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

Lesson: How supply management works

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 introduces students to the concept of supply management. Students will consider the advantages and disadvantages for both producers and consumers. It would be a good basis for discussion in an economics class.

Curriculum connections


  • demonstrates an understanding of the diversity of agricultural endeavours in Canada.

Family Studies/Home Economics

  • describes the role of marketing boards in food production
  • identifies food supply and production industries in Canada
  • identifies factors that affect food supply in Canada
  • promotes understanding of links between agriculture and the consumer
  • describes the effect of economics on food production and supply and ultimately costs to consumers.

Notes to teacher

This entire unit, which corresponds to the chapter "The Business of Farming" in the book, can be done as a group work project, with each group completing one activity and presenting it to the rest of the class. (PDF)

Teaching and learning strategies

  1. Students read the sidebar "How supply management works" on page 239 (at the end of the article "Growing dominance of a few large poultry farms - a continuing legacy"). (PDF)
  2. Students make notes, answering questions such as:
    1. Which industries are regulated by supply management?
    2. What is the quota system?
    3. Who is exempt from the quota system?
  3. Students brainstorm the advantages and disadvantages of supply management from the perspective of
    1. producers
    2. consumers.
  4. Teacher leads a discussion of the advantages and disadvantages; students add to their notes for future reference.
  5. Students add terminology to their glossaries.

Assessment/evaluation strategies

  1. Assess students' brainstorming activity for 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. For enrichment, students can visit one of the marketing board websites to find out more about that particular board.

Links to other activities

This activity is linked to:

Suggestions for further research

  • Students can research the differences between provincial and federal quota systems.
  • Students can visit a website of a commodity not governed by a marketing board (e.g., pork or beef producers) and see how the approach to marketing differs.
  • 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