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English (US)

Future Foods

Can we reduce the carbon footprint of our favorite meals?

Can we reduce the carbon footprint of our favorite meals?
Sponsored by:
  • The National Science Foundation: Center for Food Innovation and Diversification to Advance the Bioeconomy (FoodID), an NSF Global Center

Galactic_PolyMath_First_Sec_Mobile_Info
The Gist:

Food and climate are deeply connected. Students will dig into data to discover how our food choices impact greenhouse gas emissions. They will propose solutions to reduce their carbon “foodprint,” both as current consumers and as future food engineers. Students will eat this up in class and savor it for years to come!

Target Subject:
Science
Grades:
6-8
Estimated Time:
2 x 45 min classes
Target Subject:
Science
Grades:
6-8
Estimated Time:
2 x 45 min classes
Target standards:
Subject breakdown by standard alignments:Subject breakdown by standard alignments
Subject breakdown by standard alignments
Subject breakdown by standard alignments

Driving Question(s):

  1. What is a carbon footprint?
  2. What stages of production (from farm to table) have the biggest impact on the carbon footprint of foods?
  3. What are possible solutions to minimize the impact of our food supply on climate change?

Hook(s):

Explore carbon footprints by focusing on YOUR favorite food.

Keywords:
sustainabilitycarbon footprintgreenhouse gasdata literacysupply chainOurWorldInData
For Lesson 1, 2
How sustainable is your favorite food?

Build data literacy while understanding about the climate impacts of our food system.

by Galactic Polymath
For Lesson 2
Test your food carbon footprint knowledge! #sustainability

A fun video to review students' carbon "foodprint" knowledge in a gameshow format.

by Galactic Polymath
For Lesson 2
The Carbon Footprint Of A Sandwich

This video introduces how carbon footprints are determined by the food supply chain.

by NPR's Skunk Bear
  • How sustainable is your favorite food?
  • Test your food carbon footprint knowledge! #sustainability
  • The Carbon Footprint Of A Sandwich

2 x 45 min

Available Grade Bands

Available Teaching Environments

Learning Objectives

Students will be able to...

  1. Understand that the sustainability of our food system has environmental, economic, and social aspects.

  2. Evaluate the carbon footprints of commonly consumed foods.

  3. Draw evidence-based conclusions about what makes certain foods more sustainable than others.

Materials for
  1. What Are You Eating? Slides Presentation (Lesson 1)

    Need: WiFi, Computer, Projector, Sound

    lesson_tile
  2. For teachers guides, sign in with a free account!

    Teacher Key: My Favorite Dish (Lesson 1)

    Print 1

    lesson_tile
  3. Data Handout 1: Greenhouse Gas Emissions (Lesson 1)

    Print Class Set

    lesson_tile
  4. Student Worksheet: My Favorite Dish (Lesson 1)

    Print 1 Per Student

    lesson_tile
  5. PPSTT Cheat Sheet for Notes (Lesson 1)

    Print 1 Per Student (we have this separated to chunk the lesson)

    lesson_tile
Steps & Flow

5 min: Hook

1.

What is your favorite food?

1.

What is your favorite food?

Facilitate a quick discussion on students' favorite foods as a hook for the lesson.

15 min: Background

2.

What is a carbon footprint?

2.

What is a carbon footprint?

Learn the basics of a carbon footprint, and analyze data. Use this as an opportunity to assess and address student understanding and misconceptions of greenhouse gases and carbon footprint concepts.

  • Watch ▶ How sustainable is your favorite food? to introduce food sustainability, and the data set in the handout from Our World in Data.
  • Use the PPSTT framework, developed for Data Streams unit to help students analyze graphs.
  • The PPSTT framework walks through 5 steps to read and understand any graph. For this lesson, a series of slides will slowly reveal parts of a graph so students can practice using this strategy.
  • greenhouse gas: a gas in the atmosphere that traps heat, leading to global warming
  • carbon footprint: the total amount of greenhouse gases (including carbon dioxide and methane) that are generated by our actions

Guided questions to facilitate discussion for the PPSTT framework can be found in the Speaker Notes on the corresponding slides.

20 min: Connect

3.

What are you eating?

3.

What are you eating?

Students will use specific data to explore the carbon footprint of their favorite dish with the Lesson 1 Student Worksheet.

  • Students will need to use Data Handout 1 to complete the Lesson 1 Student Sheet.
  • Students may need to make substitutions for their ingredients. For example, "spaghetti" is not listed on the Data Handout. Instead, students would select "wheat" as the closest related option.

5 min: Exit Ticket

4.

Hypothesize

4.

Hypothesize

Push students thinking to make a prediction about how carbon footprints are calculated.

  • This is a challenging question and students likely do not have all the knowledge needed to successfully answer this question. That is OK! Encourage student discussion in pairs or small groups and encourage them to apply what they have learned. Students will explore this concept more in Lesson 2.
  • Finished Early? Watch ▶ Test your food carbon footprint knowledge! #sustainability to see how much you know about the carbon footprint of foods!
Going Further

Ideas and resources for deepening learning on this topic.

  1. Our World in Data: Environmental Impacts of Food Production

    Explore the full food emissions data set behind this unit here.

  2. Subject to Climate: Food and Climate Change Unit Plan

    Open access, complementary resource for further learning of climate change, food production, and food security topics.

  3. The EAT-Lancet Commission on Food, Planet, Health

    Introduce students to ambitious, optimistic plans by world leaders to feed the growing human population!

  4. I Like That! How perception, emotion, and cognition shape our preferences

    If students get really curious about why they like certain foods more than others, check out our unit about the science of preferences.

Learning Objectives

Students will be able to...

  1. Understand that the sustainability of our food system has environmental, economic, and social aspects.

  2. Evaluate the carbon footprints of commonly consumed foods.

  3. Draw evidence-based conclusions about what makes certain foods more sustainable than others.

Materials for
  1. Food For Thought Slides Presentation (Lesson 2)

    Need: WiFi, Computer, Projector, Sound

    lesson_tile
  2. Data Handout 2: Supply Chain for Food (Lesson 2)

    Print Class Set

    lesson_tile
  3. For teachers guides, sign in with a free account!

    Teacher Key: Carbon "Foodprint" of My Favorite Dish (Lesson 2)

    Print 1

    lesson_tile
  4. Student Worksheet: Carbon "Foodprint" of My Favorite Dish (Lesson 2)

    Print 1 Per Student

    lesson_tile
Steps & Flow

5 min: Review and Recap

1.

What is a carbon footprint?

1.

What is a carbon footprint?

Review carbon footprint concepts from Lesson 1.

Watch ▶ Test your food carbon footprint knowledge! #sustainability to see how much you know about the carbon footprint of foods as a review from Lesson 1 or as an introduction to Lesson 2.

15 min: Background

2.

Watch NPR Explainer Video

2.

Watch NPR Explainer Video

▶ The Carbon Footprint Of A Sandwich explains how greenhouse gases are released at each stage of production for different food items.

  • Use the guided questions on the Skunk Bear video slide to prompt student thinking while watching the video.
  • Teacher Choice: Choose to have students think about these questions, or write them down.
3.

Why do certain foods have a higher carbon footprint than others?

3.

Why do certain foods have a higher carbon footprint than others?

Continue to build data literacy and deepen understanding of carbon footprint concepts.

  • Watch ▶ How sustainable is your favorite food? to recap Lesson 1, and to introduce the factors that determine the carbon footrprint of foods.
  • Continue to use the PPSTT framework, developed for the Data Streams unit to help students analyze graphs.
  • The PPSTT framework walks through 5 steps to read and understand any graph. Like Lesson 1, a series of slides will slowly reveal parts of a graph so students can practice using this strategy.
  • Guided questions to facilitate discussion for the PPSTT framework can be found in the Speaker Notes on the corresponding slides.
  • Teacher Choice: If helpful, students can use a new copy of the PPSTT Cheat Sheet used during Lesson 1 to write down their observations during this discussion.

20 min: Connect

4.

Analyze the carbon footprint of your favorite dish.

4.

Analyze the carbon footprint of your favorite dish.

Students will continue to use specific data to understand which factors determine the carbon footprint of their favorite dish in the Lesson 2 Student Worksheet.

Timers are embedded on the Slides. Feel free to add more time for your learners if needed.

5 min: Exit Ticket

5.

Taking it Further

5.

Taking it Further

Prompt students to think about ways they can make changes to lower the carbon footprint of their favorite dish.

If time allows, here are some options for extensions:

  • Have students consider the Call to Action to reduce their carbon footprint with the foods they eat, their familiy eats, and the school eats.
  • Watch ▶ Test your food carbon footprint knowledge! #sustainability to see how much you know about the carbon footprint of foods as a review from Lesson 2.
  • Continue to sharpen data literacy skills with the extra data slides.
Going Further

Ideas and resources for deepening learning on this topic.

  1. Our World in Data: Environmental Impacts of Food Production

    Explore the full food emissions data set behind this unit here.

  2. You want to reduce the carbon footprint of your food? Focus on what you eat, not whether your food is local

    You or your students can read this blog from Our World in Data to understand more context around the data you've been exploring.

  3. The EAT-Lancet Commission on Food, Planet, Health

    Introduce students to ambitious, optimistic plans by world leaders to feed the growing human population!

  4. What about plant-based milk?

    Our World in Data has a lot more data for students to explore their questions about the environmental impacts of food. Here's a great chart about carbon footprints and other impacts of different milk options.

  5. Does buying local reduce my carbon footprint?

    Have students read this blog to find that from a climate change standpoint, transportation is not as big of a deal as land use. However, there are many other advantages of buying local, such as supporting the local economy and being more robust to trade issues.

  6. What are the farming, economic, social, and environmental parts of the food system?

    Have students look over the food system map and estimate how much carbon that part of the process might create or absorb.

  7. Subject to Climate: Food and Climate Change Unit Plan

    Open access, complementary resource for further learning of climate change, food production, and food security topics.

Materials for
    Steps & Flow
    Materials for
    1. For teachers guides, sign in with a free account!

      Teacher Key FutureFoods Assessment Printable

      Print 1

      lesson_tile

    Metaphors help us make sense of the world by connecting new concepts and phenomena to familiar ones. “Footprint” is a metaphor for the amount of carbon a process or activity adds to the atmosphere.

    How does the footprint metaphor help us make sense of greenhouse gas emissions?

    • Example answer: Footprints give us information about how many people have walked in an area, and what their size and weight are. Similarly, our food choices leave an impact in the form of carbon dioxide and other greenhouse gases. The size of our carbon footprint reflects our overall contribution to climate change.

    Where did the carbon footprint idea come from?

    What are the limitations of “carbon footprint” as a metaphor for understanding greenhouse gas emissions?

    Can you think of other ways to describe how carbon in the atmosphere affects the health of our planet?

    Connection to Research

    This unit is based on cutting-edge research by the FoodID team. “ID” stands for innovating and diversifying, which is how these scientists are working to build a more sustainable food system. First, however, they need to understand the inputs and outputs at each phase of food production, processing, and distribution, as well as their impacts on the planet. It’s a complex problem, and students will engage with this complexity by using data to calculate the carbon footprint of their favorite dish and unpack what it means. Like FoodID researchers, students will identify key points in the system where their “foodprint” might be reduced. Finally, they will flex their creativity and problem-solving savvy (the skills of future food engineers!) and consider both social and technological solutions to develop a more sustainable version of their favorite dish.

    Research Background

    Everything we eat has a story. It starts long before the food appears on our table and continues even when the meal has faded from memory. Our systems for growing, harvesting, processing, transporting, packaging, preserving, distributing, and preparing food are continually remaking our planet, using land, energy, water, and other raw materials while generating byproducts at each stage. Incorporating renewable resources can make the food system more sustainable, but it also creates new technological, environmental, nutritional, and social challenges. In order to meet these challenges, the FoodID team is harnessing the power of plants and microbes to produce healthy food for everyone—a blueprint for a future food system scientists call the bioeconomy. To make foods that are delicious, affordable, and healthy for people and the planet, FoodID researchers are developing new ingredients and new ways of producing and processing them. To accomplish this, they are tackling several key challenges to the bioeconomy. Our research has four major aspects:

    • Nutrition: Proteins and lipids are two of the primary nutrients we get from food. Compared with the third major nutrient—carbohydrates—proteins and lipids are more resource-intensive and less efficient to produce, since they are more likely to come from animal sources. To meet the needs of a growing population in a changing climate, we need to diversify the food system with alternative sources of proteins and lipids. For example, microbes can be engineered to produce albumin, the main protein found in egg whites. FoodID researchers are using genetic selection and engineering, fermentation, and other novel, low-carbon methods to produce proteins and lipids, enhancing the nutritional properties of foods while reducing negative impacts on the planet.
    • Scale: The bioeconomy has the potential to expand access to high-quality foods by producing more with less. You may have noticed that new technologies and products tend to be more expensive at first. This is because, during initial development, they are produced in small quantities using lots of hands-on labor. Additional research and development are needed to scale up production systems, making the product more widely available and affordable. FoodID researchers are doing just that for alternative proteins and lipids—developing ways to produce them in large batches, unlocking their potential to create a more environmentally, socially, and economically sustainable future food system.
    • Taste: Access to nutritious foods is important, but it’s just as important that people actually want to eat these foods! Food preferences are subjective, of course, and they depend in part on cultural factors and the kinds of foods you grew up eating. FoodID researchers are designing novel foods that mimic the taste and texture of familiar foods, taking into account the sensory properties that make foods appealing (or not) to different people in different contexts. One of our favorites is “mouthfeel”—if you’re someone who can’t stand the stickiness of peanut butter or the slipperiness of shellfish, you know just how important mouthfeel can be!
    • Trust: Taste, nutrition, and availability aren’t the only factors that might influence your food choices. You might also want to know: Is this food safe? Do I trust the way it was produced? Does it contain anything harmful? There are lots of myths about alternative and novel food ingredients, including that they are less “natural” or less well-understood than foods produced by traditional methods. Learning a little bit of the basic chemistry and engineering involved in producing both traditional and novel foods will grow curiosity and confidence in foods that can improve planetary health. Supercritical fluid technology, extraction of bioactive compounds, and biorefining are just some of the “green” technologies FoodID researchers are using to develop healthy plant-based and fermented foods. Scientific terms like these can be intimidating, so our social scientists are working on ways to tell the whole story of these innovations to help consumers make food choices that are safe and healthy for themselves and for the planet.

    Target Standard(s)

    Skills and concepts directly taught or reinforced by this lesson

    Dimension:Performance Expectation

    How does the lesson address this standard?

    Students will make connections between the increase in global temperatures and our food supply.

    Dimension:Science & Engineering Practices

    How does the lesson address this standard?

    Students will compare data sets to ask questions about which factors determine the total carbon footprint of food items.

    How does the lesson address this standard?

    Students will compare data sets in different formats to help understand the carbon footprint of food items.

    Dimension:Cross-Cutting Concepts

    How does the lesson address this standard?

    Students will use the PPSTT framework to build data literacy.

    Connected Standard(s)

    Skills and concepts reviewed or hinted at in this lesson (for building upon)

    Dimension:Reading

    How does the lesson address this standard?

    Students will use data sets (graphs and tables) to find and support claims using specific evidence.

    Dimension:Writing

    How does the lesson address this standard?

    Students will develop claims, supported by evidence, about the carbon footprint of common food items.

    How does the lesson address this standard?

    Students will use specific data to support claims.

    Dimension:Performance Expectation

    How does the lesson address this standard?

    In Lesson 2, students explore carbon impacts of food production by stages from farm to table. This allows them to reflect on how large scale farming to feed growing human populations lead to climate change.

    Dimension:Disciplinary Core ideas

    How does the lesson address this standard?

    Students will develop a plan for now and a plan for the future to help minimize the impact of our food supply on climate change and Earth's resources.

    How does the lesson address this standard?

    Students will learn about the impact of our food supply on climate change, and make informed decisions on how to minimize the impact.

    Dimension:Science & Engineering Practices

    How does the lesson address this standard?

    Students will calculate percentages to graph the carbon footprint of their favorite food.

    Dimension:Civics, Economics, Geography & History

    How does the lesson address this standard?

    Students will consider what changes can be made at the individual and school level to decrease the carbon footprint associated with food.

    Dimension:Evaluating Sources, Communicating Conclusions & Taking Action

    How does the lesson address this standard?

    Students will be tasked with a call to action to minimize the impact of our food supply on Earth's resources and climate change.

    Dimension:Planet

    How does the lesson address this standard?

    Students will learn about the journey of food items through the supply chain, and consider solutions on how to decrease the impact.

    Laura Perry | Designed and developed all curricular materials
    Matt Wilkins | Oversaw development of all materials, wrote script and directed videos
    Stephanie Castillo | Produced, edited, narrated, and scored supporting videos
    Jocelyn Bosley | Defined outreach goals; provided feedback throughout development; provided scientific validation of lesson content
    Julia McQuillan | Defined outreach goals; provided feedback throughout development; provided scientific validation of lesson content

    Funding

    This work was funded by NSF Award 2435264

    FoodID Research Team

    Provided funding and validated scientific accuracy of content

    • Ozan Ciftci Assoc. Prof., Dep. of Food Science and Technology & Biological Systems Engineering, University of Nebraska-Lincoln Lincoln, NE
    • Edgar Cahoon Director, Center for Plant Science Innovation, University of Nebraska-Lincoln Lincoln, NE
    • Julia McQuillan Prof., Dep. of Sociology, University of Nebraska-Lincoln Lincoln, NE
    • Tracy Niday Instructor of Science (Program Chair), Southeast Community College Lincoln, NE
    • Roberta Claro da Silva Assoc. Prof., Dep. of Family and Consumer Sciences, North Carolina A&T State University Greensboro, NC
    Illustrator

    Created original artwork for unit banner and lesson tiles

    Major Release 1

    1.0.0 Added all videos. Ready for launch!

    May 29, 2025

    Major Release Beta

    0.4.0 Overhaul to materials and background text

    May 8, 2025

    0.3.0 Added banner and multimedia, corrected front matter

    April 25, 2025

    0.2.0 Nearly complete build

    April 24, 2025

    Adding standards and front matter

    0.1.0 Unit initialized

    February 27, 2025