Study Guide

Objective

The student is able to give an overview of the bioeconomy and especially agriculture as part of the bioeconomy. The student is able to describe the importance of the bioeconomy and the operation of the circular economy in agriculture.
The student is able to explain the importance of the forest and field environment for carbon balance of Finland

Students will learn about rural businesses and the opportunities offered by rural areas. The student can explain the position of Finnish agriculture and forestry in an international operating environment. The student is able to name different companies related to agriculture and forestry and other business activities in rural areas

The student can give examples of different farms and describe their functional differences and meanings. They can describe key inputs and resources, co-operatives and connections, as well as product flows and operating cycles.

The student becomes acquainted with the forest environment from the perspective of the entrepreneur as both wood production and multifunctional possibilities, for example, in the forest Green Care operation. He is able to explain the cycle of timber production in forests and to identify particularly important habitats of forest nature.

The student identifies the main crops and some key weeds. The student is able to analyze the results of soil samples and understand their significance as a basis for sustainable plant cultivation. Student is able to give examples of how plants function as carbon sinks and recognize the importance of soil in the carbon cycle.

Content

- Bioeconomy and agriculture in Finland and in a global operating environment
- countryside as a concept and businesses and earning potential
- the importance of the forest as a source of economic prosperity
- sustainable development, circular economy and carbon cycle
- Finnish cultivation and weeds
- Fertility analysis as part of crop production
- Getting to know the circular economy through the bioeconomy game.
- Study trips

Evaluation scale

1-5

Assessment criteria, approved/failed

Approved: Students will be able to name companies in rural areas and rural opportunities. The student can explain the position of Finnish agriculture and forestry in an international operating environment. The student can give examples of different farms and describe their functional differences and meanings. They can describe key inputs and resources, co-operatives and connections, as well as product flows and operating cycles.

The student identifies the main crops and some key weeds. He is also able to present key perspectives on the sustainability of plant cultivation. He is able to take soil samples and is able to give examples of the importance of sampling.

The student is able to explain the vegetation layers of the forest and the growing of the forest ecosystem and has made the approved forest report as part of their learning diary.

Objective

The student is able to give an overview of the bioeconomy and especially agriculture as part of the bioeconomy. The student is able to describe the importance of the bioeconomy and the operation of the circular economy in agriculture.
The student is able to explain the importance of the forest and field environment for carbon balance of Finland

Students will learn about rural businesses and the opportunities offered by rural areas. The student can explain the position of Finnish agriculture and forestry in an international operating environment. The student is able to name different companies related to agriculture and forestry and other business activities in rural areas

The student can give examples of different farms and describe their functional differences and meanings. They can describe key inputs and resources, co-operatives and connections, as well as product flows and operating cycles.

The student becomes acquainted with the forest environment from the perspective of the entrepreneur as both wood production and multifunctional possibilities, for example, in the forest Green Care operation. He is able to explain the cycle of timber production in forests and to identify particularly important habitats of forest nature.

The student identifies the main crops and some key weeds. The student is able to analyze the results of soil samples and understand their significance as a basis for sustainable plant cultivation. Student is able to give examples of how plants function as carbon sinks and recognize the importance of soil in the carbon cycle.

Content

- Bioeconomy and agriculture in Finland and in a global operating environment
- countryside as a concept and businesses and earning potential
- the importance of the forest as a source of economic prosperity
- sustainable development, circular economy and carbon cycle
- Finnish cultivation and weeds
- Fertility analysis as part of crop production
- Getting to know the circular economy through the bioeconomy game.
- Study trips

Materials

Material that teachers inform you.

Teaching methods

Participation to practical training, field trip and lectures. Learningdiary including considered things in study module.
Net exam (forestry)

Completion alternatives

If you have competence in practical training, you can show it to teacher.

Student workload

100 hours business, forestry, sustainable development, cultivation and field trip.

realization.localizedApproveRejectDescription

Approved: Students will be able to name companies in rural areas and rural opportunities. The student can explain the position of Finnish agriculture and forestry in an international operating environment. The student can give examples of different farms and describe their functional differences and meanings. They can describe key inputs and resources, co-operatives and connections, as well as product flows and operating cycles.

The student identifies the main crops and some key weeds. He is also able to present key perspectives on the sustainability of plant cultivation. He is able to take soil samples and is able to give examples of the importance of sampling.

The student is able to explain the vegetation layers of the forest and the growing of the forest ecosystem and has made the approved forest report as part of their learning diary.

Evaluation scale

Passed/failed

Assessment criteria, approved/failed

Approved: Students will be able to name companies in rural areas and rural opportunities. The student can explain the position of Finnish agriculture and forestry in an international operating environment. The student can give examples of different farms and describe their functional differences and meanings. They can describe key inputs and resources, co-operatives and connections, as well as product flows and operating cycles.

The student identifies the main crops and some key weeds. He is also able to present key perspectives on the sustainability of plant cultivation. He is able to take soil samples and is able to give examples of the importance of sampling.

The student is able to explain the vegetation layers of the forest and the growing of the forest ecosystem and has made the approved forest report as part of their learning diary.

Assessment methods and criteria

Active participation, exam, learning diary, practical training and raport --> accept or fail in whole study module.

Objective

The student is able to give an overview of the bioeconomy and especially agriculture as part of the bioeconomy. The student is able to describe the importance of the bioeconomy and the operation of the circular economy in agriculture.
The student is able to explain the importance of the forest and field environment for carbon balance of Finland

Students will learn about rural businesses and the opportunities offered by rural areas. The student can explain the position of Finnish agriculture and forestry in an international operating environment. The student is able to name different companies related to agriculture and forestry and other business activities in rural areas

The student can give examples of different farms and describe their functional differences and meanings. They can describe key inputs and resources, co-operatives and connections, as well as product flows and operating cycles.

The student becomes acquainted with the forest environment from the perspective of the entrepreneur as both wood production and multifunctional possibilities, for example, in the forest Green Care operation. He is able to explain the cycle of timber production in forests and to identify particularly important habitats of forest nature.

The student identifies the main crops and some key weeds. The student is able to analyze the results of soil samples and understand their significance as a basis for sustainable plant cultivation. Student is able to give examples of how plants function as carbon sinks and recognize the importance of soil in the carbon cycle.

Content

- Bioeconomy and agriculture in Finland and in a global operating environment
- countryside as a concept and businesses and earning potential
- the importance of the forest as a source of economic prosperity
- sustainable development, circular economy and carbon cycle
- Finnish cultivation and weeds
- Fertility analysis as part of crop production
- Getting to know the circular economy through the bioeconomy game.
- Study trips

Materials

Material that teachers inform you.

Teaching methods

Participation to practical training, field trip and lectures. Learningdiary including considered things in study module.
Net exam (forestry)

Completion alternatives

If you have competence in practical training, you can show it to teacher.

Student workload

100 hours business, forestry, sustainable development, cultivation and field trip.

realization.localizedApproveRejectDescription

Approved: Students will be able to name companies in rural areas and rural opportunities. The student can explain the position of Finnish agriculture and forestry in an international operating environment. The student can give examples of different farms and describe their functional differences and meanings. They can describe key inputs and resources, co-operatives and connections, as well as product flows and operating cycles.

The student identifies the main crops and some key weeds. He is also able to present key perspectives on the sustainability of plant cultivation. He is able to take soil samples and is able to give examples of the importance of sampling.

The student is able to explain the vegetation layers of the forest and the growing of the forest ecosystem and has made the approved forest report as part of their learning diary.

Evaluation scale

Passed/failed

Assessment criteria, approved/failed

Approved: Students will be able to name companies in rural areas and rural opportunities. The student can explain the position of Finnish agriculture and forestry in an international operating environment. The student can give examples of different farms and describe their functional differences and meanings. They can describe key inputs and resources, co-operatives and connections, as well as product flows and operating cycles.

The student identifies the main crops and some key weeds. He is also able to present key perspectives on the sustainability of plant cultivation. He is able to take soil samples and is able to give examples of the importance of sampling.

The student is able to explain the vegetation layers of the forest and the growing of the forest ecosystem and has made the approved forest report as part of their learning diary.

Assessment methods and criteria

Active participation, exam, learning diary, practical training and raport --> accept or fail in whole study module.

Objective

The student is able to give an overview of the bioeconomy and especially agriculture as part of the bioeconomy. The student is able to describe the importance of the bioeconomy and the operation of the circular economy in agriculture.
The student is able to explain the importance of the forest and field environment for carbon balance of Finland

Students will learn about rural businesses and the opportunities offered by rural areas. The student can explain the position of Finnish agriculture and forestry in an international operating environment. The student is able to name different companies related to agriculture and forestry and other business activities in rural areas

The student can give examples of different farms and describe their functional differences and meanings. They can describe key inputs and resources, co-operatives and connections, as well as product flows and operating cycles.

The student becomes acquainted with the forest environment from the perspective of the entrepreneur as both wood production and multifunctional possibilities, for example, in the forest Green Care operation. He is able to explain the cycle of timber production in forests and to identify particularly important habitats of forest nature.

The student identifies the main crops and some key weeds. The student is able to analyze the results of soil samples and understand their significance as a basis for sustainable plant cultivation. Student is able to give examples of how plants function as carbon sinks and recognize the importance of soil in the carbon cycle.

Content

- Bioeconomy and agriculture in Finland and in a global operating environment
- countryside as a concept and businesses and earning potential
- the importance of the forest as a source of economic prosperity
- sustainable development, circular economy and carbon cycle
- Finnish cultivation and weeds
- Fertility analysis as part of crop production
- Getting to know the circular economy through the bioeconomy game.
- Study trips

Evaluation scale

1-5

Assessment criteria, approved/failed

Approved: Students will be able to name companies in rural areas and rural opportunities. The student can explain the position of Finnish agriculture and forestry in an international operating environment. The student can give examples of different farms and describe their functional differences and meanings. They can describe key inputs and resources, co-operatives and connections, as well as product flows and operating cycles.

The student identifies the main crops and some key weeds. He is also able to present key perspectives on the sustainability of plant cultivation. He is able to take soil samples and is able to give examples of the importance of sampling.

The student is able to explain the vegetation layers of the forest and the growing of the forest ecosystem and has made the approved forest report as part of their learning diary.

Objective

The student is able to give an overview of the bioeconomy and especially agriculture as part of the bioeconomy. The student is able to describe the importance of the bioeconomy and the operation of the circular economy in agriculture.
The student is able to explain the importance of the forest and field environment for carbon balance of Finland

Students will learn about rural businesses and the opportunities offered by rural areas. The student can explain the position of Finnish agriculture and forestry in an international operating environment. The student is able to name different companies related to agriculture and forestry and other business activities in rural areas

The student can give examples of different farms and describe their functional differences and meanings. They can describe key inputs and resources, co-operatives and connections, as well as product flows and operating cycles.

The student becomes acquainted with the forest environment from the perspective of the entrepreneur as both wood production and multifunctional possibilities, for example, in the forest Green Care operation. He is able to explain the cycle of timber production in forests and to identify particularly important habitats of forest nature.

The student identifies the main crops and some key weeds. The student is able to analyze the results of soil samples and understand their significance as a basis for sustainable plant cultivation. Student is able to give examples of how plants function as carbon sinks and recognize the importance of soil in the carbon cycle.

Content

- Bioeconomy and agriculture in Finland and in a global operating environment
- countryside as a concept and businesses and earning potential
- the importance of the forest as a source of economic prosperity
- sustainable development, circular economy and carbon cycle
- Finnish cultivation and weeds
- Fertility analysis as part of crop production
- Getting to know the circular economy through the bioeconomy game.
- Study trips

Materials

The Learning material will be given during the course.

Teaching methods

Learning by doing and analyzing.

Employer connections

The Sedu -School Farm is the learning environment.

Completion alternatives

OT.

realization.localizedApproveRejectDescription

Please check the basic info the the course.

Further information

The intensive- Learning Weeks are weeks 36-39. The presence during those weeks is obligatory.
A volunteer visit to A Agro Machine Expo is possible on week 41.

Evaluation scale

Passed/failed

Assessment criteria, approved/failed

Approved: Students will be able to name companies in rural areas and rural opportunities. The student can explain the position of Finnish agriculture and forestry in an international operating environment. The student can give examples of different farms and describe their functional differences and meanings. They can describe key inputs and resources, co-operatives and connections, as well as product flows and operating cycles.

The student identifies the main crops and some key weeds. He is also able to present key perspectives on the sustainability of plant cultivation. He is able to take soil samples and is able to give examples of the importance of sampling.

The student is able to explain the vegetation layers of the forest and the growing of the forest ecosystem and has made the approved forest report as part of their learning diary.

Assessment methods and criteria

The intensive weeks and the Learning Diary.

Objective

The student is able to give an overview of the bioeconomy and especially agriculture as part of the bioeconomy. The student is able to describe the importance of the bioeconomy and the operation of the circular economy in agriculture.
The student is able to explain the importance of the forest and field environment for carbon balance of Finland

Students will learn about rural businesses and the opportunities offered by rural areas. The student can explain the position of Finnish agriculture and forestry in an international operating environment. The student is able to name different companies related to agriculture and forestry and other business activities in rural areas

The student can give examples of different farms and describe their functional differences and meanings. They can describe key inputs and resources, co-operatives and connections, as well as product flows and operating cycles.

The student becomes acquainted with the forest environment from the perspective of the entrepreneur as both wood production and multifunctional possibilities, for example, in the forest Green Care operation. He is able to explain the cycle of timber production in forests and to identify particularly important habitats of forest nature.

The student identifies the main crops and some key weeds. The student is able to analyze the results of soil samples and understand their significance as a basis for sustainable plant cultivation. Student is able to give examples of how plants function as carbon sinks and recognize the importance of soil in the carbon cycle.

Content

- Bioeconomy and agriculture in Finland and in a global operating environment
- countryside as a concept and businesses and earning potential
- the importance of the forest as a source of economic prosperity
- sustainable development, circular economy and carbon cycle
- Finnish cultivation and weeds
- Fertility analysis as part of crop production
- Getting to know the circular economy through the bioeconomy game.
- Study trips

Evaluation scale

1-5

Assessment criteria, approved/failed

Approved: Students will be able to name companies in rural areas and rural opportunities. The student can explain the position of Finnish agriculture and forestry in an international operating environment. The student can give examples of different farms and describe their functional differences and meanings. They can describe key inputs and resources, co-operatives and connections, as well as product flows and operating cycles.

The student identifies the main crops and some key weeds. He is also able to present key perspectives on the sustainability of plant cultivation. He is able to take soil samples and is able to give examples of the importance of sampling.

The student is able to explain the vegetation layers of the forest and the growing of the forest ecosystem and has made the approved forest report as part of their learning diary.