Objectives After completing this project, students will be able to:
Have a podcast that tells of how they would have accomplished their challenge and the process they
went through
Demonstrate their understanding of content and communications
Use real-life experiences, physical materials, and technology to construct meanings
Discuss ways that cultural groups are alike, are different
Use a variety of resources to find information
Learn collaborative internet tools (podcast) Create a podcast to communicate information
Suggested Activity Time 10 hours
Big Idea—Interdependence: Human Rights and Social Justice/Human Needs and Quality of Life - Food Essential Question What is happening to food and our relationship to it?
Overview
People eat to live and live to eat. Two perspectives, two outlooks on the world and our basic
needs. We love to talk about food, spend time preparing and planning meals, and share some
of our best interactions when eating or drinking.
How then do we separate our emotional connections to food from the study of the
science, health and wellness, and the most basic physical needs of food and nutrition?
We need to look closely at our needs, our food production and supplies, the health of
our agriculture, and the availability and sustainability of food supplies for the world.
When we look in depth at our own eating and food consumption, how do possibly ignore the
food of others? Our interests in what people eat worldwide is a natural curiosity and delight as
we explore the world through our own travel and our interactions with immigrants to our cities.
Does food take on different and meaning in our lives if we look at the world of food? Do all
cultures enjoy the same wealth of experiences? What happens when a society cannot provide
this basic need to its people? What is lost if nutrition is poor? What is the lasting impact on our
world if there are people ill fed or starving? Is it in our best interested as a global community to
educate, organize, and provide for this most basic of needs?
What are the issues that need to be addressed in this huge undertaking personally, locally, and
worldwide? Can knowledge provide the power needed to make a difference?
Challenge
Reducing carbon footprint created by food production
Guiding Questions
Where does our food come from?
What energy resources are used to produce our food?
What does “carbon footprint” mean? How does this affect climate change?
How does climate change affect food production in the US and in the world?
How can one individual contribute to carbon footprint reduction in the food he/she eats?
What are the different effects of carbon footprints in food and their production in relation to health and the environment? What kinds of food do you think has the lowest/highest carbon footprint? What are some ways you can help to reduce carbon footprint in food and its production? Which country do you think creates the highest source of carbon footprint? Does population necessarily impacts the level of carbon footprint in food and its production?
Guiding Activities
Small group research on different types of food and the energy consumed during production.
What are things we can do in our own community to reduce our individual footprint?
Growing our own vegetable gardens; tracking yield and money saved.
Creating campaigns to raise awareness to reduce carbon footprint?????
Slaughtering a hog with our bare hands. Wait, what? Weird.
Guiding Resources
This is focused content that supports the activities and assists students with developing a solution. The ingredients include websites, videos, podcasts, experts, and other resources.
Create slides providing information based on research done with group.
OR
Create slides - insert pictures of vegetables students grew themselves and insert excel spreadsheet using formulas to calculate carbon emission, money saved, etc.
CompShop:
Comparison Shopping is a great way to see if you can purchase a "normal" week's supply of groceries buying ONLY locally (e.g. grown/raised w/in a 200mi radius) produced food.
King Corn:
Great documentary about the high levels of corn (and more specifically HFCS) in our diets, and the outright lies fed to us (haha! See what I did there?) by Big AgriBusiness like Monsanto, ADM, Cargill, etc: http://www.kingcorn.net/
Solution/Action
The challenge is stated broadly enough to allow for a variety of solutions. Each group of students should base its solution on what students learned as they moved through the guiding activities. The solution must be concrete and actionable.
-
CBL: Interdependence: Human Rights and Social Justice/Human Needs and Quality of Life - FoodLesson Plan
Curriculum area: Language, Science, Humanities, Technology
Grade levels: Grades 9-12
Objectives
After completing this project, students will be able to:
Have a podcast that tells of how they would have accomplished their challenge and the process they
went through
Demonstrate their understanding of content and communications
Use real-life experiences, physical materials, and technology to construct meanings
Discuss ways that cultural groups are alike, are different
Use a variety of resources to find information
Learn collaborative internet tools (podcast)
Create a podcast to communicate information
Suggested Activity Time
10 hours
Big Idea—Interdependence: Human Rights and Social Justice/Human Needs and Quality of Life - Food
Essential Question
What is happening to food and our relationship to it?
Overview
People eat to live and live to eat. Two perspectives, two outlooks on the world and our basic
needs. We love to talk about food, spend time preparing and planning meals, and share some
of our best interactions when eating or drinking.
How then do we separate our emotional connections to food from the study of the
science, health and wellness, and the most basic physical needs of food and nutrition?
We need to look closely at our needs, our food production and supplies, the health of
our agriculture, and the availability and sustainability of food supplies for the world.
When we look in depth at our own eating and food consumption, how do possibly ignore the
food of others? Our interests in what people eat worldwide is a natural curiosity and delight as
we explore the world through our own travel and our interactions with immigrants to our cities.
Does food take on different and meaning in our lives if we look at the world of food? Do all
cultures enjoy the same wealth of experiences? What happens when a society cannot provide
this basic need to its people? What is lost if nutrition is poor? What is the lasting impact on our
world if there are people ill fed or starving? Is it in our best interested as a global community to
educate, organize, and provide for this most basic of needs?
What are the issues that need to be addressed in this huge undertaking personally, locally, and
worldwide? Can knowledge provide the power needed to make a difference?
Challenge
Reducing carbon footprint created by food production
Guiding Questions
Where does our food come from?
What energy resources are used to produce our food?
What does “carbon footprint” mean? How does this affect climate change?
How does climate change affect food production in the US and in the world?
How can one individual contribute to carbon footprint reduction in the food he/she eats?
What are the different effects of carbon footprints in food and their production in relation to health and the environment? What kinds of food do you think has the lowest/highest carbon footprint? What are some ways you can help to reduce carbon footprint in food and its production? Which country do you think creates the highest source of carbon footprint? Does population necessarily impacts the level of carbon footprint in food and its production?
Guiding Activities
Small group research on different types of food and the energy consumed during production.
What are things we can do in our own community to reduce our individual footprint?
Growing our own vegetable gardens; tracking yield and money saved.
Creating campaigns to raise awareness to reduce carbon footprint?????
Slaughtering a hog with our bare hands. Wait, what? Weird.
Guiding Resources
This is focused content that supports the activities and assists students with developing a solution. The ingredients include websites, videos, podcasts, experts, and other resources.
Examples:
Basic information on carbon footprint in food and its production. Calculate your carbon footprint. http://www.nature.org/initiatives/climatechange/calculator/
The Oil in Your Oatmeal
This movie presents an analysis of the overall cost of a breakfast when all factors are considered.www.youtube.com/watch?v=KsOsipWacG0
SlowFood Nation
Some great resources here - focuses on sustainability, carbin footprint, food production & transportation, etc:http://slowfoodnation.org/media/videos/
Powerpoint Presentation
Create slides providing information based on research done with group.
OR
Create slides - insert pictures of vegetables students grew themselves and insert excel spreadsheet using formulas to calculate carbon emission, money saved, etc.
CompShop:
Comparison Shopping is a great way to see if you can purchase a "normal" week's supply of groceries buying ONLY locally (e.g. grown/raised w/in a 200mi radius) produced food.
King Corn:
Great documentary about the high levels of corn (and more specifically HFCS) in our diets, and the outright lies fed to us (haha! See what I did there?) by Big AgriBusiness like Monsanto, ADM, Cargill, etc:http://www.kingcorn.net/
Solution/Action
The challenge is stated broadly enough to allow for a variety of solutions. Each group of students should base its solution on what students learned as they moved through the guiding activities. The solution must be concrete and actionable.