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Canadian Agriculture at a Glance Teacher's Kit > Lesson plans

Lesson: They're here to farm

View the article (PDF)
Curriculum connections
Notes to teacher
Teaching and learning strategies
Assessment/evaluation strategies
Accommodation and enrichment strategies
Links to other activities
Suggestions for further research


This activity focuses on the contribution of immigrants to Canadian agriculture, highlighting which countries they come from and why, and what types of farms they prefer.

Curriculum connections


  • demonstrates an understanding of the changing demographic patterns in Canada
  • explains how immigrants, individually and as communities, have participated in and contributed to the development of Canada.


  • identifies the human factors that affect migration.

Notes to teacher

Teachers may wish to invite an immigrant farmer into the class to speak to the students about their experiences (PDF).

Teaching and learning strategies

  1. Students read the article "They're here to farm" on pages 27 to 34 in Canadian Agriculture at a Glance (PDF).
  2. Students answer the following questions:
    1. What percentage of farmers are immigrants and how does this compare with the general population?
    2. What are the main countries of origin for Canada 's immigrant farmers? How does this compare with recent immigrants in the general population?
    3. Which events increased the number of immigrant farmers? Where did they come from?
  3. Students add terminology to their glossaries.

Assessment/evaluation strategies

  1. Assess answers to questions for accuracy and completion.
  2. Assess glossaries for accuracy and completion.

Accommodation and enrichment strategies

  1. Some students may require assistance in order to complete written work.
  2. Students with special needs may work with a partner to complete a task.
  3. Templates for note-taking should be provided to students with special needs.
  4. Main ideas and/or new information should be mapped out and organized to meet the needs of all students.
  5. Wherever possible, vocabulary lists should be provided with a discussion of context clues and related vocabulary.
  6. Students with special needs may wish to complete an oral, taped or video presentation rather than a written assignment.
  7. For enrichment, students interview an immigrant farmer to get a better understanding of their experience.

Links to other activities

This activity is linked to:

Suggestions for further research

  • Students research their past to find out when their family immigrated and what occupation(s) they had when they came to Canada.
  • Students can use 2001 Census of Agriculture data in E-STAT for data analysis, graphing and mapping activities for specific geographic areas of local interest.

Please send comments or examples of how you used this lesson in your class to Learning Resources.

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Date modified: 2008-05-20 Important Notices