The National Science Foundation: Center for Food Innovation and Diversification to Advance the Bioeconomy (FoodID), an NSF Global Center

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!
Explore carbon footprints by focusing on YOUR favorite food.
Build data literacy while understanding about the climate impacts of our food system.
A fun video to review students' carbon "foodprint" knowledge in a gameshow format.
This video introduces how carbon footprints are determined by the food supply chain.
Meet the science and engineering innovators at FoodID tackling climate change with future-forward food.




Students will be able to...
Understand that the sustainability of our food system has environmental, economic, and social aspects.
Evaluate the carbon footprints of commonly consumed foods.
Draw evidence-based conclusions about what makes certain foods more sustainable than others.
What Are You Eating? Slides Presentation (Lesson 1)
Need: WiFi, Computer, Projector, Sound
Data Handout 1: Greenhouse Gas Emissions (Lesson 1)
Print Class Set
Teacher Key: My Favorite Dish (Lesson 1)
Print 1
Student Worksheet: My Favorite Dish (Lesson 1)
Print 1 Per Student
PPSTT Cheat Sheet for Notes (Lesson 1)
Print 1 Per Student (we have this separated to chunk the lesson)
5 min: Hook
What is your favorite food?
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
What is a carbon footprint?
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.
Guided questions to facilitate discussion for the PPSTT framework can be found in the Speaker Notes on the corresponding slides.
20 min: Connect
What are you eating?
What are you eating?
Students will use specific data to explore the carbon footprint of their favorite dish with the Lesson 1 Student Worksheet.
5 min: Exit Ticket
Hypothesize
Hypothesize
Push students thinking to make a prediction about how carbon footprints are calculated.
Ideas and resources for deepening learning on this topic.
Explore the full food emissions data set behind this unit here.
This is a link to a publicly posted copy of the Poore & Nemecek 2018 paper this lesson is based on.
Open access, complementary resource for further learning of climate change, food production, and food security topics.
Introduce students to ambitious, optimistic plans by world leaders to feed the growing human population!
If students get really curious about why they like certain foods more than others, check out our unit about the science of preferences.
Students will be able to...
Understand that the sustainability of our food system has environmental, economic, and social aspects.
Evaluate the carbon footprints of commonly consumed foods.
Draw evidence-based conclusions about what makes certain foods more sustainable than others.
Food For Thought Slides Presentation (Lesson 2)
Need: WiFi, Computer, Projector, Sound
Data Handout 2: Supply Chain for Food (Lesson 2)
Print Class Set
Teacher Key: Carbon "Foodprint" of My Favorite Dish (Lesson 2)
Print 1
Student Worksheet: Carbon "Foodprint" of My Favorite Dish (Lesson 2)
Print 1 Per Student
5 min: Review and Recap
What is a carbon footprint?
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
Watch NPR Explainer Video
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.
Why do certain foods have a higher carbon footprint than others?
Why do certain foods have a higher carbon footprint than others?
Continue to build data literacy and deepen understanding of carbon footprint concepts.
20 min: Connect
Analyze the carbon footprint of your favorite dish.
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
Taking it Further
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:
Ideas and resources for deepening learning on this topic.
Explore the full food emissions data set behind this unit here.
This is a link to a publicly posted copy of the Poore & Nemecek 2018 paper this lesson is based on.
You or your students can read this blog from Our World in Data to understand more context around the data you've been exploring.
Introduce students to ambitious, optimistic plans by world leaders to feed the growing human population!
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.
Open access, complementary resource for further learning of climate change, food production, and food security topics.
Students will be able to...
Understand that the sustainability of our food system has environmental, economic, and social aspects.
Describe the 4 pillars of research for the FoodID team.
Ask questions to learn about the current research of the FoodID team.
Gallery Walk Researcher Profiles (Lesson 3)
Print 1 per Station/Exhibit
Presentation (Lesson 3)
Need: WiFi, Computer, Projector, Sound
Student Handout (Lesson 3)
Teacher Handout (Lesson 3)
5 min: Review and Recap
Future Food Ideas
Future Food Ideas
Faciliate a brief discussion where students share their future food ideas from Lesson 2.
5 min: Introduction
Who is the FoodID team?
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
What are the 4 research pillars?
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.
20 min: Gallery Walk
How do the research pillars connect to the research?
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.
5 min: Exit Ticket
How do you connect with the 4 research pillars?
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.
Ideas and resources for deepening learning on this topic.
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.
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.
An open access letter describing analysis of which changes in the food system since 1980 have lowered greenhouse gas emissions.
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.
This web page describes the work of a group in norther California that is creating food production in which everything is reused.
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.
Students will be able to...
Understand that the sustainability of our food system has environmental, economic, and social aspects.
Evaluate different research/technology focusing on more sustainable foods to lower the overall carbon footprint of our food supply.
Presentation (Lesson 4)
Need: WiFi, Computer, Projector, Sound
Table (Lesson 4)
Teacher Handout (Lesson 4)
Student Handout (Lesson 4)
5 min: Review and Recap
What is the goal of the FoodID team?
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
What technology can help reduce the carbon footprint of our favorite foods?
What technology can help reduce the carbon footprint of our favorite foods?
Explore diverse options for developing a more sustainable food supply.
5 min: Group Discussion
5 min: Exit Ticket
Reflect
Reflect
Have students share out their responses about which methods in the data table were most surprising or interesting.
Share your feedback in < 5 min to help us demonstrate impact to funders:
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?
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?
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.
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:
Scientific Papers
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
This work was funded by NSF Award 2435264
Provided funding and validated scientific accuracy of content
Additional members of the FoodID team featured in the lesson 3 video & materials
Provided expert feedback on our Lesson 4 data table on future food tech
February 27, 2025
April 24, 2025
Adding standards and front matter
April 25, 2025
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