{"id":4585,"date":"2023-08-14T15:41:15","date_gmt":"2023-08-14T15:41:15","guid":{"rendered":"https:\/\/stweizmann.proj.ac.il\/grand-challenges\/?post_type=learning_unit&p=4585"},"modified":"2023-10-15T11:57:55","modified_gmt":"2023-10-15T11:57:55","slug":"feeding-a-hungry-planet-teacher-and-student-materials","status":"publish","type":"learning_unit","link":"https:\/\/stweizmann.proj.ac.il\/grand-challenges\/learning_unit\/feeding-a-hungry-planet-teacher-and-student-materials\/","title":{"rendered":"Feeding a Hungry Planet – Teacher and Student Materials"},"content":{"rendered":"\t\t
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Feeding a Hungry Planet – Teacher and Student Materials<\/h2>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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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:

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  1. How can we feed our growing population?<\/li>
  2. What is a balanced and healthy diet?<\/li>
  3. What is the problem with meat production?<\/li>
  4. What does the future of meat look like?<\/li>
  5. How can the diet of our future be both healthy and sustainable?

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    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\u2019 visions regarding the future of food, emphasizing personal agency.<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t

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    Unit Overview & Pacing Guide<\/h2>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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    Storyline<\/h3>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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    \"What<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t

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    Standards<\/h2>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t
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    North Carolina:<\/h3>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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    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.<\/strong><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t

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    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:<\/p>

    • Euglena<\/li>
    • Amoeba<\/li>
    • Paramecium<\/li>
    • Volvox<\/li><\/ul>


      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).

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      7.L.1.3 Summarize the hierarchical organization of multi-cellular organisms from cells to tissues to organs to systems to organisms.

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      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.<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t

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      NGSS:<\/h3>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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      LS1.A:\u00a0 Structure and Function<\/strong><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t

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      • All living things are made up of cells, which is the smallest unit that can be said to be alive. An organism may consist of one single cell (unicellular) or many different numbers and types of cells (multicellular). (MS-LS1-1)

        <\/li>
      • Within cells, special structures are responsible for particular functions, and the cell membrane forms the boundary that controls what enters and leaves the cell. (MS-LS1-2)

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      • In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. (MS-LS1-3)<\/li><\/ul>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t
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        Instructional Sequence<\/h2>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t
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        Guiding Question<\/th>Topic<\/th>Time<\/th><\/tr><\/thead>
        1.1 What do we currently eat?<\/a><\/td>A glimpse of the global food system and food production<\/td>45 minutes<\/td><\/tr>
        1.2 Where does our food come from?<\/a><\/td>Challenges of our current food system and its ability to provide for a growing population<\/td>90 minutes<\/td><\/tr>
        2.1 Why do we need to eat?<\/a><\/td>Digestive system to obtain energy and nutrients<\/td>30 minutes<\/td><\/tr>
        2.2 What are macronutrients?<\/a><\/td>Introduction to macronutrients and a balanced diet<\/td>30 minutes<\/td><\/tr>
        2.3 Which countries eat the most and least protein per capita?<\/a><\/td>Disparities in protein intake among different countries and future projections<\/td>60 minutes<\/td><\/tr>
        3.1 How does a hamburger impact the environment?<\/a><\/td>Environmental impacts of food production<\/td>60 minutes<\/td><\/tr>
        3.2 How does food waste relate to environmental impacts?<\/a><\/td>Environmental impacts of food waste<\/td>45 minutes<\/td><\/tr>
        4.1 What is cultured meat?<\/a><\/td>Introduction to cultured meat<\/td>90 minutes<\/td><\/tr>
        4.2 How are cells different from each other?<\/a><\/td>Cells and tissues<\/td>90 minutes<\/td><\/tr>
        5.1 How sustainable is our current diet?<\/a><\/td>Evaluating current diet<\/td>30 minutes<\/td><\/tr>
        5.2 If I want to have a more sustainable and healthy diet, what should I do?<\/a><\/td>Final project<\/td>60 minutes<\/td><\/tr><\/tbody><\/table>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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