Storytelling: Food System
Overview
For this activity students will watch a short film from the ADAPTA series about a crop grown in Puerto Rico and use what they learn to explore how food moves through the food system—from the soil to their plate. This helps students think critically about where their food comes from, who is involved in producing it, and how climate and geography play a role.
This resource is also available in Spanish. Click here to access.
Activity Type:
Lesson
Target Grade Level:
K-2, 3-5, 6-8, 9-12
Estimated Duration:
45-60 min
Topics:
Caribbean
Possible Connections to NGSS |
Performance Expectations K-ESS3-1: Use a model to represent the relationship between the needs of different plants and animals (including humans) and the places they live. K-LS1-1: Use observations to describe patterns of what plants, animals and humans need to survive. K-2-ETS1-1: Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool. 2-ESS2-1: Compare multiple solutions designed to slow or prevent wind or water from changing the shape of the land. 5-PS3-1: Use models to describe that energy in animals’ food (used for body repair, growth, motion, and to maintain body warmth) was once energy from the sun. 5-LS1-1: Support an argument that plants get the materials they need for growth chiefly from air and water. 5-ESS3-1: Combine and obtain information about ways individual communities use science ideas to protect Earth’s resources and environment. MS-LS2-3: Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem. HS-ESS3-1: Construct an explanation based on evidence for how the availability of natural resources, occurrence of natural hazards, and changes in climate have influenced human activity. |
Created by:
Climate Kids
