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Description
Using an inquiry-based learning approach, this resource helps students see how to reduce their carbon footprint by paying particular attention to their food choices. Students will discover how food choices can impact the environment.
To reach these objectives, students will:
- Watch a video describing the carbon footprint of the famous cheeseburger;
- Participate in a group discussion about this video;
- Select a food item sold in the school cafeteria and trace its carbon footprint;
- Create a video that tells the story of the carbon footprint of that food item;
- Participate in the "Low Carbon Lunch Challenge", an online program that permits students to document their efforts to reduce their carbon footprint by eating local products and reducing waste;
- Finally students are encouraged to organize a school-wide LOW Carbon Lunch campaign.
General Assessment
What skills does this resource explicitly teach?
This resource explicitly teaches how to analyze the carbon footprint of the foods we consume.
Strengths
This resource is up-to-date, interesting, and very relevant for students. The activities get students to connect with the subject by having them analyze their own eating habits.
The "Cheeseburger Footprint" video gives a great first look at what a food item's carbon footprint is. The website " Low Carbon Lunch Challenge" is also very well constructed and easy to use. The suggested supplementary resources are very useful both for teachers and students.
Weaknesses
It would be useful for the teacher to have more information and guidelines to support the action project (Low Carbon Lunch Campaign). Students would benefit from having more structure and support with the different implementation steps. It would also be useful for the teacher to have rubric suggestions for assessment purposes.
Recommendation of how and where to use it
This resource would be ideal for use in an environmental studies or geography class.
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
- British Columbia
- Step 2Select a grade level
- Grade 9
- Step 3Select a subject
- Science
- Step 4Relevant matches
- Science 9: The biosphere, geosphere, hydrosphere, and atmosphere are interconnected, as matter cycles and energy flows through them.
- Grade 10
- Step 3Select a subject
- Physical Education & Health
- Step 4Relevant matches
- Healthy choices influence, and are influenced by, our physical, emotional, and mental well-being.
- Physical and Health Education 10
- Grade 12
- Step 3Select a subject
- Environmental Science
- Step 4Relevant matches
- Environmental Science 12: Living sustainably supports the well-being of self, community, and Earth.
- Manitoba
- New Brunswick
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- Grade 12
- Step 3Select a subject
- Environmental Science
- Step 4Relevant matches
- Advanced Environmental Science 120:Introduction to the human sphere
- Introduction to Environmental Science 120: Sustainable Development
- Newfoundland & Labrador
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- Grade 10
- Step 3Select a subject
- Geography
- Step 4Relevant matches
- Canadian Geography 1202: Human Population Issues in Canadian Geography
- Canadian Geography 1202: Natural and Human Systems
- Physical Education
- Step 4Relevant matches
- Healthy Living 1200: Healthy Eating
- Science
- Step 4Relevant matches
- Science 1206: Weather Dynamics
- Grade 12
- Step 3Select a subject
- Environmental Science
- Step 4Relevant matches
- Environmental Science 3205: Introduction to Environmental Science
- Northwest Territories
- Nova Scotia
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- Grade 10
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- Science
- Step 4Relevant matches
- Science 10: Weather Dynamics
- Grade 12
- Step 3Select a subject
- Environmental Science
- Step 4Relevant matches
- AP Environmental Science: Land and Water
- Ontario
- Step 2Select a grade level
- Grade 9
- Step 3Select a subject
- Family Studies
- Step 4Relevant matches
- Food and Nutrition: Food Choices
- Food and Nutrition: Local and Global Foods
- Grade 10
- Step 3Select a subject
- Family Studies
- Step 4Relevant matches
- Food and Nutrition: Food Choices
- Food and Nutrition: Local and Global Foods
- Science
- Step 4Relevant matches
- Science (Applied)::Earth and Space Science: Earth's Dynamic Climate
- Grade 11
- Step 3Select a subject
- Environmental Science
- Step 4Relevant matches
- Environmental Science (Univ/College Prep.) Reducing and Managing Waste
- Environmental Science (Workplace Prep.) Human Impact on the Environment
- Geography
- Step 4Relevant matches
- Forces of Nature: Physical Processes and Disasters (Univ./College Prep.): The Physical Environment: Sustainability and Stewardship
- Introduction to Spacial Technologies: (Open):Using Spacial technologies to Support Sustainability and Stewardship
- Regional Geography (Univ./College Prep.): Sustainability and Stewardship
- Grade 12
- Step 3Select a subject
- Geography
- Step 4Relevant matches
- Living in a Sustainable World (Workplace Prep.) Sustainability of Natural Resources
- Spatial Technologies in Action (Univ./College Prep.) Using Spatial Technologies to Support Sustainability
- The Environment & Resource Management (Univ./College Prep) : Ecological Systems: Interactions and Interdependence
- The Environment & Resource Management (Univ./College Prep.):Sustainability and Stewardship of Natural Resources
- The Environment & Resource Management (Workplace Preparation): Human-Environment Interactions
- World Geography: Urban Patterns & Populations (Univ. / College Prep.): Sustainability and Stewardship
- World Issues: A Geographic Analysis (College Prep.):Sustainability and Stewardship
- World Issues: A Geographic Analysis (Univ. Prep.):Sustainability and Stewardship
- Prince Edward Island
- Step 2Select a grade level
- Grade 8
- Step 3Select a subject
- Home Economics
- Step 4Relevant matches
- Intermediate Home Economics: Food
- Grade 9
- Step 3Select a subject
- Home Economics
- Step 4Relevant matches
- Intermediate Home Economics:Food
- Grade 10
- Step 3Select a subject
- Science
- Step 4Relevant matches
- Science 431A: Earth and Space Science, Weather Systems
- Grade 12
- Step 3Select a subject
- Environmental Science
- Step 4Relevant matches
- Environmental Science 621A: Human Population and Carrying Capacity
- Saskatchewan
- Yukon Territory
- Step 2Select a grade level
- Grade 9
- Step 3Select a subject
- Science
- Step 4Relevant matches
- Science 9: The biosphere, geosphere, hydrosphere, and atmosphere are interconnected, as matter cycles and energy flows through them.
- Grade 10
- Step 3Select a subject
- Physical Education & Health
- Step 4Relevant matches
- Healthy choices influence, and are influenced by, our physical, emotional, and mental well-being.
- Physical and Health Education 10
- Grade 12
- Step 3Select a subject
- Environmental Science
- Step 4Relevant matches
- Environmental Science 12: Living sustainably supports the well-being of self, community, and Earth.
Themes Addressed
Air, Atmosphere & Climate (1)
- Climate Change
Citizenship (1)
- Ecological Footprint
Food & Agriculture (2)
- Local Food
- Organic Farming
Sustainability Education Principles
| Principle | Rating | Explanation |
|---|---|---|
| Consideration of Alternative Perspectives | Good | This resource contains sufficient information concerning both conventional/industrial and organic agricultural impacts. |
Consideration of Alternative Perspectives:
| ||
| Multiple Dimensions of Problems & Solutions | Good | The environment is at the heart of this resource since it explores the carbon footprint of our food systems. The economic dimension could be integrated during the discussions of conventional versus organic agriculture, and the social elements can be included throughout the project since becoming more conscious of the impact of our food choices is very much a social responsibility. |
| Multiple Dimensions of Problems & Solutions: Effectively addresses the environmental, economic and social dimensions of the issue(s) being explored.
| ||
| Respects Complexity | Good | The video describing the carbon footprint of the cheeseburger demonstrates very well the complexity of the relationship between food choice and the environment. The discussion questions included with the video helps students further explore these complexities. |
| Respects Complexity: The complexity of the problems/issues being discussed is respected. | ||
| Acting on Learning | Good | Activity #2 gives students the chance to participate in an action project during which they are first asked to make changes in their personal life in terms of food choices and then challenge others in their school to do the same. Students also get to work with an online tool. This tool permits them to measure the carbon footprint of their breakfast as a first step in reducing it. After this challenge, students have the opportunity to organize a campaign in their school called the LOW Carbon Lunch campaign. Students will launch their campaign at school, create posters, public service announcements, and even start a petition to have re-usable cutlery at the school cafeteria. |
| 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 | Satisfactory | This project gets students to reflect on how they can reduce the carbon footprint of the foods they consume but does not explicitly require that they state their opinions. |
| Values Education: Students are explicitly provided with opportunities to identify, clarify and express their own beliefs/values. | ||
| Empathy & Respect for Humans | Poor/Not considered | Not applicable here. |
| 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 objective of this project is to reduce the carbon footprint of the foods that we consume. |
| Personal Affinity with Earth: Encourages a personal affinity with -the natural world.
| ||
| Locally-Focused Learning | Very Good | This resource permits students to take a look at their own eating habits before taking a look at what goes on in their school's cafeteria. The cheeseburger example really brings this home to the students. |
| Locally-Focused Learning: Includes learning experiences that take advantage of issues/elements within the local community.
| ||
| Past, Present & Future | Satisfactory | The present is explored in this project, but the knowledge the students will have after completing these activities will help them in the future. By understanding the present situation, students will be better equiped to understand the future, when it comes to our foods' carbon footprints. |
| 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 | Good | Students come up with their own choices as to what would be sensible food options based on their analysis of the issue.
|
| Open-Ended Instruction
: Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer. | ||
| Integrated Learning | Satisfactory | Students will have the opportunity to use their Language Arts skills in all activities and also apply Technology skills in creating the video or animation that tells the story of of the carbon footprint of a particular food item. |
| Integrated Learning: Learning brings together content and skills from more than one subject area
| ||
| Inquiry Learning | Good | In the first part of this project, students must reflect on the environmental consequences of our food system in order for them to discover that each food item we consume has a carbon footprint. Students are then invited to trace the carbon footprint of a food item of their choice. Students also have flexibility as to which approach they would like to use in order to organize their Low Carbon Lunch Campaign. |
| Inquiry Learning: Learning is directed by questions, problems, or challenges that students work to address.
| ||
| Differentiated Instruction | Good | Visual learners will connect with the first part of the resource in which they get to trace the carbon footprint of a food item and then create a video or animation. Also, those who have a strong interpersonal and/or linguistic intelligences will benefit from the activities that require group discussions and projects. |
| Differentiated Instruction: Activities address a range of student learning styles, abilities and readiness.
| ||
| Experiential Learning | Good | Students experience an authentic and concrete learning situation during the Low Carbon Lunch Campaign as well as by participating in the Low Carbon Lunch Challenge. These activities allow students to truly see how they can reduce the carbon footprints. |
| Experiential Learning: Authentic learning experiences are provided
| ||
| Cooperative Learning | Good | Students must work together in order to come up with effective ways to increase involvement in the Low Carbon Lunch intiative. |
| Cooperative Learning: Group and cooperative learning strategies are a priority.
| ||
| Assessment & Evaluation | Poor/Not considered | Not included. |
| 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 | Students can demonstrate to others the carbon footprint of the food item they chose during activity #1. |
| Peer Teaching: Provides opportunities for students to actively present their knowledge and skills to peers and/or act as teachers and mentors.
| ||
| Case Studies | Good | The video " The Cheeseburger Footprint" is an authentic and familiar case study. The discussion questions help students analyze the information presented and to reflect on their own eating habits and on the kinds of food items sold in the cafeteria. |
| 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 | Good | Students get to choose which approach they will use in order to launch their campaign. |
| 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. | ||
