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Description
"How Does Food Production Affect the Planet" is a science-based resource for the middle school classroom. It is the second in a series from the unit Climate Change, Food Production, and Food Security. This lesson plan teaches the students via either guided or open-ended exploration, the carbon footprint of each step in the food production cycle. The students consider the impact of each step and reflect on their own daily food choices.
The lesson begins with the students choosing a food that they commonly eat and trying to list all of the steps the food has to take in order to get on their plate and guessing which one has the largest environmental impact. An example of a chicken nugget is then shared to illustrate the process of food production.
The students will then investigate via webpages the carbon footprint of various foods in order to analyze each stage of the food supply chain. The second part of the investigation requires each student in a group of 4 to choose one food item from a list (banana, beef, chicken or rice). The students will then read information slides on the food production process for each item and share with their group.
The culminating activity is for the students to analyze their food tracker from the previous lesson in order to identify the three foods with the largest carbon footprint. They consider each food and calculate its annual greenhouse gas emission. The students then complete reflection questions based on their learning.
General Assessment
What skills does this resource explicitly teach?
The resource does not explicitly teach skills. Its aim is to build awareness of food choices and the food's carbon footprint.
Strengths
- Up to date materials with functional links to websites
- All necessary materials are included
- Engaging lesson that is relevant to the students' lives
Weaknesses
- no assessment tools
- no hands-on learning experiences
Recommendation of how and where to use it
This resource is suited to the middle school Science classroom. It is best to complete this lesson after the first lesson in the unit as it continues an established thread. It also uses the food tracker that was completed in lesson 1. The resource effectively addresses the outcomes related to climate change and human impact on the environment.
Relevant Curriculum Units
The following tool will allow you to explore the relevant curriculum matches for this resource. To start, select a province listed below.
- Step 1Select a province
- Alberta
- Step 2Select a grade level
- Grade 6
- Step 3Select a subject
- Science
- Step 4Relevant matches
- Living Systems: Understandings of the living world, Earth, and space are deepened through investigating natural systems and their interactions
- Grade 7
- Step 3Select a subject
- Science
- Step 4Relevant matches
- Interactions and Ecosystems
- Plants for Food and Fibre
- British Columbia
- Manitoba
- New Brunswick
- Step 2Select a grade level
- Grade 6
- Step 3Select a subject
- Science
- Step 4Relevant matches
- Wayfinding: Making sense of your world: Learning and Living Sustainably
- Grade 7
- Step 3Select a subject
- Science
- Step 4Relevant matches
- Science 7 Earth Surface Processes: Learning and Living Sustainably
- Science 7 Earth Surface Processes: Scientific Literacy
- Newfoundland & Labrador
- Northwest Territories
- Nova Scotia
- Nunavut
- Ontario
- Step 2Select a grade level
- Grade 8
- Step 3Select a subject
- Science & Technology
- Step 4Relevant matches
- Structures and Mechanisms: Systems in Action
- Prince Edward Island
- Quebec
- Step 2Select a grade level
- Grade 6
- Step 3Select a subject
- Science & Technology
- Step 4Relevant matches
- Living Things
- Grade 7
- Step 3Select a subject
- Science & Technology
- Step 4Relevant matches
- The Living World
- Grade 8
- Step 3Select a subject
- Science & Technology
- Step 4Relevant matches
- The Living World
- Saskatchewan
- Yukon Territory
Themes Addressed
Air, Atmosphere & Climate (1)
- Climate Change
Citizenship (2)
- Ecological Footprint
- Sustainable Consumption
Food & Agriculture (1)
- Food Security
Sustainability Education Principles
| Principle | Rating | Explanation |
|---|---|---|
| Consideration of Alternative Perspectives | Very Good | The resource guides students in their inquiry into the topic and allows them to draw their own conclusions based on the evidence. |
Consideration of Alternative Perspectives:
| ||
| Multiple Dimensions of Problems & Solutions | Very Good | All three aspects of the issue are explored in this resource. The students are able to take an informed position on the topic of the impact of food choices on climate change after considering all aspects of the production of various food items. Through the websites they explore, the students look at the whole system and relate it to their personal lives. |
| Multiple Dimensions of Problems & Solutions: Effectively addresses the environmental, economic and social dimensions of the issue(s) being explored.
| ||
| Respects Complexity | Very Good | |
| Respects Complexity: The complexity of the problems/issues being discussed is respected. | ||
| Acting on Learning | Good | The students discuss how they can change their food choices in order to have less of an impact on the environment. |
| Acting on Learning: Learning moves from understanding issues to working towards positive change — in personal lifestyle, in school, in the community, or for the planet
| ||
| Values Education | Very Good | The final reflection questions in the resource offer the students an opportunity to consolidate their learning and put their thoughts into words in order to express their feelings on the issue. |
| Values Education: Students are explicitly provided with opportunities to identify, clarify and express their own beliefs/values. | ||
| Empathy & Respect for Humans | Poor/Not considered | This is not the focus of this resource. |
| Empathy & Respect for Humans: Empathy and respect are fostered for diverse groups of humans (including different genders, ethnic groups, sexual preferences, etc.). | ||
| Personal Affinity with Earth | Good | The goal of the lesson is to help the students understand how their choices impact the Earth and contribute to climate change. |
| Personal Affinity with Earth: Encourages a personal affinity with -the natural world.
| ||
| Locally-Focused Learning | Satisfactory | By discussing their food choices and the impact that these choices have on the Earth, the lesson makes the focus of the resource relevant to the lives of the students. |
| Locally-Focused Learning: Includes learning experiences that take advantage of issues/elements within the local community.
| ||
| Past, Present & Future | Good | The resource does a very good job of teaching the current reality of the food supply chain and its impact on the environment. It also gives the students an understanding that their choices can make a difference. The resource does not address the past; this is something that the teachers can address on their own. |
| Past, Present & Future: Promotes an understanding of the past, a sense of the present, and a positive vision for the future. | ||
Pedagogical Approaches
| Principle | Rating | Explanation |
|---|---|---|
| Open-Ended Instruction | Very Good | The lesson allows the teacher to choose a guided inquiry approach or a more open ended method to explore the topic through websites. Both approaches allow the students to explore the topic without being directed toward one correct answer. |
| Open-Ended Instruction
: Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer. | ||
| Integrated Learning | Good |
|
| Integrated Learning: Learning brings together content and skills from more than one subject area
| ||
| Inquiry Learning | Good | The resource offers two paths to explore the material in the lesson. This can be left to the discretion of the teacher, depending on the needs of the students. One option is "open-ended" while the other is "guided". |
| Inquiry Learning: Learning is directed by questions, problems, or challenges that students work to address.
| ||
| Differentiated Instruction | Satisfactory | The activities in the resource are varied and engaging. However, the needs of kinesthetic learners are not addressed. |
| Differentiated Instruction: Activities address a range of student learning styles, abilities and readiness.
| ||
| Experiential Learning | Satisfactory | Unfortunately, the resource is not structured in a manner to allow for experiences that provide a direct learning experience. |
| Experiential Learning: Authentic learning experiences are provided
| ||
| Cooperative Learning | Satisfactory | |
| Cooperative Learning: Group and cooperative learning strategies are a priority.
| ||
| Assessment & Evaluation | Poor/Not considered | There are no assessment tools or suggestions made for the evaluation of student learning. |
| Assessment & Evaluation: Tools are provided that help students and teachers to capture formative and summative information about students' learning and performance. These tools may include reflection questions, checklists, rubrics, etc. | ||
| Peer Teaching | Satisfactory | |
| Peer Teaching: Provides opportunities for students to actively present their knowledge and skills to peers and/or act as teachers and mentors.
| ||
| Case Studies | Poor/Not considered | There are no case studies provided. |
| Case Studies: Relevant case studies are included. Case studies are thorough descriptions of real events from real situations that students use to explore concepts in an authentic context. | ||
| Locus of Control | Satisfactory | Students are allowed some choice in the food items that they investigate. |
| Locus of Control: Meaningful opportunities are provided for students to choose elements of program content, the medium in which they wish to work, and/or to go deeper into a chosen issue. | ||
