Embedded Files
Lesson Overview
Lesson Overview
Guiding question: How is cultured meat produced
Time Estimate: 1 hour
Purpose: In this lesson, students will be introduced to 'cultured meat' β what it is and how it is made. By comparing cultured meat to current meat production methods, students will gain insight into cultured meat as a potential solution for future dietary needs.
Overview: The students will watch a video explaining what cultured meat is and how it is made. The essential content for making cultured meat possible is the stem cell so that students will learn about this at a basic level. Students will then compare conventional and cultured meat in various aspects based on their understanding of how it is produced.
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: Some students might believe that cultured meat is not genuine meat or that it lacks nutritional value. However, cultured meat is real meat, as it is produced from animal cells. It is designed to have the same taste, texture, and nutritional content as conventionally produced meat.
Safety: NAΒ
Unit Connections: Water and fuel unit
Instructional Sequence
Instructional Sequence
Materials: Teacher slides 4.2 How is cultured meat produced
Please print out this: 4.2 Sequencing Activity (Printout)
Cultured meat (Slides 1-4)
Students will review the term 'cultured.' Using this term as a starting point, ask students how we can grow cells outside our bodies. Considering that cells are the fundamental components of our bodies, the idea of generating them in an artificial medium might seem challenging.
The process of cultured meat (Slides 5-10)
Watch the video about cultured meat. Students will list three key ideas highlighting the benefits of cultured meat on the notes.
Video: Lab Meat: The Taste of a Green Future
Next, the entire class will go through each step of how cultured meat is produced. While students don't need to comprehend every step fully, it is crucial for them to discuss the process step by step and consider cultured meat in terms of cells and tissues. Students will fill in the blanks on the notes. There are three blanks. Knowing three key elements is essential for students.
answer: muscle tissue / muscle /stem
β° Recommendations for timingΒ
The video has a duration of 5:11.
π Worksheet
Student notes: 4.2 Cultured & conventional meat
π£οΈ Discourse opportunity:Β
Class discussion
Stem cells (Slides 11-14)
The essential component for making cultured meat possible is the stem cell; students will learn about this at a basic level. Stem cells divide to form more cells, known as daughter cells, closely resembling the original cell.Β
What makes stem cells unique is their remarkable ability to transform into any cell type as needed. For instance, if a stem cell is situated in the brain, it will function as a brain cell. Similarly, if the stem cell is located in the intestine, it will take on the functions of an intestine cell.
The video is short but explains how stem cells divide into daughter cells using graphics.
π£οΈ Discourse opportunity:Β
Class discussion
Compare conventional and cultured meat (Slide 15)
Please print out this: 4.2 Sequencing Activity (Printout)
Students will discuss the similarities and differences between conventional and cultured meat in groups. They will organize illustrations and arrows to represent the processes of cultured meat production and traditional meat production. There are four short check-in questions for students to complete.
Here are some other points to compare: time consumption to obtain meat, environmental impact, production process, animal welfare, quality, nutrition content, perception, sustainability.
After group discussion, each group can share their thoughts.
π£οΈ Discourse opportunity:Β
Group discussion
π Instructional Support (about activity)
Give each group a set of picture cards (page 2).
Give each group a set of arrows and processes (half of page 3).
Have students organize the pictures and arrows to represent the process of cultured meatΒ
production and traditional meat production.Β
Each type of production has three processes. Have students determine what process goes with what arrow. Note: the first arrow on the cultured meat production does not have a process.Β
Complete the short check-in (half of page 4).
π Instructional Support
Probing questions
How long does it typically take to bring conventional meat to market compared to cultured meat?
What environmental factors are associated with the production of conventional meat?
Can you describe the key differences between the production processes of conventional and cultured meat?
What are the common concerns regarding animal welfare in conventional meat production?
How does the quality of conventional meat compare to that of cultured meat?
What nutritional benefits does conventional meat provide, and are there any drawbacks?
What are the current perceptions of cultured meat, and how might these perceptions evolve?
In what ways is conventional meat production sustainable or unsustainable? How about cultured meat?
Cultured meat around me (Slides 16-18)
Students can search for news about cultured meat in their community. If nothing is related to the community, they can broaden their search to the state or country level. Instructors can also provide news for students. This is a place for localizing the issues.
Encourage students to reflect on the news with the following questions on the worksheet. Students can then share their reflections after discussing in a group.
π Worksheet
Student material: 4.2 NC and cultured meat
π£οΈ Discourse opportunity:Β
Group discussion
β DP - Localization of the issue
π Instructional Support
Probing questions
How does the news about cultured meat make you feel?
What aspects of the news excite or concern you?
Do you see any potential benefits or drawbacks for your community?
Information for Planning & Teaching
Information for Planning & Teaching
Background Knowledge
Cultured meat
Cultured meat offers numerous benefits compared to traditional animal agriculture. It requires fewer resources, reduces pollution and eutrophication, and can significantly lower greenhouse gas emissions and land use compared to beef production. Moreover, it eliminates the need for antibiotics and lowers the risk of foodborne illnesses from enteric pathogens. As a result, cultured meat and other alternative proteins are expected to gain substantial market share, leading to positive impacts such as mitigating deforestation, biodiversity loss, antibiotic resistance, zoonotic disease outbreaks, and industrialized animal slaughter in the coming decades. (https://gfi.org/science/the-science-of-cultivated-meat/)Β
Stem cells
Stem cells are unique cells that have the remarkable ability to develop into different types of cells in the body. They have the potential to divide and produce more stem cells (self-renewal) or differentiate into specialized cells with specific functions (differentiation). Stem cells play a crucial role in embryonic development, tissue repair, and regeneration.
There are two main types of stem cells:
1. Embryonic stem cells (ESCs): These are derived from embryos during the early stages of development. They have the ability to differentiate into any type of cell in the body, making them pluripotent.
2. Adult stem cells: These are found in various tissues and organs of the body, such as bone marrow, blood, skin, and brain. Adult stem cells are multipotent, meaning they can differentiate into a limited range of cell types specific to the tissue or organ in which they reside. They are responsible for replenishing and repairing damaged or old cells in their respective tissues.
In the context of cultivated meat production, stem cells are obtained from animals and serve as the starting point for culturing and multiplying the cells needed to produce cultivated meat products.
Lesson Timing
Student Ideas & Experiences
Exploring students' feelings and reactions to the news allows students to engage emotionally with the topic, fostering empathy, critical reflection, and open communication. It also allows them to express their thoughts in a way that feels authentic and meaningful.
Science Practices
Teaching Cases
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