5.G.1.2 Explain the positive and negative effects of human activity on the physical environment of the United States, past and present 5.L.2.3 Infer the effects that may result from the interconnected relationship of plants and animals to their ecosystem.
Conceptual Understanding:
Human dietary choices contribute to climate change.
Guiding Questions:
How do consumer choices impact climate systems and ecological systems?
What factors contribute to food’s impact on climate?
Which dietary choices have the most and least impact on climate change?
Materials:
Assessment:
Chart Paper
Pieces of notebook paper
Pens/Pencil
Projector
Powerpoint
Formative Assessment - Circle of Perspectives
Summative Assessment - Snowfall Routine
Hook:
Show pictures of incarcerated cows and ask class what is happening to them.
Lead into the possibility of how their actions could affect the environment.
Guided Practice:
Display guiding questions such as “What are some of your favorite foods?” or “Do you know how it’s made or where it comes from?”
Debrief and discuss responses from the class.
Do three Fact or Fiction statements and have class vote before revealing the answer.
Go over key statistics related to the effects agriculture and food production has on the environment.
Include how large certain industries are, as this will be needed for future activity.
Start “Circle of Perspectives”
Have each student take the role of a certain perspective in this issue. For example, some students may choose the farmers who raise the cattle while others may choose the CEO of the beef industry.
Display an image on screen that creates different opinions from the different perspectives. Have them respond to an “I think…” prompt that takes the perspective of their chosen side.
Ask students to come up with one question from their chosen perspective, write them on sticky notes and bring them to the chart paper.
Share and document these findings in a discussion.
Image: Daniel Beltrá
Closure:
Snowfall Exercise: On a piece of paper, have students write two things they have learned in the lesson and one question they still have. Instruct them to crumple it up and throw it into the air. Have each student retrieve a new paper ball and select a few students to read the new ball out loud, have a discussion about the questions posed.
Accommodations:
For students that want to learn more, have them take the role of more than one perspective in the Thinking Routine. If they need more help, have students pair up in perspectives to help generate ideal responses.