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6th, 7th, 8th, 9th, 10th, 11th, 12th


Science, Biology, Earth and Space Sciences, Health

Resource Types

  • Lesson Plans, 60 -90 minutes
  • Presentation Slides
  • Articles and Websites
  • Worksheets
  • Videos, 4 minutes, 4 seconds, CC, Subtitles

Regional Focus



Google Docs, Google Slides, PDF, YouTube Video

Regenerating for the Next Gen

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  • This 60-90 minute lesson plan discusses the differences between regenerative agriculture and factory farming livestock operations (also known as CAFOs), and how these different agricultural approaches affect climate change and our environment. 
  • It provides a student worksheet, teacher guide, slide presentation, case study, and informative video. 
Teaching Tips


  • This lesson challenges students to think critically about global food production, livestock production, and the role agriculture plays in climate change.
  • The video is very informative and the case study focuses on solutions that improve carbon storage and reduce emissions.

Additional Prerequisites

  • Students should be familiar with the terms regenerative, livestock, and concentrated animal feeding operations (CAFOs). 
  • Students should have some basic knowledge about the major greenhouse gases and climate change.
  • Teachers will need to create a free account to access this resource.


Scientist Notes
The resource presents adverse impacts of CAFOs on animal health, human health, environmental quality, increasing greenhouse concentrations, soils, and the atmosphere. There is no contradiction in the data and facts, as outlined in the resource. This is recommended for teaching.

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

  • Science
    • ESS3: Earth and Human Activity
      • MS-ESS3-5. Ask questions to clarify evidence of the factors that have caused the rise in global temperatures over the past century.
      • HS-ESS3-1. Construct an explanation based on evidence for how the availability of natural resources, occurrence of natural hazards, and changes in climate have influenced human activity.
      • HS-ESS3-4. Evaluate or refine a technological solution that reduces impacts of human activities on natural systems.
      • HS-ESS3-5. Analyze geoscience data and the results from global climate models to make an evidence-based forecast of the current rate of global or regional climate change and associated future impacts to Earth’s systems.
    • LS2: Ecosystems: Interactions, Energy, and Dynamics
      • MS-LS2-4. Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations.
  • English Language Arts
    • Reading: Informational Text (K-12)
      • RI.CR.11–12.1 Accurately cite a range of thorough textual evidence and make relevant connections to strongly support a comprehensive analysis of multiple aspects of what an informational text says explicitly and inferentially, as well as interpretations of the text.
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