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Database Provider

Author

Educated Choices Program

Grades

7th, 8th, 9th, 10th

Subjects

Science, Earth and Space Sciences, English Language Arts

Resource Types

  • Video, 18 minutes, 33 seconds, CC
  • Video, 1 minute, 32 seconds
  • Activity - Classroom
  • Lesson Plan, two 45-minute periods
  • Assessment
  • Worksheet

Regional Focus

Global

Format

PDF

Our Carbon Foodprint

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Synopsis
  • This video-based lesson encourages students to consider how their food choices affect the environment, as well as how their decisions fit into the food production process.
  • The video examines each step of the food production process in detail, and students will learn about deforestation, fertilizer concerns, gas emissions, animal waste runoff, water scarcity, transportation issues, and excessive landfill waste.
  • Solutions are provided on an individual basis, providing students with ways they can contribute to solutions at the local level.
Teaching Tips

Positives

  • As students are viewing the video, there are formative assessments embedded in the form of multiple-choice and open-ended questions.
  • There are clickable icons that provide PDFs of guided notes, discussion topics, a quiz, lesson plans, and more, or one click will download the entire educational package.
  • A brief introductory video is embedded without the need to submit a questionnaire.

Additional Prerequisites

  • Video language choices include English, Spanish, or German.
  • The resource provides academic standards arranged by state and divided by middle and high school levels.
  • Teachers must click through a questionnaire to receive access to the video.
  • Animal slaughter is mentioned, so teachers may wish to use caution when showing the video to younger or sensitive students.
  • Animal waste runoff is shown, which might upset younger or sensitive students.
  • Students should know what climate change is and how greenhouse gas emissions contribute to climate change.
  • The answer keys for the quiz and homework are not accessible with the password provided.

Differentiation

  • Students in Math classes can pause the video at several places showing graphs and then create word problems based on the data displayed.
  • Students are encouraged to use a QR code at the end of the video to share their thoughts via a survey, so English classes could extend that activity to write a personal narrative about food choices.
  • This video is an excellent starting place for science teachers to assign research projects to small groups, emphasizing the food production process and how to modify each step to reduce negative environmental impacts.
Scientist Notes
This 19-minute video highlights how greenhouse gas emissions from food production and their supply chains increase global warming. It also underscores solutions to food waste and ways to reduce your carbon footprint from food choices. This resource is recommended for teaching.
Standards

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

  • English Language Arts
    • Reading: Informational Text (K-12)
      • RI.7.1 Cite several pieces of textual evidence and make relevant connections to support analysis of what the text says explicitly as well as inferences drawn from the text.
      • RI.8.2 Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.
      • RI.9-10.3 Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.
    • Reading: Science & Technical Subjects (6-12)
      • RST.9-10.6 Determine the author's purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, defining the question the author seeks to address.
    • Speaking & Listening (K-12)
      • SL.7.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others' ideas and expressing their own clearly.
      • SL.8.2 Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation.
      • SL.9-10.3 Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric, identifying any false reasoning or distorted evidence.
      • SL.9-10.4 Present information, findings, and supporting evidence clearly, concisely, and logically. The content, organization, development, and style are appropriate to task, purpose, and audience.
      • SL.9-10.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance findings, reasoning, and evidence and to add interest.
    • Writing: History, Science & Technical Subjects (6-12)
      • WHST.6-8.1 Write arguments focused on discipline-specific content.
      • WHST.6-8.4 Produce clear and coherent writing in which the development, organization, voice, and style are appropriate to task, purpose, and audience.
  • 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.
      • MS-ESS3-4. Construct an argument supported by evidence for how increases in human population and per-capita consumption of natural resources impact Earth’s systems.
      • MS-ESS3-5. Ask questions to clarify evidence of the factors that have caused the rise in global temperatures over the past century.
      • HS-ESS3-6. Use a computational representation to illustrate the relationships among Earth systems and how those relationships are being modified due to human activity.
    • LS2: Ecosystems: Interactions, Energy, and Dynamics
      • HS-LS2-7. Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.
    • LS4: Biological Evolution: Unity and Diversity
      • HS-LS4-6. Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity.
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