Embedded Files
Lesson Overview
Lesson Overview
Guiding question: What do we eat, and where does it come from?
Time Estimate: 1 hour
Purpose: This introductory lesson set familiarizes students with key concepts and questions to be explored: the global food system and food production. The lesson aims to relate the global food system to students' daily lives, beginning with a reflection on what they ate yesterday and progressing to questions about where all the ingredients came from. This approach naturally connects personal experiences to global issues.
Overview: Students will be asked to recall and share what they ate yesterday, prompting them to consider the ingredients used in the foods. Following this, they will engage in a discussion about the essential components needed to make hamburgers and pizza, two of the most renowned foods globally. Subsequently, students will identify ingredients that are not locally produced in North Carolina for these dishes. To enhance their understanding, they will explore an infographic depicting global food production, illustrating that the ingredients for our food come from various parts of the world.
Design Principles:Β
Learning experience contextualized in the issue
Student voice
Background Knowledge: All necessary background knowledge will come from this lesson.Β
Common Misconceptions: The map displays representative commodities; however, there may be small farms cultivating ingredients not explicitly shown on the map.
Safety: NAΒ
Unit Connections:Β
Instructional Sequence
Instructional Sequence
Materials: Teacher slides 1.1 What do we eat, and where does it come from
Student material: 1.1 Food and ingredients
Studentsβ experience (Slides 1-3)
Ask students to write down one or two foods they ate yesterday, and then have them list the ingredients needed to make the food they chose on the worksheet.Β
π Worksheet
Student material: 1.1 Food and ingredients
π£οΈ Discourse opportunity:Β
Class discussion
Tracing the ingredients of pizza and hamburgers (Slides 4-6)
Students will investigate two very popular food items that might have appeared in some of the lists they prepared. Ask the whole class for the ingredients and list them on the board as the students share.Β
After the brainstorming session, proceed to slide 5, which contains lists of the basic ingredients.Β
On Slide 6, a question appears at the bottom: Where do these ingredients come from? At this point, students can hypothesize or share their thoughts.
π£οΈ Discourse opportunity:Β
Class discussion
π Instructional Support
Probing Questions
Did you know Italian pizza and hamburgers are probably the most photographed foods in the world? (Click the link for more information)
Commodities produced across North Carolina (Slide 7)
Have students consider whether they can find all the ingredients for hamburgers and pizza exclusively from North Carolina. Students will have the map on the worksheet. After addressing this question, return to slide 6 to show students the listed ingredients.
π£οΈ Discourse opportunity:Β
Pair discussion
π Instructional Support
Key takeaway
Ingredients can be produced in NC, but the majority of them do not come from NC. Because of the changing seasons and diverse climates, certain foods cannot be cultivated locally in sufficient quantities to meet consumption needs. Consequently, numerous common grocery products originate from foreign countries.Β
At this stage, students may observe that the ingredients extend beyond North Carolina, but they might not immediately consider the possibility of these ingredients coming from other countries. This topic will be further explored on the next slide.
Foods from the world (Slide 8)
1.1 US food imports infographic
Students will visit the website to access an infographic displaying the top exporting countries for various agricultural products. They are then tasked with listing the countries that might have produced the ingredients used to make a meal for them yesterday.
π£οΈ Discourse opportunity:Β
Pair discussion
β DP - Public DataΒ
Public real-world data reflects actual situations and phenomena occurring in the world. By utilizing such data, students can work with authentic information and explore real-life scenarios, making their learning experience more relevant and practical.
π Instructional Support
Accessing the material
There is a QR code on the slide, and for students who have the slides shared with them, there is also a clickable hyperlink. Teachers can access the infographic by downloading it from the link above and sharing it with the students.
Information for Planning & Teaching
Information for Planning & Teaching
Background Knowledge
Overview of Leading Commodities in North Carolin
1. Tobacco: Historically, tobacco has been a significant cash crop in North Carolina, standing out as one of the state's predominant farm commodities. North Carolina produces nearly three-quarters of the flue-cured tobacco grown in the United States. 1939, the state set a record by harvesting 851,000 acres of tobacco. Despite increased pressure and the removal of the tobacco quota system, tobacco remains highly profitable and contributes significantly to the overall value of farm production. The changing landscape is prompting farmers to diversify and explore alternative crops.
2. Cotton: Once hailed as the "king" commodity in North Carolina, cotton's value surpassed all others until 1919. Cotton acreage peaked at 1.8 million acres in 1926 but declined to a low of 42,000 acres in 1978. Challenges such as insect problems and the rise of synthetic fibers contributed to the decline. Efforts to eradicate the boll weevil succeeded in 1987, renewing interest in cotton production.
3. Peanuts: North Carolina peanut farmers are renowned for producing some of the world's best. The state ranks first in the production of large-kernel Virginia-type cocktail peanuts. The northeast and southeast areas of the state are the primary regions for peanut cultivation. In 1945, North Carolina harvested a peak of 320,000 acres of peanuts. Peanuts are a significant agricultural crop, with most consumed as cocktail peanuts.
4. Hogs & Pigs: Historically integral to North Carolina agriculture, hogs and pigs have undergone a transformative shift since the 1980s. The industry has evolved from small, traditional farms to large-scale confinement operations. North Carolina leads the country in this structural shift towards larger-sized farms and enhanced coordination between producers and processors.
5. Turkeys: North Carolina remains a leading state in turkey production. Turkey's production is concentrated in southern Piedmont and coastal regions. The state maintains prominence in this sector, focusing on the south of Piedmont and coastal areas.
https://www.ncagr.gov/stats/general/commodities.htm
Lesson Timing
Student Ideas & Experiences
Students who have grown up in farm areas can relate the content to their daily experiences. This is where the instructor can bring their experiences into the classroom, fostering agency and support among students.
Science Practices
Teaching Cases
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