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English (US)

Future Foods

Can we reduce the carbon footprint of our favorite meals?

Can we reduce the carbon footprint of our favorite meals?
Sponsored by:
  • The National Science Foundation: Center for Food Innovation and Diversification to Advance the Bioeconomy (FoodID), an NSF Global Center

Galactic_PolyMath_First_Sec_Mobile_Info
The Gist:

Food and climate are deeply connected. Students will dig into data to discover how our food choices impact greenhouse gas emissions. They will propose solutions to reduce their carbon “foodprint,” both as current consumers and as future food engineers. Students will eat this up in class and savor it for years to come!

Target Subject:
Science
Grades:
6-9
Estimated Time:
4 x 45 min classes
Target Subject:
Science
Grades:
6-9
Estimated Time:
4 x 45 min classes
Target standards:

Driving Question(s):

  1. What is a carbon footprint?
  2. What stages of production (from farm to table) have the biggest impact on the carbon footprint of foods?
  3. What are possible solutions to minimize the impact of our food supply on climate change?

Hook(s):

Explore carbon footprints by focusing on YOUR favorite food.

Keywords:
For Lesson 1, 2
How sustainable is your favorite food?

Build data literacy while understanding about the climate impacts of our food system.

by Galactic Polymath
For Lesson 2
Test your food carbon footprint knowledge! #sustainability

A fun video to review students' carbon "foodprint" knowledge in a gameshow format.

by Galactic Polymath
For Lesson 2
The Carbon Footprint Of A Sandwich

This video introduces how carbon footprints are determined by the food supply chain.

by NPR's Skunk Bear
For Lesson 3, 4
The Surprising Science Making Food More Sustainable!

Meet the science and engineering innovators at FoodID tackling climate change with future-forward food.

by Galactic Polymath
  • How sustainable is your favorite food?
  • Test your food carbon footprint knowledge! #sustainability
  • The Carbon Footprint Of A Sandwich
  • The Surprising Science Making Food More Sustainable!

4 x 45 min

Available Grade Bands

Available Teaching Environments

Learning Objectives

Students will be able to...

  1. Understand that the sustainability of our food system has environmental, economic, and social aspects.

  2. Evaluate the carbon footprints of commonly consumed foods.

  3. Draw evidence-based conclusions about what makes certain foods more sustainable than others.

Materials for G6-9 (Lesson 1)
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  1. What Are You Eating? Slides Presentation (Lesson 1)

    Need: WiFi, Computer, Projector, Sound

    lesson_tile
  2. Data Handout 1: Greenhouse Gas Emissions (Lesson 1)

    Print Class Set

    lesson_tile
  3. For teachers guides, sign in with a free account!

    Teacher Key: My Favorite Dish (Lesson 1)

    Print 1

    lesson_tile
  4. Student Worksheet: My Favorite Dish (Lesson 1)

    Print 1 Per Student

    lesson_tile
  5. PPSTT Cheat Sheet for Notes (Lesson 1)

    Print 1 Per Student (we have this separated to chunk the lesson)

    lesson_tile
Steps & Flow

5 min: Hook

1.

What is your favorite food?

1.

What is your favorite food?

Facilitate a quick discussion on students' favorite foods as a hook for the lesson.

You know your students best. If you know or suspect issues around disordered eating wtih a student, you may want to consult with their parents about any sensitivies around the topic of food for this unit.

15 min: Background

2.

What is a carbon footprint?

2.

What is a carbon footprint?

Learn the basics of a carbon footprint, and analyze data. Use this as an opportunity to assess and address student understanding and misconceptions of greenhouse gases and carbon footprint concepts.

  • Watch ▶ How sustainable is your favorite food? to introduce food sustainability, and the data set in the handout from Our World in Data.
  • Use the PPSTT framework, developed for Data Streams unit to help students analyze graphs.
  • The PPSTT framework walks through 5 steps to read and understand any graph. For this lesson, a series of slides will slowly reveal parts of a graph so students can practice using this strategy.
  • greenhouse gas: a gas in the atmosphere that traps heat, leading to global warming
  • carbon footprint: the total amount of greenhouse gases (including carbon dioxide and methane) that are generated by our actions

Guided questions to facilitate discussion for the PPSTT framework can be found in the Speaker Notes on the corresponding slides.

20 min: Connect

3.

What are you eating?

3.

What are you eating?

Students will use specific data to explore the carbon footprint of their favorite dish with the Lesson 1 Student Worksheet.

  • Students will need to use Data Handout 1 to complete the Lesson 1 Student Sheet.
  • Students may need to make substitutions for their ingredients. For example, "spaghetti" is not listed on the Data Handout. Instead, students would select "wheat" as the closest related option.

5 min: Exit Ticket

4.

Hypothesize

4.

Hypothesize

Push students thinking to make a prediction about how carbon footprints are calculated.

  • This is a challenging question and students likely do not have all the knowledge needed to successfully answer this question. That is OK! Encourage student discussion in pairs or small groups and encourage them to apply what they have learned. Students will explore this concept more in Lesson 2.
  • Finished Early? Watch ▶ Test your food carbon footprint knowledge! #sustainability to see how much you know about the carbon footprint of foods!
Going Further

Ideas and resources for deepening learning on this topic.

  1. Our World in Data: Environmental Impacts of Food Production

    Explore the full food emissions data set behind this unit here.

  2. The data behind Our World in Data

    This is a link to a publicly posted copy of the Poore & Nemecek 2018 paper this lesson is based on.

  3. Subject to Climate: Food and Climate Change Unit Plan

    Open access, complementary resource for further learning of climate change, food production, and food security topics.

  4. The EAT-Lancet Commission on Food, Planet, Health

    Introduce students to ambitious, optimistic plans by world leaders to feed the growing human population!

  5. I Like That! How perception, emotion, and cognition shape our preferences

    If students get really curious about why they like certain foods more than others, check out our unit about the science of preferences.

Learning Objectives

Students will be able to...

  1. Understand that the sustainability of our food system has environmental, economic, and social aspects.

  2. Evaluate the carbon footprints of commonly consumed foods.

  3. Draw evidence-based conclusions about what makes certain foods more sustainable than others.

Materials for G6-9 (Lesson 2)
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  1. Food For Thought Slides Presentation (Lesson 2)

    Need: WiFi, Computer, Projector, Sound

    lesson_tile
  2. Data Handout 2: Supply Chain for Food (Lesson 2)

    Print Class Set

    lesson_tile
  3. For teachers guides, sign in with a free account!

    Teacher Key: Carbon "Foodprint" of My Favorite Dish (Lesson 2)

    Print 1

    lesson_tile
  4. Student Worksheet: Carbon "Foodprint" of My Favorite Dish (Lesson 2)

    Print 1 Per Student

    lesson_tile
Steps & Flow

5 min: Review and Recap

1.

What is a carbon footprint?

1.

What is a carbon footprint?

Review carbon footprint concepts from Lesson 1.

Watch ▶ Test your food carbon footprint knowledge! #sustainability to see how much you know about the carbon footprint of foods as a review from Lesson 1 or as an introduction to Lesson 2.

15 min: Background

2.

Watch NPR Explainer Video

2.

Watch NPR Explainer Video

▶ The Carbon Footprint Of A Sandwich explains how greenhouse gases are released at each stage of production for different food items.

  • Use the guided questions on the Skunk Bear video slide to prompt student thinking while watching the video.
  • Teacher Choice: Choose to have students think about these questions, or write them down.
3.

Why do certain foods have a higher carbon footprint than others?

3.

Why do certain foods have a higher carbon footprint than others?

Continue to build data literacy and deepen understanding of carbon footprint concepts.

  • Watch ▶ How sustainable is your favorite food? to recap Lesson 1, and to introduce the factors that determine the carbon footrprint of foods.
  • Continue to use the PPSTT framework, developed for the Data Streams unit to help students analyze graphs.
  • The PPSTT framework walks through 5 steps to read and understand any graph. Like Lesson 1, a series of slides will slowly reveal parts of a graph so students can practice using this strategy.
  • Guided questions to facilitate discussion for the PPSTT framework can be found in the Speaker Notes on the corresponding slides.
  • Teacher Choice: If helpful, students can use a new copy of the PPSTT Cheat Sheet used during Lesson 1 to write down their observations during this discussion.

20 min: Connect

4.

Analyze the carbon footprint of your favorite dish.

4.

Analyze the carbon footprint of your favorite dish.

Students will continue to use specific data to understand which factors determine the carbon footprint of their favorite dish in the Lesson 2 Student Worksheet.

Timers are embedded on the Slides. Feel free to add more time for your learners if needed.

5 min: Exit Ticket

5.

Taking it Further

5.

Taking it Further

Prompt students to think about ways they can make changes to lower the carbon footprint of their favorite dish.

If time allows, here are some options for extensions:

  • Have students consider the Call to Action to reduce their carbon footprint with the foods they eat, their familiy eats, and the school eats.
  • Watch ▶ Test your food carbon footprint knowledge! #sustainability to see how much you know about the carbon footprint of foods as a review from Lesson 2.
  • Continue to sharpen data literacy skills with the extra data slides.
Going Further

Ideas and resources for deepening learning on this topic.

  1. Our World in Data: Environmental Impacts of Food Production

    Explore the full food emissions data set behind this unit here.

  2. The data behind Our World in Data

    This is a link to a publicly posted copy of the Poore & Nemecek 2018 paper this lesson is based on.

  3. You want to reduce the carbon footprint of your food? Focus on what you eat, not whether your food is local

    You or your students can read this blog from Our World in Data to understand more context around the data you've been exploring.

  4. The EAT-Lancet Commission on Food, Planet, Health

    Introduce students to ambitious, optimistic plans by world leaders to feed the growing human population!

  5. What about plant-based milk?

    Our World in Data has a lot more data for students to explore their questions about the environmental impacts of food. Here's a great chart about carbon footprints and other impacts of different milk options.

  6. Does buying local reduce my carbon footprint?

    Have students read this blog to find that from a climate change standpoint, transportation is not as big of a deal as land use. However, there are many other advantages of buying local, such as supporting the local economy and being more robust to trade issues.

  7. What are the farming, economic, social, and environmental parts of the food system?

    Have students look over the food system map and estimate how much carbon that part of the process might create or absorb.

  8. Subject to Climate: Food and Climate Change Unit Plan

    Open access, complementary resource for further learning of climate change, food production, and food security topics.

Learning Objectives

Students will be able to...

  1. Understand that the sustainability of our food system has environmental, economic, and social aspects.

  2. Describe the 4 pillars of research for the FoodID team.

  3. Ask questions to learn about the current research of the FoodID team.

Materials for G6-9 (Lesson 3)
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  1. Gallery Walk Researcher Profiles (Lesson 3)

    Print 1 per Station/Exhibit

    lesson_tile
  2. Presentation (Lesson 3)

    Need: WiFi, Computer, Projector, Sound

    lesson_tile
  3. Student Handout (Lesson 3)

    lesson_tile
  4. For teachers guides, sign in with a free account!

    Teacher Handout (Lesson 3)

    lesson_tile
Steps & Flow

5 min: Review and Recap

1.

Future Food Ideas

1.

Future Food Ideas

Faciliate a brief discussion where students share their future food ideas from Lesson 2.

5 min: Introduction

2.

Who is the FoodID team?

2.

Who is the FoodID team?

Introduce the real research of the FoodID team including their research goal: Designing new sustainable foods or foods with new sustainable ingredients. Then, watch ▶ The Surprising Science Making Food More Sustainable! to meet the team!

10 min: Background

3.

What are the 4 research pillars?

3.

What are the 4 research pillars?

Introduce the FoodID research pillars: nutrition, taste, scale, and trust. Students will complete Part 1 on their student sheet.

  • nutrition: Future foods need to be nutritious, providing essential vitamins, minerals, fats, proteins, and carbohydrates in a balanced way that the body can process.
  • taste: The taste of future foods should combine balanced flavors, pleasing textures (aka mouthfeel), and appealing aromas resulting in an enjoyable food experience.
  • scale: In the context of future foods, scale means being able to produce enough food so that it is available and affordable for many people to buy and eat.
  • trust: Scientists must have an open dialog with the public in order to build trust in new, more sustainable food technologies.

20 min: Gallery Walk

4.

How do the research pillars connect to the research?

4.

How do the research pillars connect to the research?

Learn more about 5 researchers on the FoodID team, and the work they are doing to develop sustainable foods.

  • Students will complete Part 2 on their student sheet. To increase curiosity, they will focus on the 4 pillars, fun facts about the research, and a question for each researcher.
  • To wrap up this activity, there are guided questions in the slide presentation to prompt small group discussion.
  • It is recommended to print out a few sets of the 5 profiles for students to participate in the gallery walk. This way students do not need to crowd around each document.
  • The profiles are also included in the slide presentation as a choice to display on the board.

5 min: Exit Ticket

5.

How do you connect with the 4 research pillars?

5.

How do you connect with the 4 research pillars?

Students rank the importance of each of the 4 research pillars in making daily food choices, and annotate their sketches to explain their rankings.

Students will complete the Exit Ticket in Part 3 of their student sheet.

Going Further

Ideas and resources for deepening learning on this topic.

  1. How can comparing life cycle analyses of fruits and vegetables in different regions help farmers decide what to grow where for a healthy planet?

    Summary of research and a link to a resource that helps producers figure out what fruits and vegetables to grow where to help meet human nutrition goals and keep the planet as healthy as possible.

  2. Is it possible to create a “circular economy” to lower the carbon foodprint of the food system?

    This essay describes the current high carbon food system and proposes a “2050” circular food system - but this article is behind a paywall for some folks.

  3. How can science help guide decisions about what to change in the food system to lower green house gas emissions?

    An open access letter describing analysis of which changes in the food system since 1980 have lowered greenhouse gas emissions.

  4. Some people are afraid of new foods and some are excited about them. Jason Lusk wrote Unnaturally Delicious to help people discover what scientists are inventing to improve the food system.

    This is a whole book that is written by a highly regarded agricultural economist that wanted everyday people to find out more about innovations in food.

  5. Group that is creating a circular economy through biomanufacturing.

    This web page describes the work of a group in norther California that is creating food production in which everything is reused.

  6. The Good Food Institute (GFI) is a non profit “Think Tank” that does research on and supports innovations in alternative proteins with the goal of making them no longer alternative.

    What is the most up to date research on fermented, plant based, and cultivated foods? Good Food Institute is a go-to trusted resources to find out.

Learning Objectives

Students will be able to...

  1. Understand that the sustainability of our food system has environmental, economic, and social aspects.

  2. Evaluate different research/technology focusing on more sustainable foods to lower the overall carbon footprint of our food supply.

Materials for G6-9 (Lesson 4)
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  1. Presentation (Lesson 4)

    Need: WiFi, Computer, Projector, Sound

    lesson_tile
  2. Table (Lesson 4)

    lesson_tile
  3. For teachers guides, sign in with a free account!

    Teacher Handout (Lesson 4)

    lesson_tile
  4. Student Handout (Lesson 4)

    lesson_tile
Steps & Flow

5 min: Review and Recap

1.

What is the goal of the FoodID team?

1.

What is the goal of the FoodID team?

Spend a few minutes discussing how the team is designing new sustainable foods or foods with new sustainable ingredients.

Be sure to watch ▶ The Surprising Science Making Food More Sustainable! again to assist with the recap.

30 min: Connect

2.

What technology can help reduce the carbon footprint of our favorite foods?

2.

What technology can help reduce the carbon footprint of our favorite foods?

Explore diverse options for developing a more sustainable food supply.

  • Students will complete Part 1 on the student sheet. They will use the data table to determine which method(s) would be best suited for lowering the carbon footprint of their favorite dish.
  • Students will complete Part 2 on the student sheet. They will develop a marketing strategy for promoting a specific method that can help make their favorite dish more sustainable.
  • Check out the "hidden" slides in the presentation with options to display examples, templates, and directions for Part 2.
  • You can use the provided template, or allow students to have creative freedom with their marketing pitch!

5 min: Group Discussion

3.

Share and Compare

3.

Share and Compare

Give students the chance to discuss their marketing pitch in small groups. Guided questions are included in the slide presentation to prompt discussions.

5 min: Exit Ticket

4.

Reflect

4.

Reflect

Have students share out their responses about which methods in the data table were most surprising or interesting.

Metaphors help us make sense of the world by connecting new concepts and phenomena to familiar ones. “Footprint” is a metaphor for the amount of carbon a process or activity adds to the atmosphere.

How does the footprint metaphor help us make sense of greenhouse gas emissions?

  • Example answer: Footprints give us information about how many people have walked in an area, and what their size and weight are. Similarly, our food choices leave an impact in the form of carbon dioxide and other greenhouse gases. The size of our carbon footprint reflects our overall contribution to climate change.

Where did the carbon footprint idea come from?

What are the limitations of “carbon footprint” as a metaphor for understanding greenhouse gas emissions?

Can you think of other ways to describe how carbon in the atmosphere affects the health of our planet?

Connection to Research

This unit is based on cutting-edge research by the FoodID team. “ID” stands for innovating and diversifying, which is how these scientists are working to build a more sustainable food system. First, however, they need to understand the inputs and outputs at each phase of food production, processing, and distribution, as well as their impacts on the planet. It’s a complex problem, and students will engage with this complexity by using data to calculate the carbon footprint of their favorite dish and unpack what it means. Like FoodID researchers, students will identify key points in the system where their “foodprint” might be reduced. Finally, they will flex their creativity and problem-solving savvy (the skills of future food engineers!) and consider both social and technological solutions to develop a more sustainable version of their favorite dish.

Research Background

Everything we eat has a story. It starts long before the food appears on our table and continues even when the meal has faded from memory. Our systems for growing, harvesting, processing, transporting, packaging, preserving, distributing, and preparing food are continually remaking our planet, using land, energy, water, and other raw materials while generating byproducts at each stage. Incorporating renewable resources can make the food system more sustainable, but it also creates new technological, environmental, nutritional, and social challenges. In order to meet these challenges, the FoodID team is harnessing the power of plants and microbes to produce healthy food for everyone—a blueprint for a future food system scientists call the bioeconomy. To make foods that are delicious, affordable, and healthy for people and the planet, FoodID researchers are developing new ingredients and new ways of producing and processing them. To accomplish this, they are tackling several key challenges to the bioeconomy. Our research has four major aspects:

  • Nutrition: Proteins and lipids are two of the primary nutrients we get from food. Compared with the third major nutrient—carbohydrates—proteins and lipids are more resource-intensive and less efficient to produce, since they are more likely to come from animal sources. To meet the needs of a growing population in a changing climate, we need to diversify the food system with alternative sources of proteins and lipids. For example, microbes can be engineered to produce albumin, the main protein found in egg whites. FoodID researchers are using genetic selection and engineering, fermentation, and other novel, low-carbon methods to produce proteins and lipids, enhancing the nutritional properties of foods while reducing negative impacts on the planet.
  • Scale: The bioeconomy has the potential to expand access to high-quality foods by producing more with less. You may have noticed that new technologies and products tend to be more expensive at first. This is because, during initial development, they are produced in small quantities using lots of hands-on labor. Additional research and development are needed to scale up production systems, making the product more widely available and affordable. FoodID researchers are doing just that for alternative proteins and lipids—developing ways to produce them in large batches, unlocking their potential to create a more environmentally, socially, and economically sustainable future food system.
  • Taste: Access to nutritious foods is important, but it’s just as important that people actually want to eat these foods! Food preferences are subjective, of course, and they depend in part on cultural factors and the kinds of foods you grew up eating. FoodID researchers are designing novel foods that mimic the taste and texture of familiar foods, taking into account the sensory properties that make foods appealing (or not) to different people in different contexts. One of our favorites is “mouthfeel”—if you’re someone who can’t stand the stickiness of peanut butter or the slipperiness of shellfish, you know just how important mouthfeel can be!
  • Trust: Taste, nutrition, and availability aren’t the only factors that might influence your food choices. You might also want to know: Is this food safe? Do I trust the way it was produced? Does it contain anything harmful? There are lots of myths about alternative and novel food ingredients, including that they are less “natural” or less well-understood than foods produced by traditional methods. Learning a little bit of the basic chemistry and engineering involved in producing both traditional and novel foods will grow curiosity and confidence in foods that can improve planetary health. Supercritical fluid technology, extraction of bioactive compounds, and biorefining are just some of the “green” technologies FoodID researchers are using to develop healthy plant-based and fermented foods. Scientific terms like these can be intimidating, so our social scientists are working on ways to tell the whole story of these innovations to help consumers make food choices that are safe and healthy for themselves and for the planet.

Further Reading:

Scientific Papers

  • "Reducing food’s environmental impacts through producers and consumers" J. Poore and T. Nemecek Science (2018): The scientific paper that produced the data students analyze in lessons 1&2 journal link open-access link

Laura Perry | Designed and developed all curricular materials
Matt Wilkins | Oversaw development of all materials, wrote script and directed videos
Jocelyn Bosley | Defined outreach goals; provided feedback throughout development; provided scientific validation of lesson content
Julia McQuillan | Defined outreach goals; provided feedback throughout development; provided scientific validation of lesson content
Tracy Niday | Supported L3 and L4 by providing scientific input, providing video and helping craft teaching materials
Stephanie Castillo | Produced, edited, narrated, and scored supporting videos
Natyeli Martinez-Neria | Supported L3 and L4 by providing valuable feedback

Funding

This work was funded by NSF Award 2435264

FoodID Research Members

Provided funding and validated scientific accuracy of content

  • Ozan Ciftci Assoc. Prof., Dep. of Food Science, Southeast Community College Lincoln, NE
  • Edgar Cahoon Director, Center for Plant Science Innovation, University of Nebraska-Lincoln Lincoln, NE
  • Roberta Claro da Silva Assoc. Prof., Dep. of Family and Consumer Sciences, North Carolina A&T State University Greensboro, NC
Illustrator

Created original artwork for unit banner and lesson tiles

Featured Researcher

Additional members of the FoodID team featured in the lesson 3 video & materials

  • Fiona Småros Bioprocess Engineer, VTT Technical Research Centre Espoo, Finland
  • Marco Troullier Food Biotech Researcher, Food Design Team, VTT Technical Research Centre Espoo, Finland
  • Lisa PytlikZillig Senior Research Manager, Public Policy Center, University of Nebraska-Lincoln Lincoln, NE
Good Food Institute Researchers

Provided expert feedback on our Lesson 4 data table on future food tech

Major Release Beta

0.1.0 Unit initialized

February 27, 2025

0.2.0 Nearly complete build

April 24, 2025

Adding standards and front matter

0.3.0 Added banner and multimedia, corrected front matter

April 25, 2025

0.4.0 Overhaul to materials and background text

May 8, 2025

Major Release 1

1.0.0 Added all videos. Ready for launch!

May 29, 2025

1.1.0 Added direct links to the scientific paper Lessons 1 & 2 are based on, following requests from teachers

June 27, 2025

1.2.0 Added new tiles, updated acknowledgments and credits

October 7, 2025

Major Release 2

2.0.0 TWO NEW LESSONS ARE LIVE!

October 12, 2025

2.1.1 Misspelling corrected on page

October 17, 2025