Teacher & Student Materials > Feeding a Hungry Planet
How does a hamburger impact the environment?
60 minutes
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.
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.
All necessary background knowledge will come from this lesson.
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Materials:
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
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.
Small group discussion
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.
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?)
Alternative Proteins – summary (based on article by EUFIC):
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