Why Does What I Eat Matter? (Climate Change, Food Production, and Food Security #1)

Positives

• This lesson gets students thinking about what they eat, why they eat what they do, and where some of those foods may come from.

• The guided research gives students independent time to explore where their favorite meal’s ingredients might come from.

Additional Prerequisites

• This is lesson 1 of 6 in our 6th-8th grade Climate Change, Food Production, and Food Security unit.

• Students should understand that healthy foods like fruits and vegetables provide certain vitamins and nutrients that junk food does not.

• Students should know the consequences of an imbalanced diet can include diabetes, obesity, and other health issues.

• Teachers should be mindful that some students might be sensitive to topics surrounding food tracking, diet, and body image.

• For students to access the Food Tracker, teachers can print the Google Document or assign a copy to all students digitally.

Differentiation

• If teachers choose to teach this lesson without teaching the following lessons in the unit, teachers can end the lesson by having students explore this climate change food calculator after completing their Food Trackers.

• Teachers can assign the Teacher Slideshow or Student Document on Google Classroom and students can submit their work independently.

• Teachers can group students for the guided research section and assign them level-appropriate resources.

• Teachers can eliminate options in the guided research section if the options are overwhelming.

• Teachers can review the Teacher Slideshow as a class and answer the questions as a whole class assignment.

The lesson introduces students to analyze the origin or source of their food and explore and track the factors that determines their food choices. This lesson provides understanding on the implications of our food choices on achieving food security. There are no scientific misconceptions in this lesson. On that account, this lesson has passed the science credibility process.

This resource addresses the listed standards. To fully meet standards, search for more related resources.

Supporting Standard

• Science
  • ESS3: Earth and Human Activity
    • MS-ESS3-3. Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment.

Note On Standards:

This lesson is aligned to SubjectToClimate standards. Review the aligned standards directly in the lesson plan document and teacher slideshow.