Agricultural Literacy Curriculum Matrix
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Food Systems Feed the World
6 - 8
Students will explore the steps and processes that create a food system and gain an understanding of hunger as it relates to the physical well-being, culture, and geographic location of all people. Students will learn what a food system encompasses, create a "food system chain," and discuss why hunger still exists despite modern advances that have made the US food system highly efficient.
- Who Makes Your Cereal? activity sheet, 1 per student
- Food System Chain activity sheet, 1 per group (print each on a different color of paper)
Essential Files (maps, charts, pictures, or documents)
food system: the people, activities, and resources involved in getting food from farms, ranches, oceans, and other sources to consumers’ plates
food processing: the process of transforming raw agricultural products, like grains, vegetables, meat, or milk, into end products to be sold to consumers
hunger: not getting enough food or not getting enough healthy food for good health and growth
food bank: charitable organization that gathers, sorts, catalogs, and distributes food to those in need
Did you know? (Ag Facts)
Today's American farmer feeds about 155 people worldwide. In 1960 that number was 61.1
In 2010, the US food system provided 4000 calories per person per day.2
Accounting for waste, the average American consumed 2544 calories per day in 2010.2
An estimated 40% of the food available in the United States goes uneaten.3
Background Agricultural Connections
Interest Approach – Engagement
- Ask students where we get our food. (If they say the grocery store, ask them where grocery stores get the food.)
- Ask students to consider how many steps are involved in creating a frozen pepperoni pizza that can be purchased from a grocery store. Challenge them to list as many steps as they can think of. Explain that these steps are all part of our food system.
Activity 1: The Food System Chain
- Share the food production steps, and discuss what needs to happen at each step. Some prompting questions and possible answers may include:
- Preparation (getting ready to grow food):
- What does the farmer need to begin growing a crop? (seeds, fertilizer, equipment, land)
- Growing the food:
- What does the farmer need for the crop to grow? (sunshine; rain; labor or hands to work, weed, and care for the crop; understanding of growing food; knowledge about land and agriculture)
- Harvesting and transportation (moving food from the field):
- What is needed to harvest and transport the crop from the field? (hands or laborers; mechanical harvesters; trucks, trains, ships, or airplanes; fuel; satisfactory/safe roads)
- Where is the crop moved after it is harvested from the field? (some may be kept for personal use by the family, taken to local markets to be sold, or taken to a farmers’ co-op, and some may be taken to processing factories or be held in a storage facility) How far does the crop have to travel in each of these situations?
- Storing the food:
- How might the food be stored? (by canning, freezing, drying, salting, or storing in a cellar or in a storage facility with controlled temperature)
- Where might the food be stored? (grain elevators, refrigerators, large freezers, or other controlled environments)
- Is this the only step in which the food may be stored? (no, food may also be stored after processing before it is distributed for purchase)
- Processing the food:
- What might happen to a tomato crop at a food processing factory? (if destined for ketchup, the tomatoes would be washed, heated, skinned, and smashed; the tomato smash would be mixed with salt and other spices to make ketchup; the ketchup would be bottled and labeled for distribution to a market) What else could happen to a tomato crop? What about other crops?
- How does a farmer sell a product? (at a local farmer’s market; directly to a local supermarket where individual negotiations are made; to a farmers’ co-op where many farmers bring their products together to sell to a larger buyer)
- How is the crop resold to larger national or international markets? (it could be sold through a large corporation or purchased by the government; it could be sold over the internet to an international buyer like a supermarket or processing plant)
- Preparing and consuming the food (at home or in a restaurant):
- Discuss how people need money to buy food unless they grow their own.
- Discuss how people must understand how to use the food safely and choose foods that keep them healthy.
- Preparation (getting ready to grow food):
- Have students complete the Who Makes Your Cereal? activity sheet to get them thinking independently about food production.
- Divide the class into groups of five. Give each group a copy (on different colors of paper) of the Food System Chain activity sheet. Ask students to cut apart the “links” and give one to each group member.
- Ask them to think about the food production steps that you discussed and possible weaknesses that could occur in the system. Allow ten minutes for students to answer on a separate sheet of paper the “what if” question listed on their “link.” Prompt them to answer in three to four complete sentences.
- Once everyone is finished, have all the students with the same question get into a group together and discuss their responses.
- Each group should now write one paragraph incorporating everyone’s ideas and any new ones sparked by the discussion.
- Each group should present their final paragraph to the class.
- Ask students to regroup with the four other students who have “links” of the same color. Now regrouped, students should use a stapler to connect the links of their chain in the correct order.
- Display chains and final paragraphs on a bulletin board titled “The Food System Chain is Only as Strong as its Weakest Link.”
Activity 2: Hunger
- Share TIME magazine’s Hungry Planet: What the World Eats photos, which show families from around the world with what for them is a week’s worth of food. Discuss what the photos show about food systems in different countries. Consider the variety, quantity, and packaging of foods.
- Display the World Food Programme Hunger Map. Ask students to identify and write down the countries most severely affected by hunger. Ask the students to respond to the following questions concerning these areas:
- Are there climatic or geographic similarities between these countries? How may the weather or insect populations affect the food supply?
- Do these countries have stable governments? Is there war or civil unrest? Which links in the food system chain might this affect?
- What can be done to help people overcome hunger or food insecurity in America? In the world?
- Discuss with students what can and is being done to help address hunger issues locally and globally. What kinds of resources exist in your community for people who have difficulty purchasing enough food? Think about food banks, food pantries, soup kitchens, and community gardens. Discuss which links of the food system chain are strengthened by local efforts to fight hunger.
Concept Elaboration and Evaluation
After conducting these activities, review and summarize the following key concepts:
- A food system encompasses everything involved in producing food and getting that food to consumers.
- Modern food systems, like that of the United States, are highly efficient and complex.
- Food systems vary around the world, and where they are weak, people can suffer from hunger.
We welcome your feedback! Please take a minute to tell us how to make this lesson better or to give us a few gold stars!
Suggested Companion Resources
- Processed Food Breakdown (Activity)
- Beatrice's Goat (Book)
- If the World Were a Village (Book)
- Nory Ryan's Song (Book)
- One Hen: How One Small Loan Made a Big Difference (Book)
- The Hungry Planet (Book)
- 40 Maps that Explain Food in America (Poster, Map, Infographic)
- Ag Census Web Maps (Poster, Map, Infographic)
- Animal Facts (Poster, Map, Infographic)
- Feeding the World: Can global crop production meet future demands? (Poster, Map, Infographic)
- Interactive Map: Staple Food Crops of the World (Poster, Map, Infographic)
- Nine (+) Infographics That Will Help You Teach Hunger (Poster, Map, Infographic)
- Quiz: Can you name a food by looking at where it comes from? (Poster, Map, Infographic)
- World Hunger Map (Poster, Map, Infographic)
- America's Heartland: Maine-ly Apples (Multimedia)
- Can Science Create a 'Greener' Pickle? video (Multimedia)
- Eat Happy Project video series (Multimedia)
- Food Machine (Multimedia)
- Growing Today for Tomorrow (Multimedia)
- How Farming Planted Seeds for the Internet (Multimedia)
- How to Feed the World in 2050: Actions in a Changing Climate video (Multimedia)
- Planet Food Online Game (Multimedia)
- TEDMED Talk: What Does the World Eat? (Multimedia)
- FAO Statistical Pocketbook: World Food and Agriculture (Booklets & Readers)
- Hungry Planet Resources from Social Studies School Service (Teacher Reference)
- EarthPulse (Website)
- FAOSTAT: Food and Agriculture Organization of the United Nations Statistics Division (Website)
- Food Dialogues (Website)
- Hungry Planet Family Food Portraits (Website)
- Key Ingredients: America by Food (Website)
- National Geographic: What the World Eats (Website)
- What's In My Food? (Website)
State Standards for Utah
Grade 7: College and Career Awareness Strand 3Students will explore skills, knowledge and concepts related to CTE College and Career Pathways in Agriculture, food, fiber, and natural resources.
Standard 1Explore the careers, education, and training related to agricultural systems technology, food production and processing systems. Meeting one or more of the following indicators: a) Identify 10 careers in the agricultural systems technology, food production and processing systems. b) Identify the skills and education required to work in agricultural systems technology, food production and processing systems careers. c) Describe the variety of work environments in agricultural systems technology, food production and processing systems careers. d) Recognize the sources of food, clothing, and shelter, and the processes that are used to deliver them to the consumer. e) Identify and demonstrate the uses of Global Positioning Systems (GPS) and other satellite technologies in agriculture. f) Evaluate facts and opinions about food technologies to enhance food safety and food availability. g) Use and apply learned knowledge through multi-day project based learning experiences.
Standard 2Explore the careers, education, and training related to plant and animal systems. Meeting one or more of the following indicators: a) Identify 10 careers in plant and animal systems. b) Identify the skills and education required to work in plant and animal systems careers. c) Describe the variety of work environments in plant and animal systems. d) Explain how supply and demand of agricultural products affect the marketplace and price (e.g., the supply, demand, and price of major grains such as wheat, corn, and soybeans). e) Explore biotechnology and its uses in agriculture. f) Use and apply learned knowledge through multi-day project based learning experiences.
Standard 3Explore the careers, education, and training related to natural resource systems. Meeting one or more of the following indicators: a) Identify 10 careers in natural resource systems. b) Identify the skills and education required to work in natural resource systems careers. c) Describe the variety of work environments in natural resource systems. d) Explain the dependence and interaction between people and natural resources (e.g., rangeland, wildlife, wilderness, soil, water, and air). e) Use and apply learned knowledge through multi-day project based learning experiences.
Grade 6: Social Studies Standard 4Students will understand current global issues and their rights and responsibilities in the interconnected world.
Objective 2Explore current global issues facing the modern world and identify potential solutions. Meeting the following indicator: a) Investigate pressing issues facing the world today (e.g. environmental, pollution, political turmoil, hunger, poverty, genocide, famine, natural disasters, child labor).
Objective 3Determine human rights and responsibilities in the world. Meeting one or more of the following indicators: a) Identify rights considered essential for all humans. b) Propose steps individual students can take to protect these rights (e.g. support for sister schools, energy and resource conservation, letter writing, career choices, fundraising efforts).
Agricultural Literacy Outcomes
Science, Technology, Engineering & Math
- Compare and contrast historical and current food producing processing and systems (T4.6-8.a)
Common Core Connections
Language: Anchor Standards
CCSS.ELA-LITERACY.CCRA.L.6Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.
NCSS 9: Global Connections
Objective 3Spatial relationships that relate to ongoing global issues (e.g., pollution, poverty, disease, and conflict) affect the health and well-being of Earth and its inhabitants.
World History Era 9 Standard 2A:Population explosion and environmental change alter conditions of life around the world.
Objective 3Assess why scientific, technological, and medical advances have improved living standards for many yet hunger, poverty, and epidemic disease have persisted.