KH2232_Brotback_UK.qxd

24.03.2006

14:01 Uhr

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Komperna GmbH Burgstrasse 21 D-44867 Bochum www.kompernass.com ID no.: KH2232-08/05-V4

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Bread Maker KH 2232

Operating Manual

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Bread Maker KH2232
Important information for your safety Device overview Accessories Proper use Before the first use Properties Control panel Baking programs Setting the timer Before baking Baking bread Cleaning and care Technical data Warranty & customer service Disposal Importer Program sequence Troubleshooting the bread maker
Read the operating instructions carefully before using the appliance for the first time and preserve this booklet for later reference. Hand over the manual to anyone you pass on the appliance to.

KH2232

Important information for your safety
Setup Check the bread maker for transport damage after unpacking. If necessary, contact your supplier. Place the appliance on a dry, flat and heat-resistant surface. Do not place the appliance near gas burners, electric ovens or other heat sources. Do not place the appliance near any inflammable materials, explosive and/or self-igniting gases. Make certain that the ventilation slits of the appliance are not covered. Before plugging in the appliance, check whether the electricity type and mains voltage match the information on the type plate. Do not draw the power cord over sharp edges or close to hot surfaces or objects. This may damage the insulation of the power cord. To prevent anyone from tripping over, the appliance is provided with a short power cord. If you plan to use an extension cable, make sure that the maximum permissible power rating of the cable corresponds with that of the bread maker. Place the extension cable in such a way as to prevent anyone from tripping over it or pulling it accidentally.
During operation Check the condition of the power cord and plug frequently. If the power cord of this appliance is damaged, it must be replaced by the manufacturer, the manufacturer's customer service or a similarly qualified person to avoid associated dangers. Children using electrical appliances or standing close to them may be allowed only under the supervision of an adult. This appliance complies with the normal safety regulations. Inspection, repair and technical maintenance may only be performed by a qualified specialist. Do not place any objects on the appliance and do not cover it during operation. Fire Hazard! Caution, the bread maker becomes hot. Only touch the handles and touch buttons of the appliance. If necessary, use a kitchen cloth. Before taking out the accessories or inserting them, allow the appliance to cool down and unplug the power cord. Do not re-locate the bread baking machine if the baking mould contains hot ingredients or liquids. Avoid contact with the rotating kneading paddles during operation. Injury hazard! Stop the appliance off by means of the On/Off button, then pull the power plug out of the wall socket to disconnect the appliance from the power supply.

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Do not pull at the cable but pull out the plug from the socket. When not in use or before cleaning the appliance, unplug the power cord as a safety measure. Do not use the bread baking machine for the storage of foods or utensils.
Tip: You can also order two smaller baking moulds for bread up to 1 lb each for your Bifinett Bread Maker. Use the enclosed order card to place your order.
Cleaning Do not immerse the bread maker in water or other fluids. Hazard of lethal electrical shocks! Do not clean the appliance with abrasive scrubbers. Detached particles of the scrubber may come into contact with the electrical components and cause severe electric shocks.

Proper use

Only use your Bifinett bread maker for baking bread in a household environment. Do not use the appliance for drying foodstuffs or other objects. Do not use the bread machine outdoors. Use accessories recommended by the manufacturer only. Accessories not recommended may cause damage to the appliance.

Device Overview

Appliance lid Control panel Ventilation slits Power cord Viewing window This symbol on the lid of your bread maker warns you about the risk of burning.

Before the First Use

Disposing of the packaging material Unpack your appliance and dispose of the packaging material in accordance with the prevailing regulations. Initial cleaning Wipe the baking mould , kneading paddle and outer surface of the bread baking machine with a clean, damp cloth before putting into operation. Do not use any abrasive scrubbers or cleaning powders. Remove the protective film on the control panel.

Accessories

2 kneading paddles Baking mould up to 2,5 lb Measuring cup Measuring spoon Kneading paddle remover Operating instructions Warranty booklet Order card Recipe book

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Properties
You can use the automatic bread maker to bake according to your taste. You can choose from among 12 different baking programs. You can use ready-to-use baking mixtures. You can knead noodle dough or roll dough and make jam. With the "gluten-free" baking program, you can successfully make gluten-free baking mixtures and recipies with gluten-free flours, such as corn flour, buckwheat flour and potato flour.

Control panel

Display Display for selection of the weight (1,5 lb, 2 lb, 2,5 lb) the remaining baking time in minutes and the programmed time the selected degree of browning (medium, light, dark or rapid) the selected program number the program processing sequence Menu Load the desired baking program. The program number and the corresponding baking time appear on the display.
Important: When pressing all touch buttons an acoustic signal must be audible, unless the appliance is in operation.
One pan mode Select the gross weight (1,5 lb, 2 lb, 2,5 lb). Press the button enough times until the marking appears beneath the desired weight.
Note: The default setting upon activation of the appliance is 2,5 lb. Do not change this when baking with two baking moulds. Only adjust the weight if you are baking with the large baking mould.

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Color Select the degree of browning (light/medium/dark/rapid). Press the button Color enough times until a marking appears above the desired degree of browning. The baking time changes depending on the selected level of browning. For baking programs 1 - 3 you can activate rapid mode by pressing the button twice to reduce baking time.The browning degree of the bread becomes light to medium. Delay Timer Time-delayed baking. Start/Stop To start and stop the operation or to delete a set timer. To interrupt operation, briefly press the Start/Stop button , until an acoustic signal is heard and the time flashes on the display. By pressing the Start/Stop button again operation can be resumed. The machine will resume to process program automatically after 10 minutes. To finish operation and delete the settings, press the Start/Stop button for 3 seconds until two acoustic signals are audible.

Memory function When being switched on again after a power failure of up to approx. 10 minutes, the program will continue from the same point. This does not apply, however, when you cancel/terminate the baking process by pressing the Start/Stop button for 3 seconds. Window You can check the baking process through the window.

Baking programs

You select the desired program by pressing the button menu. The corresponding program number is ahoen on the display. The baking time depends on the selected Programme combinations. See chapter "Program sequence ( see page 14 ). Baking program 1: Regular For white and mixed breads mainly consisting of wheat flour or rye flour. The bread has a compact consistency. You can adjust the degree of browning of the bread via the button Color. Baking program 2: French For light breads made from fine flour. Normally the bread is fluffy and has a crispy crust. This is not suitable for baking recipes requiring butter, margarine or milk.
Note: Do not press the Start/Stop button , if you only want to check the state of your bread.
Indicator light (Power) This indicates that the appliance is in operation.

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KH 2232
Baking program 3: Whole Wheat For breads with heavy varieties of flour that require a longer phase of kneading and rising (for example, whole wheat flour and rye flour). The bread will be more compact and heavy. Baking program 4: Sweet For breads with additives such as fruit juices, grated coconut, raisins, dry fruits, chocolate or added sugar. Due to a longer phase of rising the bread will be light and airy. Baking program 5: Cake mixture For the preparation of sweet yeastbased dough and dry baking mixtures. With this program, the ingredients are kneaded and baked for a shorter duration. Baking Program 6: Gluten Free For breads of gluten-free flours and baking mixtures. Gluten-free flours require longer for the uptake of liquids and have different rising properties. Baking program 7: Express The baking operation takes only half the normal time. For this program, however, use only such recipes that do not contain any heavy ingredients or heavy varieties of flour. Note that in this program the bread is less fluffy and may not be so tasty. Baking Program 8: Dough For preparing the yeast dough for buns, pizza or plaits. In this program no baking is done.
Program 9: Pasta For preparing noodle dough. In this program no baking is done. Baking program 10: Butter Milk For breads made with buttermilk or yoghurt. Program 11: Jam For making jams. Program 12: Bake For additional baking of breads that are too light or not baked through. In this program there is no kneading or resting. The bread will be kept warm for nearly an hour after the end of the baking operation. This prevents the bread from becoming too moist. To prematurely terminate this function press the Start/Stop button for three seconds, until two acoustic signals are heard. To switch off the appliance, disconnect the appliance from the power supply.

Note The small baking moulds (available as accessories) allow you to: bake two different bread types with the same program, bake two loaves of the same bread type or bake only one small loaf (in this case leave the second baking mould without the kneading paddle in the appliance).

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In programs 1, 3, 4 and 10 an acoustic signal sounds during the program sequence. Soon thereafter, add the ingredients such as fruits or nuts. The ingredients are not chopped by the kneading paddle. If you have set the timer, you can put all the ingedients into the baking mould at the beginning. In this case, however, fruits and nuts should be cut into smaller pieces.
Example: It is 8 a.m. and you would like fresh bread in 7 hours 15 minutes at 3.15 p.m. First select program 1, then press the timer button until 7:15 appears on the display , as the time until the bread is finished is 7 hours 15 minutes. Note that the Timer function may not be available in some programs. See chapter Baking bread ( see page 10 )

Setting the Timer

The timer function enables delayed baking. Using the arrow keys and , set the desired end time for the baking operation. Select a program. The display indicates the required baking time. Using the arrow key you can change the end time of baking operation in steps of 10 minutes to a later point of time. Keep the arrow key pressed to carry out this function faster. The display shows the total duration of baking time and the delayed time. If you overshoot while changing the time, you can correct it using the arrow key. Confirm the timer setting by means of the Start/Stop button. The colon on the display flashes and the programmed time starts to run. When the baking process has been completed, ten acoustic signals are issued and the display indicates 0:00.
Note Do not use the timer function when working with quickly spoiling ingredients such as eggs, milk, cream or cheese.

Before baking

For a successful baking process, please consider the following factors: Ingredients Take the baking mould out of the housing, before putting in the ingredients. If ingredients reach the baking area, a fire may be caused by them heating up on the heating elements. Always put the ingredients in the stated order into the baking mould. All ingedients should have room temperature to maintain an optimal rising result of the yeast. Measure the ingredients precisely. Even negligible deviations from the quantities specified in the recipe may affect the baking results.

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Note Never use larger quantities than those specified. Too much dough can rise out of the baking mould and drop onto the hot heating elements, causing a fire.

Baking bread

8. Preparation Observe the safety instructions in this manual. Place the bread machine on an even and firm base. 1. Pull the baking mould upward out of the appliance. 2. Push the kneading paddles onto the drive shafts in the baking mould. Make sure they are firmly in place. 3. Put the ingredients for your recipe in the stated order into the baking mould. First add the liquids, sugar and salt, then the flour, adding the yeast as the last ingredient.

Plug the power plug into the socket. An acoustic signal sounds and the display indicates the program number and the duration of the normal program 1. Select your program with the menu button. Each input is confirmed by an acoustic signel. Select the color of your bread. The marking on the display shows whether you have chosen light, medium or dark. You can also select the setting "Rapid" to shorten the baking time.
Note For programs 4-12, the functions "browning degree" and "Rapid" are not available.
9. You now have the possibility of setting the finish time of your program via the timer function. You can enter a maximum delay of up to 14 hours 58 minutes.
Note Make certain that yeast does not come into contact with salt or liquids. 4. Place the baking mould back in the appliance. Make sure that it is positioned properly. 5. Close the appliance lid.
Note This function is not available for programs 5, 6, 7, 8, 9, 11 and 12.
10. If you use the large baking mould , select the weight of your bread by activating"one-pan mode" using button. If you use the small baking moulds (available as accessories), leave the weight setting at 2,5 lb (standard setting) regardless of whether you are baking one or two loaves.

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Note This function is not available for programs 6, 7, 8, 9, 10, 11 and 12.
Starting a Program Now start the program using the Start/Stop button. The program will automatically run various operations. You can watch the program sequence via the window of your bread baking machine. Occasionally, condensation may occur during baking in the window. The appliance lid can be opened during kneading.
Ending a program When the baking process has been completed, ten acoustic signals are issued and the display indicates 0:00. At the end of the program the appliance automatically changes to a warming mode for up to 60 minutes. In this mode, warm air circulates inside the appliance. You can prematurely terminate the warming function by keeping the Start/Stop button pressed until two acousitc signals are heard.
Note Do not open the appliance lid during baking. The bread can collapse.
Tip: After 5 minutes of kneading, check the consistency of the dough. It should be a soft, sticky lump. If it is too dry, add some liquid to it. If it is too moist, add some flour (1/2 to 1 teaspon one or more times, as needed).
Warning Before opening the appliance lid , pull the power plug out of the wall socket. When not in use, the appliance should never be plugged in!
Taking out the bread When taking out the baking mould , always use pot holders or oven gloves. Hold the baking mould tilted over a grid and shake lightly until the bread slides out of the baking mould. If the bread does not slip off the kneading paddles , carefully remove the kneading paddles using the enclosed kneading paddle remover.

Note Do not use any metal objects that may lead to scratches on the non-stick coating. After removing the bread, immediately rinse the baking mould with warm water. This prevents the kneading paddles from sticking to the driving shaft.

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Tip: If you remove the kneading paddles after the last kneading of the dough, the bread will remain intact when you remove it from the baking mould. Briefly press the Start/Stop button , to interrupt the baking process or pull the power plug out of the wall socket. Open the appliance lid and take out the baking mould. You can take the dough out with floured hands and remove the kneading paddles. Replace the dough and close the appliance lid. Push the plug back into the wall socket and press the Start/Stop button. The baking program is continued.

Cleaning and Care

Warning Pull the power plug out of the wall socket each time and allow the appliance to cool down. Protect the appliance against splashing water and moisture, as these could lead to an electric shock.
Please also observe the safety instructions.
Important The parts and accessories of the appliance should not be washed in a dish washing machine.
Casing, lid, baking chamber Remove all particles left behind inside the baking area using a wet cloth or a slightly wet soft sponge. Wipe the casing and the lid too with a wet cloth or sponge. Make sure that the inside area is fully dry. For easy cleaning, the appliance lid can be removed from the housing: Open the appliance lid , until the wedge-shaped hinge tappets fit through the openings in the hinge guides. Pull the appliance lid out of the hinge guides. To attach the appliance lid , pass the wedge-shaped hinge tappets through the opening in the hinge guides.
Let the bread cool for 15-30 minutes before eating. Before cutting bread, make sure that no kneading paadle is still in the baking mould.
Warning Do not attempt to start operating the bread maker, before it has either cooled down or warmed up.
If the display of the bread-baking machine shows "E 01, your device has not yet cooled down sufficiently. If the temperature is too low, the display indicates "E 00. Do not start up the appliance until the error indicators have disappeared.

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Baking moulds and kneading paddles The surfaces of the baking moulds and kneading paddles have a nonstick coating. While cleaning, do not use any abrasive detergents, cleaning powders or objects that may cause scratches on the surface. Due to moisture and vapours the surface of various parts may undergo changes in their appearance over a period of time. This does not affect the quality or functional performance of the appliance. Before cleaning, take the baking moulds and kneading paddles out of the baking area. Wipe the outside of the baking moulds with a damp cloth.

Technical data

Model: Power supply : Power consumption : Bread Maker KH 2232 220-240V~50Hz 850 Watt
Warranty & customer service
The warranty conditions and the service address can be found in the warranty booklet.

Disposal

Never throw the Automatic Bread Maker into the normal household waste. Observe the currently applicable regulations. In case of doubt, please contact your waste disposal centre.
Important Never immerse the baking moulds in water or other liquids. Clean the interior of the baking moulds with warm, soapy water. If the kneading paddles are incrusted and hard to release, fill the baking mould with hot water for approx. 30 minutes. If the retainer in the kneading paddle is clogged, you can clean it carefully with a wooden skewer. Do not use any chemical cleaning agents or thinners to clean the bread maker.

Importer

Komperna GmbH Burgstrasse 21 D-44867 Bochum www.kompernass.com

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Program sequence

Program Regular

Browning degree

Medium

1,5 lb

2,5 lb

Set time (min)

3:1314:53

3:1814:58

3:2514:55

2:1214:52

2:1714:57

2:2414:54

Preheating (min)

Kneading 1 (min)

Resting (min)

Kneading 2 (min)

Rising 1 (min)

Dough punching (sec)

Rising 2 (min)

Dough shaping (sec)

Rising 3 (min)

Baking (min)

Keeping warm (min)

Processing time

Add-in time

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Program

French

3:3014:50

3:3214:52

3:3514:55

2:3014:50

2:3214:52

2:3514:55

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Whole Wheat

3:4314:53

3:4514:55

3:4814:58

2:2814:58

2:3314:53

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Cake mixture

Gluten ButterExpress Dough Pasta free milk

3:1714:57

3:2214:52

3:2714:57

3:5514:55

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Troubleshooting the bread maker
What should I do if the kneading paddle is stuck inside the baking mould after baking? Add hot water to the baking mould and turn the kneading paddle to loosen encrusted material underneath.
What happens if the finished bread is left inside the bread maker?
The function "Keep warm" ensures that the bread is kept warm for nearly 1 hour and protected from humidity. If the bread remains in the baking machine for longer than 1 hour, it may become moist. No. Please wash the baking moulds and kneading paddles by hand.
Can the baking moulds be washed in a dishwasher?
Why doesn't the dough get stirred, even if the motor is running?
Make sure that the kneading paddles and baking mould are positioned properly.
What do I do if the kneading paddle remains in the bread?
Remove the kneading paddles with the kneading paddle remover.
What happens if there is a power failure when a program is running?
In case of power failure for up to 10 minutes, the bread maker will run the last implemented program till the end. Please consult the program sequence table for the exact times.
How long does it take to bake bread?
What size breads can I bake?
With the large baking mould , you can bake bread up to 2,5 lb. With the small baking moulds (can be ordered), you can bake 2 loaves of bread of 1 lb each. Fresh products such as milk or eggs get spoilt if they remain in the appliance for too long.
Why can the timer function not be used when baking with fresh milk?
The added raisins get crushed in the appliance.
To avoid the chopping of ingredients such as fruit or nuts, add these to the dough only after the signal is sounded.

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SECTION 5 Poster -Did you really make breakfast yourself? career brochure
OPERATION AGRO SECTION 1 INTRODUCTION TO AGRICULTURE TO THE TEACHER DESCRIPTION Agriculture is a diverse industry. We must become familiar with the types of activities, people and businesses that comprise this industry that is so important to our Island way of life. OBJECTIVES C To develop a vocabulary of agricultural terms. C To foster appreciation for the PEI Agriculture Industry. C To relate agriculture to the every day lives of students. AGRICULTURAL CONCEPTS C The PEI Agricultural Industry employs one out of every four Islanders. C Agriculture is Prince Edward Islands number one industry and has an effect on the economic, social and environmental well-being of PEI. C Agriculture is multifaceted and includes production, processing, transport, manufacturing, research and marketing. CURRICULUM APPLICATIONS Language Arts Social Studies INSTRUCTIONAL IDEAS Use this lesson as a general introduction to agriculture. Concept mapping is a good way to introduce various agricultural terms. Cooperative learning techniques can be used to enable students to discuss various agricultural topics. Encourage students to think of how agriculture impacts on their daily lives.
3 Introduction to Agriculture

Operation Agro

BACKGROUND TO THE TEACHER Agriculture is essential to the Prince Edward Island economy and way of life. It is astounding the amount of Islanders that do not understand or have any knowledge of what agriculture is. We must be educated so that as consumers we understand where our food products are coming from, how they are processed, packaged and transported. We must educate our children so that are exposed to the necessity of sustainable agriculture practices to ensure that the future of our food supply is secure. One in four Islanders are employed by the industry, but not only on farms. These jobs range from research scientists to agricultural lenders. People need to start thinking of agriculture as more than farming and broaden their perspective to include technology, science, business, career opportunities and the environment. As long as we continue to eat, agriculture will be needed. In agriculture, the possibilities are endless. We all need to take a moment to learn more about this industry that keeps our Island going.
4 Introduction to Agriculture
CLASSROOM ACTIVITIES OPENING Hand out Operation Agro name tags to each student (Appendix 2)
Get students to solve mini-mission for this section (Appendix 1).

MINI-MISSION: YOU MUST UNEARTH THE TRUE MEANING AND VARIOUS ASPECTS OF AGRICULTURE
1. Search your mental database (brainstorm) to come up with different areas of agriculture. Suggestions for prompting: Horticulture plants fruits vegetables green houses market gardens Crop Varieties food & feed products health products research potatoes Research plant & animal genetics crop protection diseases machinery development food processing animal health products Careers veterinarian farmer engineer biologist gardener
5 Introduction to Agriculture
Livestock genetics management by-products technology food products Forage livestock land management forage seed
Cereal Grains wheat barley oats rye
Specialty Crops spices herbs cranberries ginseng Environment using land wisely conservation wildlife habitat crop protection pesticide use
Machinery design manufacturing research testing
Food Processing PEI grown processed food packages salads frozen french fries label design
Leisure Activities horse shows exhibitions farm tours trail rides rodeos
DEVELOPMENT Part 1: Getting to know the world of Agriculture 1. Initiate this part of the lesson by providing easy to understand objects or pictures of agriculture (potatoes, animals, cereal boxes, etc.). Have students find as many examples of agriculture as possible (in magazines, books, pamphlets, etc.). Identify examples from industries that dont pertain to agriculture so that they can distinguish between the two. (Non-examples, dishwasher, dinosaur, car, etc.). Design collages entitled The World of Agriculture.
Part 2: Thinking About Agriculture 1. Break students into groups of three or four to develop concept webs on each of the following areas of agriculture: science, technology, environment, careers and where food comes from. Upon completion, allow students to share findings with one another. Make a classroom web with everyones ideas. As fast as possible, develop an alphabetical listing of items that are a part of agriculture. These could be food, animals, plants, machinery, etc.
CLOSING 1. 2. Word search on the ABCs of Agriculture (Appendix 5) Write a few paragraphs in response to the following question. What if you could trade places with a cow for a day?

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Milking machines are placed on the cows teats and the milk is squeezed out into a sanitized pipeline. The milk flows through this pipeline to a large storage tank which is refrigerated. A large milk truck comes by every two days to pick up the milk. Each time the truck comes, the milk is checked for flavour, odour and colour so that it will not contaminate the rest of the milk in the truck tank. The milk is then hauled to the dairy processing plant (ie. ADL, Health, Perfection, Purity ). At the plant the milk must undergo pasteurization ( to kill harmful bacteria). The milk is then separated (milk fat is removed) and standardized (adding milk fat to get 1% or 2%, etc.). Vitamins are added, the milk is packaged and transported to the store or directly to your home by the milk delivery person. 2. Try these math problems to figure out how much you would have to feed your cows. A) You have a herd of 50 dairy cows. Each cow eats 15 kg of silage, 5 kg of hay and 8 kg of grain and drinks 55 litres of water each day. How much feed and water will you need for one cow for a week? Your herd? How much feed and water will you need for one cow for a month? Your herd? B) Each of your 50 cows produces about 26 litres of milk every day. How much milk will a cow give in a week? Your herd? How much milk will a cow give in a month? Your herd? Experiment: Fat Test Purpose: To examine the fat content in different samples of milk products. Materials: spoon or knife, brown wrapping paper, milk products varying in levels of milk fat content (skim, 1%, 2%, homogenized) Procedure:Students will work in partners. Each pair will receive a sample of each type of milk. Have students spread a one or two drops of a milk sample on the paper. Rub in milk using spoon or knife. Remove excess milk by scraping. Label each spot (skim, 1%, etc.). Results:Have students observe what happens to the spots. Do they expand, does the size remain the same? Record all observations and be sure to describe what happens to each spot. Compare the results with other pairs. What happened? Which one grew the largest? Why? Conclusion: Which sample of milk contained the highest fat content? How do you know?
FRUITS & VEGETABLES (HORTICULTURE) Horticulture is that part of agriculture that refers to the production of trees, flowers, fruits and vegetables. For this part of the lesson we will concentrate on fruits and vegetables. Many fruits and vegetables are grown on PEI. Potatoes are an example of one of these vegetables.
15 Food and You Operation Agro
We eat different parts of plants. For instance, broccoli is a flower, carrots are roots, potatoes are tubers. Anything with seeds on the inside is considered to be a fruit. Strawberries, apples, oranges and bananas are examples of fruit. However, tomatoes, cucumbers, pumpkins and squash are often considered to be vegetables, but because they contain seeds on the inside, they really should really be classified as fruit. Vegetables are planted in the spring, for the most part, and harvested in the fall. They are put into cold storage and then sold to various individuals, processing plants or grocery stores. 1. Use your creative writing skills and write a paragraph to answer the following question. What if you could hear through an ear of corn? 2. Research a fruit or vegetable. Describe the growing conditions required, when it should be planted and the harvesting techniques. What type of soil is needed? How much rain, etc? GRAINS Wheat, rice, barley, corn and oats are the basic food grains grown around the world. On PEI, barley is the most plentiful cereal crop grown. It has a relatively short growing season and many potato farmers use this as part of their crop rotation. Barley is mainly used as livestock feed, however it is used in the brewing industry and can also be found in soups and health food. Wheat is second on PEI and can be used for flour and pasta products. The third most common grain crop grown on PEI is oats. Oats are used mainly for horse feed, to make oatmeal and some oats are used in cosmetics. 1. Make a list of products that you eat that come from grains. Share these with the class. 2.Try growing grain in the classroom. It takes about 100 days for barley or wheat to mature. PART 1 Materials: 4-litre ice-cream container and cover 15-15-15 Fertilizer potting soil stones/gravel grain kernels (wheat or barley) spoon Procedure: Make holes in the bottom of the ice-cream container and cover bottom with a layer of stones or gravel. Put the cover under the container (to catch leaking water and soil). Fill the container with potting soil. Plant the grain seeds about two centimetres apart. Keep soil moist, watering every second or third day. Place the container in an area that receives lots of sunlight. Results:Record how your grain grows. Check the height every 10 days and record observations. You may want to contact a cereal specialist to find out more about the stages of development (call the Research Station at 368-5600). Fill in the chart on the next page.

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GRAIN GROWING OBSERVATIONS

# Of Days

0-10 11-20 21-30 31-40 41-50 51-60 61-70 71-80 81-90 91-100 100+

Whats Happening?

PART 2 (To be completed after grain maturation.) Materials: scissors dish cloth
Procedure: To harvest the grain crop, clip the heads from the stalks using scissors. Place the heads into a dry dish cloth and wrap cloth into the shape of an envelope. Roll the cloth for 5 minutes. This is done to separate the kernels from the outer shell (chaff). To remove chaff, blow lightly. Results: Make the following observations. How rough is the outer shell compared to the kernel? What is the colour of the harvested grain? U For comparison, grow one container of barley and one of wheat. Compare growth rates, colours and textures. Grain is harvested using a large machine called a combine. A new combine costs about $200,000! Grain is then hauled to a storage facility. The grains are inspected to see if they can be used for food production. Any grain that does not pass this inspection will be used for animal feed. Depending on what type of foodstuff it will be used for, the grain could go to different places. Most has to be milled. After it is milled or crushed, the grain can they go to make things like bread and cereal.
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CLOSING You have learned about various products and what can be done with them, but how do you get them? How do they get from the farm to your table, or your toothbrush, so to speak?
STEP 1: FARMS Farmers raise healthy animals for meat and produce high quality crops to be used as ingredients in food processing or sold directly at Farmers Markets. STEP 2: FOOD PROCESSING PLANTS These plants buy raw materials from farmers or brokers and use them to make different types of food or other products. These plants must follow certain health regulations and abide by standards set out by provincial or federal governing bodies. STEP 3: RETAIL STORES AND RESTAURANTS Processing plants sell their products to retail stores and restaurants. Restaurants must also undergo regular inspection by the Department of Health and Social Services to make sure that they are passing all health and cleanliness regulations. Retail stores would include grocery stores and pharmacies. STEP 4: CONSUMER You are then able to choose what products you would like to buy, what brand names or varieties. You are guaranteed a high quality and standard of food that is safe to eat. Activities: 1. Think back to what you did this morning. What did you eat? What products did you use? Explain what route these products took to get to you (include all the people and services used along the way). 2.Design a poster to promote our agricultural products. In the poster show how the food gets from the farm to the table. Give your poster a title. Send a copy to the Agriculture Education Coordinator at the as top designs could be used in future publications (send to Prince Edward Island Human Resources Development Council, 420 University Ave. Charlottetown, PEI C1A 7Z5). 3.Develop a class mural. Get students to work in groups to come up with drawings for a particular food group. Let each group draw, colour or paint their ideas on to poster paper using From The Farm To Your Plate as a theme. Display the art work in the classroom or hallway using it as a learning tool for other grades and classes.

18 Food and You Operation Agro
OPERATION AGRO SECTION 4 AGRICULTURE AND THE ENVIRONMENT TO THE TEACHER DESCRIPTION Agriculture and the environment go hand in hand. Students must be familiar with environmentally sustainable agriculture techniques so that the future of our food supply is secure. OBJECTIVES C To understand the interdependence of agriculture, the environment and other resources. C To encourage students to become stewards of the environment. AGRICULTURAL CONCEPTS C Agriculture uses natural resources. C Farmers are trying to introduce environmental friendly practices. C Sustainable agriculture is the key to the future food supply. CURRICULUM APPLICATIONS Language Arts Social Studies Science Arts Education INSTRUCTIONAL IDEAS This section will allow students to be introduced to reading newspapers and current events, as well as, public speaking. There is an opportunity to work on class cohesiveness in group projects and to develop many of their own opinions on agrienvironmental issues. Class discussions could be used to cover various aspects of the interconnectedness of agriculture and the environment.
19 Agriculture and the Environment
BACKGROUND TO THE TEACHER Food is the basic need of human life that must be met before everything else. One of our greatest challenges is ensuring that our global food supply is adequate for the worlds population. In our search for a sustainable food supply, we must remember that all of the resources that we take out of the ground must be put back in. Most farmers grow certain crops in order to maintain the balance of resources needed in the soil. Waterways need to be kept free of agricultural run-offs so that fish and wildlife can remain intact. Many farmers are doing all they can to help preserve the environment, however there are still a few farmers that have not adopted these practices. Water brings our planet to life and is essential for every living thing in the world. It is our responsibility to keep our water free of contaminants so that we can go on having a clean source for humans and animals. Contamination of water due to agriculture can occur as a result of run-offs consisting of manure, pesticides, top soil, and fertilizers. With todays education, most farmers have changed farming techniques to become environmentally friendly in order to prevent these run-offs from taking place. Soil conservation can be incorporated into farmers routines by having a three or four year crop rotation, planting winter cover crops and spreading mulch on open fields. These also help to prevent erosion and run-off so that rivers and streams will not be filled in. Clover and other legumes are tilled into the soil to increase organic matter and to fix nitrogen. Pest management schemes are being implemented so that farmers know exactly what weeds, fungi or insects they need to spray for thereby eliminating over-spraying of unnecessary pesticides. This is great incentive to farmers because it also saves them much needed dollars that can go into another area of the farm. Farmers must also participate in a pesticide training course so that they are licensed to apply pesticides to crops. Cattle play an important role in environmentally sustainable food production. Growing grasses and legumes for cattle feed is an excellent way to protect some types of land from erosion. Much of this land is unsuitable for crop production and therefore must be looked after and overgrazing must not occur. Good resource management makes sense to farmers and agriculturalists. Farm families know that preserving the land for future generations depends on todays care. With biotechnology advances, new and improved products will be made available to farmers that will continue to decrease the amount of pressure put on our environment.

20 Agriculture and the Environment Operation Agro
CLASSROOM ACTIVITIES OPENING Get students to solve mini-mission for this section (Appendix 1). MINI-MISSION: YOU MUST DISCOVER WHAT SUSTAINABLE AGRICULTURE IS AND
HOW FARMERS ARE ATTEMPTING TO PRESERVE THE ENVIRONMENT.
Read The Equation by Betty Gabert & Patricia Porter (Appendix 6). Discuss the importance of the balance of resources put into the ground versus outputs. As a class, answer the following questions and record answers so that students may refer to them later. Create discussion about agriculture and the environment. Get students thinking about how the two relate to one another. A) List the parts of agriculture that affect the environment. B) What is the environment? C) How are agriculture and the environment interconnected?
Start a current agri-environmental current events board.
DEVELOPMENT Give students background information on water and soil conservation. 1. Divide students into groups. Each group is to develop an agricultural system that would create problems in respect to water contamination. Students must put together a description of the unfriendly system and use a illustration to show why it is a problem. Have students trade their system with another group and fix the problems. They must be able to explain what they would do and why it would solve the environmental dilemmas.
Because of the many acres of potatoes grown on PEI, farmers must used pesticides if they are going to produce a product that is free of disease and blemishes. Spraying material is very expensive and due to this fact as well environmental concern, farmers want to apply the least amount of chemicals possible. Many farmers have field rougers that go through the crops and pick out diseased plants as well as identify pests (insects and fungi). These rougers then make recommendations to farmers on which type and the amount of pesticide to apply.
21 Agriculture and the Environment Operation Agro
Invite a crop scouter into the classroom to talk about what they do and the importance of their work. Interview a farmer. What type of farm do they have? Ask him/her about what type of environmental concerns they have on their farm. How do they try to preserve the environment. Present your findings to the class. Design a class collage. Get students to explain why they have chosen certain items to include.

CLOSING 1. Divide the class into groups of four students and give each a copy of the Environmental Case Study (Appendix 7). Get students to identify the problem faced by the farmer and examine the main elements of each perspective of the problem. Have students develop a number of possible solutions. Let a spokesperson from each group share their solutions with the class. Cattle and Sustainable Agriculture search word (Appendix 8).
RESOURCES The American National Cattlewomen, Inc. When is a Steer More Than a Steer? 1991.
22 Agriculture and the Environment
OPERATION AGRO SECTION 5 CAREERS IN AGRICULTURE TO THE TEACHER DESCRIPTION Agriculture is so much more than farming. In todays world of new technology, there are new and exciting jobs appearing in the field of agriculture and agriscience. OBJECTIVES C To discover several career opportunities in agriculture. C To examine the diversification of agricultural careers. C To explore exciting careers in the agricultural industry. AGRICULTURAL CONCEPTS C Careers in agriculture are exciting and varied. C Agricultural workers must be highly skilled and educated. CURRICULUM APPLICATIONS Language Arts Social Studies INSTRUCTIONAL IDEAS Use industry representatives as real life examples for this lesson. Obtain the Agriculture Awareness Committee poster entitled Did you really make breakfast yourself?.Contact the Agriculture Education Coordinator for an agriculture career panel presentation. A PEI Careers In Agriculture video is also available through Agriculture Human Resources Council (902) 892-1091.
23 Careers in Agriculture
BACKGROUND TO THE TEACHER Prince Edward Island Agriculture employs one out of every four people. Agriculture is essential to our Island economy, therefore we must have a well educated and skilled labour force that will be able to fill the job demands of the industry. Agriculture is so much more than farming. In todays world of new technology, there are new and exciting careers appearing in the field of Agri-Science. Farming is an essential career, but there are many other areas that are also essential to get food to your plate. Career opportunities in agriculture are wide open and as new technologies and new job opportunities develop, so will the need for well-trained and educated people. Students need to learn that agriculture is a science and a business and as such there are professional careers associated with the industry. Career types can range from research scientists to agricultural lenders to marketing analysts to international consultants. The possibilities are endless and exciting for both men and women. The Nova Scotia Agricultural College is the main agricultural training institute in our region. They offer technical, degree and masters level programs and are continually adding new innovative programs to keep up to the demand of employers. The Atlantic Veterinary College is another institution which offers masters level programs as well as degrees in veterinary medicine.

25 Careers in Agriculture

APPENDIX 1 CODE BOX

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SECTION 1: YOUR MISSION IS TO UNEARTH THE TRUE MEANING OF AGRICULTURE.
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SECTION 2: YOUR MISSION IS TO DISCOVER WHAT BIOTECHNOLOGY IS AND WHY IT IS USED IN AGRICULTURE.
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SECTION 3: YOUR MISSION IS TO DISCOVER WHERE YOUR FOOD COMES FROM AND OTHER THINGS THAT ARE MADE FROM AGRICULTURAL PRODUCTS.
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SECTION 4: YOUR MISSION IS TO DISCOVER WHAT SUSTAINABLE AGRICULTURE IS AND HOW FARMERS ARE ATTEMPTING TO PRESERVE THE ENVIRONMENT.
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SECTION 5: YOUR MISSION IS TO IDENTIFY AND RECOGNIZE A NUMBER OF CAREERS IN AGRICULTURE.
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APPENDIX 3

INTERNET SITES
BIOTECHNOLOGY SITES http://www.biotech.ca/members/isbc.htm http://www.cisti.nrc.ca/ibc/ http://www.zoo.utoronto.ca/zooweb/insectbiotechcan/ http://www.torontobiotech.org/ http://biotech.chem.indiana.edu/indexold.html http://www.agcare.org http://www.lights.com/agwest/ http://www.biotech.ca/members/fbcn.html http://www.pbi.nrc.ca http://www.foodbiotech.org http://www.gov.pe.ca/ftc/index.asp http://www.cabi/whatsnew/cloneabs.htm GENERAL AGRICULTURE SITES http://www.gov.pe.ca/af/index.asp http://www.cfa-fca.ca http://aceis.agr.ca http://www.ottawavalleyag.org/educ.html AGRICULTURE EDUCATION SITES http://www.oafe.org http://www.aitc.mb.ca http://www.cfaitc.org http://www.ohio-aitc.org AGRICULTURE LINKS http://www.agrilinks.com http://www.agrisurf.com

APPENDIX 4

INDUSTRY CONTACT NAMES
Agriculture and Agri-Food Canada 440 University Ave. Charlottetown, PEI C1A 8C5 ph: 902-566-7300 Island Grain & Protein Council Benny Nabuurs Cardigan, PEI C0A 1G0 ph: 902-583-2430 PEI Agricultural Human Resources Development Council 420 University Ave. Charlottetown, PEI C1A 7Z5 ph: 902-892-1091 PEI Beekeepers Association John Burhoe Montague, PEI C0A 1R0 ph: 902-962-3834 PEI Blueberry Growers Association Jim McCabe Souris, PEI C0A 2B0 ph: 902-892-1575 PEI Cattlemens Association Ronda Bellefontaine 420 University Ave Charlottetown, PEI C1A 7Z5 ph: 902-368-2229 PEI Dairy Goat Association Christine Stanley Breadalbane, PEI C0A 1E0 902-964-3080 PEI Department of Agriculture & Forestry P.O. Box 1600 Charlottetown, PEI C1A 7N3 ph: 902-368-5600 PEI Department of Fisheries & Environment P.O. Box 1600 Charlottetown, PEI C1A 7N3 ph: 902-368-5000 PEI Egg Commodity Board 420 University Ave. Charlottetown, PEI C1A 7Z5 ph: 902-892-8401 PEI Federation of Agriculture 420 University Ave. Charlottetown, PEI C1A 7Z5 ph: 902-892-6913 PEI Food Technology Centre P.O. Box 2000 Charlottetown, PEI C1A 7N8 ph: 902-566-1725 PEI Fur Breeders Association Peter Smit Marshfield, PEI C1A 7J7 902-566-University Ave. Charlottetown, PEI C1A 7Z5 ph: 902-892-4201 PEI Horticulture Association Joanne Driscoll P.O. Box 2232 Charlottetown, PEI C1A 8B9 ph: 902-566-2733 PEI Institute of Agrologists P.O. Box 2712 Charlottetown, PEI C1A 8C3 ph: 902-892-1943 PEI Potato Board 420 University Ave. Charlottetown, PEI C1A 7Z5 ph: 902-892-6551 PEI Sheep Breeders Association Dan Kennedy Vernon River, PEI C0A 2H0 902-651-2926 PEI Women in Support of Agriculture Norma Schurman Kensington, PEI C0B 1M0 ph: 902-836-4271 PEI Strawberry Growers Association Tom Germaine South Melville, PEI C0A 1C0

PEI Hog Commodity Board Operation Agro

APPENDIX 5

ABCs OF AGRICULTURE
AGRICULTURE ANIMAL APPLE BAILER BARN BEAN BROADCAST BUTTER CHEESE CHICKEN COW CREAM DAIRY DISC
DRAINAGE EGG FARMER FERTILIZER FOOD FRUIT GARDEN GOATS GRAIN HARROW HAY HEN HOE HORSE
INSURANCE LABOUR LAMB LIVESTOCK MACHINERY MILK MOWER OATS POULTRY RAKE REAPER RESEARCH RYE SEED
SEPARATOR SHEEP SILO SOYBEAN SPRAY TASK TURKEY TURNIP TWINE VEGETABLES WAGON WHEAT WINTER YEAST

APPENDIX 6

The Equation Betty Gabert & Patricia Porter It hung in space like a jewel, third from the sun. The visitor from another galaxy happened to be passing by and saw the beautiful blue and green planet. He decided to have a closer look. Many things he saw pleased him, some made him sad, and still others puzzled him a good deal. In order to understand better, he decided to speak with someone who lived on the planet and could perhaps enlighten him. The visitor did not want to alarm anyone, nor did he really care to explain who he was and what he was doing there. So he disguised himself as an old man, bent and grey, with a cane to help him walk. He chose a place where a mountain rose above green hills, with below a vast plain covered with herds of grazing animals. He thought this was one of the most beautiful places on the whole beautiful planet. Before he had waited very long, a boy with a small pack on his back came near. The visitor spoke to the boy and invited him to sit down with him in the shade of a tree. He told the boy that he was a hermit who had spent most of his life high on the mountain, living in solitude and hearing nothing of events in the world below. He had decided to come down now that his life was nearly over and see what had occurred during the fifty hears he had been apart from the world. The boy was happy to sit and talk with the old man. He told him about all of the wonderful things that had been invented to make life easier and more interesting: automobiles and airplanes, computers and television, microwave ovens and movies. The old man listened and smiled at the boys enthusiasm. Finally he asked, With all of these wonderful things to use and enjoy, everyone in the entire world must now be very happy. What could possibly be missing? The boy thought for a moment and then admitted that not everyone had all of these things. In fact, he said, there are still many, many people in the world who do not even have enough to eat. This was one of the things that puzzled the visitor, so he asked the boy how there could still be hungry people in a world where so many problems had been solved. The boy thought for a long time, but he could not explain it. The old man got to his feet slowly, leaning on his cane, and asked the boy if he would walk with him up the mountain. Perhaps, he said, we will see things more clearly from up there. At first the going was easy, as they crossed a wide meadow covered with green grass and wild flowers. The old man wondered aloud, With this good soil, warm sun, and mild weather, why is it not possible to grow enough to feed everyone? The boy answered slowly, Well, not everywhere is as nice as this meadow. Some places have soil that is not good for growing things, and sometimes the soil is washed away by the rain or blows away in the wind. And there are really big cities now, with millions of people, where almost nothing grows because the people need the space for their houses and streets and office buildings. They walked for a while by the side of a clear mountain stream. You say that soil is sometimes washed away by the rain, the old man said to the boy, but isnt water also needed to grow things? Yes, said the boy, nothing grows where it is too dry. But too much water causes floods. If water was always where it was needed, when it was needed, we could grow more crops and raise more livestock. As they continued up the mountain, the trail became steeper and more rocky. The old man had to Operation Agro

APPENDIX 7 OPERATION AGRO ENVIRONMENTAL CASE STUDY
The Scenario: As Treeville, a major, fictitious city continues to grow, urban areas are beginning to reach the rural country-side. Due to this fact, many people working in the city have chosen to move to the outer limits. This is beginning to affect farm families as the city planners are enforcing strict by-laws on farmers, especially in the area of water pollution and odour. The Citys Point of View Chestnut Heights is a small, but growing suburb of Treeville. Developers want to build homes on lots which border the property of a hog farm owned by the Odells. The property is near a small stream and a woodlot. The nearby farm stores manure in an enclosed container with minimal run-off into the proposed area for development. The developers have warned the Odells that odour and run-off will not be legally tolerated. The Odells Point of View The Odells have lived and worked on this farm for several generations. The run-off from the manure storage only occurs during heavy rain or snowfall. This run-off is filtered through water tolerant plants such as bulrushes. There is no problem of contamination of well water. The Odells have only recently completed building their current manure handling facility and could not afford to construct a new one. The problem with the odour can not be contained as it depends on the force of the wind. The Odells feel that they have lived in this area longer and therefore any costs forced upon the farm due to development demands should be paid by the developers. Solution The development of this property has started and no compromise has been reached. Can you offer solutions to this problem. Be sure to back up your argument with factual information.

APPENDIX 8

CATTLE IN SUSTAINABLE AGRICULTURE
(Canadian Cattlemens Association)
AGRICULTURE BARLEY BOVINE BULL BY-PRODUCTS CALF CATTLE CONSERVATION COW
DEER DUCKS EFFICIENT ENHANCING FARMER FEED GRAINS FORAGE GEESE GRASSES
HABITAT HUMANE MANURE NITROGEN OATS PASTURE PRESERVING PRODUCTION RENEWABLE
RESOURCES RUMINANT SOIL STEER SUSTAINABLE WATER WEATHER WILDLIFE
APPENDIX 9 Agriculture Careers Quiz
What do you know about careers in agriculture?
TRUE OR FALSE ____ ____ ____ ____ ____ 1. Farming is the only career in agriculture? 2. Few people are working in agriculture on PEI. 3. You need to go to college/university to be trained for a professional career in agriculture. 4. Both women and men can have exciting career opportunities in agriculture. 5. People working in agriculture dont need to have many skills other than knowing how to milk a cow or harvest potatoes.

MATCHING ____ 1. Agricultural Engineer ____ ____ ____ ____ ____ ____ ____ ____ 2. Accountant
study the structure and composition of food
b. 3. Research Scientist c. 4. Veterinarian 5. Biotechnologist 6. Environmental Consultant e. 7. Botanist 8. Food Chemist 9. Agriculture Economist g. ____ 10. Hydroponics Grower h. I. f. d.
provide animal care and treatment forecast production and consumption of agricultural records based on past information address financial and credit concerns of agri-businesses design agricultural machinery, structures and equipment oversee the development of plant varieties grow crops in water plan and conduct research experiments develop policies for land use management and sustainable agriculture develop products using new technology

Business Management

Accounting Clerk Accountant Banker Business Manager Consultant Credit Counsellor/Advisor Crop Insurance Sales Economist Farmer/Farm Manager Farm Appraiser Farm Management Specialist Grain Broker International Specialist Insurance Agent Investment Manager Loan Officer Marketing Analyst Public Relations Officer Sales Representative Farm Equipment Dealer

Environmental Management

Agricultural Representative Aquaculturalist Biochemist Bioengineer Botanist Ecologist Control Conservation Officer Entomologist Geologist Hydrologist Land Improvement Inspector Land Use Specialist Organic Chemist Plant Pathologist Soils Lab Technician Waste Treatment Manager
Production & Processing
Construction Engineer Agronomist Bacteriologist Cereal Specialist Certified Seed Grower Climatologist Engineer Farmer Feed Mill Manager Fertilizer Plant Manager Food Chemist Food Processing Supervisor Fruit Grower Laboratory Technologist Machinist Meat Inspector Microbiologist Plant Breeder Research Scientist Quality Control Supervisor Tissue Culture Technician Livestock Producer
Careers In Agriculture and Agri-science
Agriculture is so much more than farming. In todays world of new technology, there are new and exciting jobs appearing in the field of Agriscience. The opportunities are wide open and as new technologies and new job opportunities emerge, so will the need for well-trained and educated people. This brochure contains an overview of career opportunities that are available in agri-science. Leaders are needed for the new fields of agriculture.

Horticulture/Forestry

Forestry Nursery Technician Golf Course Superintendent Greenhouse Manager/Owner Landscape Design Landscape Construction Landscape Maintenance Garden Centre Manager Research Parks Systems Aborist

Welfare of Animals

Agrologist Animal Behaviourist Animal Care Attendant Animal Health Technician A. I. Technician Dairy Scientist Engineer Farrier Feed Services Feed Testing Lab Technician Health Products Distributor Herd Manager Marine Biologist Meat Scientist Milk Tester Pet Store Owner/Worker Pharmaceutical Sales Poultry Scientist Research Assistant Research Scientist Sales Manager Veterinarian Assistant Veterinarian Wildlife Park/Zoo Attendant

Computer Applications

Accountant Agricultural Journalist Biostatician Cartographer Engineer Equipment Operator Farm Manager Greenhouse Manager Hydroponics Grower Lab Technician/Supervisor Land Planner Landscape Designer Marketing Specialist Meteorologist Analyst Nutritionist Parts Manager Planning & Research Analyst Product Developer Produce Buyer/Wholesaler Poultry Hatchery Manager Sensory Analysis Soils and Crop Specialist
Mechanics & Engineering
Construction Engineer Electrician Equipment Designer Equipment Operator Diesel Mechanic Hydraulic Engineer Irrigation Engineer Land Surveyor Machinist Parts Manager Plumber Research Engineer Safety Engineer Safety Inspector Soil Engineer Welder
Career Opportunities In Agriculture and Agri-science
For more information, contact: PEI Agriculture Sector Council 420 University Avenue Charlottetown, PE C1A 7Z5 Tel: (902) 892-1091 Fax: (902) 892-1891 E-mail: rmgarrett@peiagsc.ca Website: www.peiagsc.ca

APPENDIX 11

CAREERS IN AGRICULTURE
ACCOUNTANT AGROLOGIST AGRONOMIST AUCTIONEER BANKER BIOCHEMIST BIOLOGIST BOOKKEEPER BOTANIST
CONSULTANT ECOLOGIST ECONOMIST EDUCATOR ELECTRICIAN ENGINEER ENTOMOLOGIST FARMER GARDENER
GEOLOGIST INSPECTOR JOURNALIST MECHANIC MICROBIOLOGIST NUTRITIONIST RANCHER RESEARCHER RETAILER
SCIENTIST SURVEYOR TECHNICIANS VETERINARIAN WELDER WHOLESALER

APPENDIX 12 ANSWER KEY

TRUE OR FALSE
F F T T F 1. Farming is the only career in agriculture? 2. Few people are working in agriculture on PEI. 3. You need to go to college/university to be trained for a professional career in agriculture. 4. Both women and men can have exciting career opportunities in agriculture. 5. People working in agriculture dont need to have many skills other than knowing how to milk a cow or harvest potatoes.

MATCHING