Teacher & Student Materials > Feeding a Hungry Planet

3.1 How does a hamburger impact the environment?

Lesson Overview

Guiding question:

How does a hamburger impact the environment?

60 minutes

Purpose:

The lesson set will present some of the environmental impacts of food in general. Students will explore how different foods (e.g., pizza and hamburgers) have different environmental impacts and make an argument about it. The students will start by designing environmental labels for either hamburgers or pizzas and present their designs to the class.

Overview:

Students will argue about which food has the worst impact on the environment and which food is environmentally friendly based on graphs they find on the website. By this activity, students will learn the different environmental impacts food production has: greenhouse gas emissions, land use, water use.

Design Principles:

  • Practice oriented
  • Inter-unit coherence

Background Knowledge:

All necessary background knowledge will come from this lesson. 

Common Misconceptions:

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Safety:

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Unit Connections:

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Teacher

  • Teacher slides: 3.1 How does a hamburger impact the environment?
  • Papers, markers, (laptops for digital design)

Student

  • Student material: 3.1 Group direction slides
  • Student material: 3.1 Environmental impacts of food production

Instructional Sequence

Materials: 

  • Teacher slides: 3.1 How does a hamburger impact the environment?
  • Student material: 3.1 Group direction slides
  • Student material: 3.1 Environmental impacts of food production

Brainstorming (slides 2-3)

Ask students about how food impacts the environment.

The environmental impacts of food in general are shown in the slide. So, students will have a glimpse of what they will explore while making arguments.

Inter-unit coherence

Whole class brainstorming

Data analysis and Argumentation (Slides 4-6)

Student material: 3.1 Environmental impacts of food production

Students will be introduced to all the different kinds of environmental impacts of food, accompanied by multiple graphs.

 

Environmental impacts of food production

Encourage students to use the CER (Claim, Evidence, Reasoning) model to build group argumentation on the whiteboard. They can use the table that the teacher shared. After creating their arguments, they will share them using a ‘sharing argumentation protocol.’ Once all the boards are prepared, we will share them with our classmates following a protocol.

When they share ideas and critique publicly, these are the questions that students can use.

Students will enhance the original arguments they already have based on feedback, and then they will share the final arguments in groups with the whole class.

 

  • Argumentation
  • Inter-unit coherence

Small group discussion

Environmental labels on food(Slides 7-8)

Student material: 3.1 Group direction slides, papers, markers, (laptops for digital design)

In small groups, have students design their “brand” of eco-labels for vegetarian pizza and/or beef hamburgers.

 

Slide 7 provides two examples, one with scores for every aspect separately and one with a combined score. 

 

Conclude this section by asking the student whether they know what food waste is and whether they think it is possible to label the impact of food waste on a specific product.

Small group discussion

Note

It is highly recommended to teach the first part of 3.2 together.

Information for Planning & Teaching

  • Background Knowledge
  • Lesson Timing
  • Student ideas & Experiences
  • Science Practices
  • Teaching Cases

Background Knowledge:

If meat is so bad for the environment and for our health, Is the answer simply not eating meat ? Are there the same issues with all kinds of meat? (e.g chicken, pork?)

  • First, there are significant differences in the production efficiency and consequent energy use in the processing of the major classes of meat. For example, 8 kg of cereal are needed to produce 1 kg of beef meat, whereas 4 kg of cereal are needed to produce 1 kg of pork meat and only 1 kg of cereal is needed to produce 1 kg of chicken meat. Moreover, it may be possible to increase the efficiency of meat production through better rearing or improved breeding.
  • Second, a significant proportion of livestock continue to be grass-fed. This practice takes place in land that is often not suitable for crops without major investments. Using this type of land even to indirectly feed people can have possible adverse environmental effects. Pigs and poultry on the other hand are often fed on human food waste.
  • Finally, in developing countries, meat represents the most concentrated source of some vitamins and minerals, which are important, particularly for young children. Livestock also are used for ploughing and transport. They can provide a local supply of manure and can be a vital source of income. They are of huge cultural importance for many poorer communities.

 

Alternative Proteins – summary (based on article by EUFIC):

 

  1. Plant proteins and plant-based meat and dairy analogues
    • Plant-based meat substitutes and dairy analogues are foods that look, cook, and taste like meat or dairy products, but are made from plants.
    • Plant proteins have a lower environmental impact than animal proteins, but not all plant-based products are healthy.
    • Advances in technology are making plant-based proteins more appealing and affordable, which could persuade more people to choose them.

  2. Fermentation-derived options like mycoprotein
    • Fermentation is a process that uses microorganisms to generate alternative proteins. There are two main types of fermentation used to produce alternative proteins: biomass fermentation and precision fermentation.
    • Biomass fermentation uses the rapid growth of protein-rich microorganisms to make large amounts of protein. The resulting microbial biomass can be used as a food product on its own or as an ingredient in blended foods.
    • Precision fermentation introduces gene sequences of animal proteins in organisms like yeast, which use these “production instructions” to generate large amounts of the target proteins. The resulting proteins are then mixed with other ingredients to create animal-free products that aim to compete with meat, seafood, eggs and dairy products.
    • Both biomass fermentation and precision fermentation have the potential to produce high-quality, sustainable alternative proteins. However, both processes are still in the early stages of development, and there are challenges that need to be overcome before they can be scaled up to commercial production.

  3. Edible insects
    • Despite being traditional in some countries, insects are considered novel foods in Europe and the USA. T
    • Some insects are already used to make protein bars, flours and other products that can be found on supermarket shelves.
    • Insects like crickets, grasshoppers and locusts can have up to 61% protein by dry weight, making them suitable candidates to enrich food and feed products.
    • One of insects’ biggest advantages is that they reproduce quickly and need less feed than other animals. They can also be fed organic side-streams (from manure to food waste), which reduces pollution and production costs.
    • Consumer acceptance will be a major barrier to overcome if insects are to be successfully introduced to people’s diets in Europe and beyond, as many consumers are as yet unwilling to try eating insects.  

  4. Algae
    • The algae family includes macroalgae (seaweed) and microalgae, both of which have been pointed out as key sources of alternative protein for a sustainable food system and global food security. Particularly, microalgae are gaining traction as competitive protein-rich ingredients for food and animal feed.
    • Microalgae are microorganisms (e.g Spirulina) – generally made from one single cell – that multiply quickly into nutrient-rich biomass, using water, light and a source of nutrients, like carbon dioxide. They are known for their high protein content. Plus, their production can contribute to a circular economy as they have the potential to grow on wastewater and be fed on different organic wastes or side streams (such as food waste, food processing byproducts, or carbon dioxide from the air).

Lesson Timing

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Student ideas & Experiences

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Science Practices

NA

Teaching Cases

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