides, what is the area of the berm around his plot?
If the surrounding farms are also certified organic, sometimes farmers will make the berms less wide since cross contamination is less of a concern. What would the area be if the berm was half as wide on only two sides? What if it was half as wide on all four sides?
Land surveying is important work that helps us better understand the environment and the factors that affect it. Plus it is fun! I encourage everyone to go survey your space — even if it is a small garden or around your room — to learn more about what is contained within that area.
Here in Thailand, we measure land size by “rai”. We know the following conversions: 1 rai = 17,222 square feet, and 2.5 rai = 1 acre.
If you were to measure the field (and other land) at or around your school, about how many rai would it be? What are some ways you could measure this? Sketch a map including any trees or other obstructions. You can also label your map!
Many of the techniques and knowledge that we use on our own organic farm are shared by our neighboring farmers themselves, especially those who have been farming organically for a while or those who are excited about experimenting with new ideas. An example of this is about making manure to help the plants grow. One of the basic “recipes” for compost, which is important for the health of crops, is the nitrogen found in manure mixed with carbon that can be found in natural materials like leaves or hay. One farmer is in the process of taking cow manure and putting it in a hole in the ground for six months to see if that changes its form to become even more beneficial for growing crops, and another is putting manure into buffalo horns and then burying those to see if the organic bone impacts the manure.
Using different materials for different lengths of time in different environments can help us compare results and see what we want to use regularly at our farm. When we share our results from experiments, explain how our natural processes impact the plant growth, and empower people to try for themselves, this gives farmers more confidence to do organic farming in the long-term because they can see how successful good compost can be compared to unhealthy, unnatural chemicals.
Can you share a time when you experimented with a new idea? What emotions did you feel while doing it? Was there something you learned by trying, even if your results were not what you expected?
Sometimes we meet farmers who are hesitant to share advice because they only went to a school until around the 4th grade level. When someone younger (like myself) is curious about the knowledge they have, they might be shy because their understanding of agriculture wasn’t developed in a formal educational setting like a school, but rather through their life experiences. But once they do feel more comfortable sharing, then we can learn that they do all these amazing calculations for planning how to have a successful year— including determining the land plot size, the amount of rice seeds needed, the cost of paying labor workers, the levels of water that need to be maintained, and many other factors (some of these are discussed in the story “Areeya and Planting Life Cycles”). Farmers are constantly combining math with their own experiences of what promotes healthy crops and what doesn’t, and their reasoning goes beyond just memorizing equations.
What are some ways you use what you learn in a “formal” education setting (like school) in your everyday life? How about the other way— where you use what you’ve learned outside of school to better help you understand your studies?
For example, when it comes to knowing how much water is healthy for their crops, a farmer doesn’t memorize an “exact” amount; instead, it is based on the soil, the weather, and the height of their rice plants. The land where the rice is growing is called “paddy fields,” and it purposely includes water to make it more difficult for weeds to develop (rice plants have adapted to growing in a layer of water, but weeds have not). Farmers need to monitor the soil and learn how much moisture it can hold, because that is where the roots of the plants absorb the water they need for their growth. This soil analysis usually takes place before the planting season so there is time to gather samples, conduct soil analysis, and calculate how much moisture the soil contains. To do this, farmers will take soil samples from various spots around their field, weigh the samples, place the soil in an oven to speed up the drying process, and then weigh the samples again once the moisture has evaporated. Comparing the “before” and “after” weights of the soil can help them estimate how much moisture the soil can hold.
Let’s imagine one farmer takes a portion of his soil and determines he has 100 grams (made of the soil soaked with water), which then becomes 80 grams of dry soil. What percentage of the original soil is water?
When the farmer takes another sample from a different section of his land, he determines he has 120 grams of soil containing water, which becomes 100 grams of dry soil. What percentage of the original soil is water? Why is this percentage different than the first soil sample, even though the difference in grams between the wet and dry soil is still 20?
We promote the knowledge that farmers share from their experiences — in addition to what we have learned through our own experiments and information such as reports from agricultural scientists — through events held at our organic farm. This gives people from a younger generation, such as myself, an opportunity to ask experienced farmers questions like, “How do you improve your soil? What are some ways you raise your pigs in a natural way?” From asking these types of questions, we show that we care about what they have done for themselves, and we can also collect data such as compost recipes to then share with the community.
What are some ways you can show that you are deeply listening when you ask a question? How does it make you feel when other people ask you to share your own knowledge and opinions?
When you bring people together, it is important for them to have a space to gather and work. Here at the farm we built a house structure from bamboo. It is designed in an open way where air can freely circulate throughout based on the wind directions, and the roof is made of grass from local fields and keeps the rain from entering. The higher level is where people can sleep overnight and is where I am currently living. Each morning I push aside the mosquito net surrounding my bed that protects me from insects, walk over the smooth bamboo flooring, and go down the ladder to the ground level. The lower area has lots of space where you can arrange chairs and tables for different uses, such as a dining room or conference area. We often hold farming and environmental workshops here, and this space has been a fun and meaningful way for people to gather together for more than just one meeting. Here we can spend time eating together, laughing together, and really enjoying the whole person, not just their problems and solutions.
Can you think of a way that a space you interact with plays a role in how you learn about others? Consider your own classroom, or your home.
Why is it important to get to know different aspects of a person, rather than “just their problems and solutions”? How can you practice this?
Start with BIG QUESTIONS: “What does it mean to be open minded?” and “What does it mean to be closed minded?”
“What does it mean to be open minded?” and “What does it mean to be closed minded?” Call on a few students to share how they would define ‘open minded’ and ‘close minded.’ Ask students to identify open minded and close minded behaviors and to think about why a person might behave a certain way (for example, they’re stubborn, curious, humble, only familiar with one way of doing things, etc).
With your class, watch the video “I am Areeya :: Organic Food & Optimism” and read the story “Areeya and Sharing Knowledge.” Check for reading comprehension by asking: “Why does Areeya use natural fertilizer?” “How does Areeya describe ‘design thinking’?” “What is the soil analysis process that farmers do before the planting season?” “What is the farm house structure like?” Remind students of the earlier discussion around being open vs. closed minded.
Ask students, “Do you think Areeya is open or closed minded? Why?” Prompt students to provide examples from the story to support their claim, which could include: Using design thinking to test and update ideas Sharing success stories of what works in organic farming, and of mistakes Visiting farms in the community and talking directly to farmers using information gathering surveys Surveying the land to understand the environment and the factors that impact it Sharing results from experiments with manure and other materials, and asking about other farmers’ experiments Listening to other farmers’ experiences Holding events at the farm with younger and more experienced farmers Using open space for workshops, and for getting to know the people in the community
LET’S GET MOVING! Pair off students for a 15 minute design thinking activity called “Yes, BUT...Yes, AND….” to practice building off of each other's ideas.
The activity begins with a problem that needs solving, and has two rounds. The first round focuses on responding to ideas with “BUT” to challenge each other, while the second round focuses on “AND” to add to each other’s ideas. Round 1 - Student A makes a suggestion to solve the problem, and Student B responds with a sentence that starts with “Yes, BUT…” Then Student A replies with a sentence that starts with “Yes, BUT…” and the students go back and forth for a few minutes, with every statement starting with “Yes, BUT...” Round 2 - Student A makes a suggestion to solve the problem, and this time Student B responds with a sentence that starts with “Yes, AND…” Then Student A replies with a sentence that starts with “Yes, AND…” and the students go back and forth for a few minutes, with every statement starting with “Yes, AND...” Once students are paired off, demonstrate the activity with the following scenario: Problem: Picking a new school mascot Round 1 - “Yes, BUT…” Student A: “I think our new mascot should be a bear.” Student B: “Yes, but there aren’t any bears where we live.” Student A: “Yes, but other schools have mascots that aren’t local.” And so on… Round 2 - “Yes, AND…” Student A: “I think our new mascot should be a bear.” Student B: “Yes, and he could be wearing a school jersey.” Student A: “Yes, and he should have big claws.” And so on… Once the students have decided who will be student A and who will be student B, give them a problem scenario. Some scenarios that you could use are: Choosing what crops to grow on their farm Picking the next school field trip Planning a class party Or, you could make up your own scenario! Start a timer for round one, and give students a few minutes to use “Yes, but…” statements. Once the timer is done, prompt students to move on to round two, and set a new timer for a few minutes of “Yes, and…” statements. Encourage students to get creative with their responses, and remind them that no idea is too big, too small, or too silly. Once both rounds are done, regroup as a class to discuss: “How was the ‘Yes, but…’ round different from the ‘Yes, and…’ round?” “What did you find challenging or interesting about this exercise?” “How did each round make you feel?” “Is one response more open minded than the other? If so, why?”
Let’s dive a little deeper into land surveying. With students, look at the math challenges about berms and rai in the story “Areeya and Sharing Knowledge.” Before solving, ask students to walk around and survey the classroom, or take them outside to survey a school field.
Have students sketch out the room or the field and mark any large objects on their maps. Then, provide them with some rough (or exact, if you have a tape measure handy!) estimates of measurements of the classroom or field so they can label their map and calculate the area of the space.
Get creative! Recap with students how keeping an open mind means listening to others, accepting new ideas, and learning from the people around them.
Remind them of the “Yes, but...Yes, and…” activity, and how responding to each other's ideas with an open mind can help boost creativity. Break students into groups and have them share their maps with each other. Encourage them to ask for feedback and to ask each other questions about how their maps could be improved. Next, have students revise their maps based on the feedback they received and on the inspiration they gained from their classmates. Once the maps are revised, post them all at the front of the room and discuss: “How did listening to your classmates’ feedback and discussing ideas change your map design?” “How else could we have determined the area of the room/field? Whom could we have spoken with or what tools could we have referenced to determine the area without physically walking around and surveying it?” “If you had been handed a map and asked to calculate the area, how would that have felt different from surveying it in person?”
This is one way to teach this story. You could also weave your own way, threading two or three other people the AI finds for you alongside.
Want to weave a full lesson around this story?
The weaver finds 3-4 real people whose stories thread together with this one.
Weave a lesson →Not hers. Not yours. People are always more than the chapters anyone could share. Hold what is here gently. Approach with curiosity, before judgment.
If a moment stayed, follow it. If a question rose up, hold it. The quiet teaching is still teaching.
Three or four real stories woven into one lesson, your topic, your time. Areeya is one. The weaver finds the others, threads the math, the literacy, the values, the reflection.
Open the weaver →