This unit raises the question, what will we eat in the future? It addresses the challenges to our diets and changes that we expect to see occurring. The unit consists of five learning sets, each driven by a different question:
In the unit, students learn about local and global food production and agriculture by tracking the making of a pizza and a hamburger, discuss the basics of nutrition, focusing in particular on micronutrients and proteins, then focus on the environmental challenges of meat production, and consider cutting-edge technologies involved in the production of cultured meat. The unit solicits students’ visions regarding the future of food, emphasizing personal agency.
7.L.1 Understand the processes, structures and functions of living organisms that enable them to survive, reproduce and carry out the basic functions of life.
7.L.1.1 Compare the structures and life functions of single-celled organisms that carry out all of the basic functions of life including:
7.L.1.2 Compare the structures and functions of plant and animal cells, including major organelles (cell membrane, cell wall, nucleus, chloroplasts, mitochondria, and vacuoles).
7.L.1.3 Summarize the hierarchical organization of multi-cellular organisms from cells to tissues to organs to systems to organisms.
7.L.1.4 Summarize the general functions of the major systems of the human body (digestion, respiration, reproduction, circulation, and excretion) and ways that these systems interact with each other to sustain life.
LS1.A: Structure and Function
| Guiding Question | Topic | Time |
|---|---|---|
| 1.1 What do we currently eat? | A glimpse of the global food system and food production | 45 minutes |
| 1.2 Where does our food come from? | Challenges of our current food system and its ability to provide for a growing population | 90 minutes |
| 2.1 Why do we need to eat? | Digestive system to obtain energy and nutrients | 30 minutes |
| 2.2 What are macronutrients? | Introduction to macronutrients and a balanced diet | 30 minutes |
| 2.3 Which countries eat the most and least protein per capita? | Disparities in protein intake among different countries and future projections | 60 minutes |
| 3.1 How does a hamburger impact the environment? | Environmental impacts of food production | 60 minutes |
| 3.2 How does food waste relate to environmental impacts? | Environmental impacts of food waste | 45 minutes |
| 4.1 What is cultured meat? | Introduction to cultured meat | 90 minutes |
| 4.2 How are cells different from each other? | Cells and tissues | 90 minutes |
| 5.1 How sustainable is our current diet? | Evaluating current diet | 30 minutes |
| 5.2 If I want to have a more sustainable and healthy diet, what should I do? | Final project | 60 minutes |
Notes in blue are recommendations for timing. The recommendations offer additional activities or point out areas that can be cut if time is limited.
Notes in purple point out instructional support. For example, if the materials ask students to do a difficult task, a note in purple will guide the instructor through scaffolding that task. they are situated within the instructional sequence to provide in the moment support.
Notes in yellow are pointing out assessment opportunities. Assessment Opportunities are included in expendables and outline what to look for in the assessment along with how to use the assessment.
Notes in green highlight design principles and how the recommended activity support growth in this area. These notes also highlight skills or languagethe design principles use throughout the unit or all of Grand Challenges.
Call out discourse opportunities in red