Where’s Dinner?

Grade Levels: 6-8 Time Required: 1 class period

Learner Objec ve: To examine the scope of the global chain and its strain on natural resources by researching the geographic origin of our everyday meals.

PA State Academic Standards in Environment & Ecology and Food Science: 4.4.7.A: Describe how agricultural prac ces, the environment and the availability of natural resources are related. 4.4.7.D: Iden fy the posi ve and nega ve eff ects of technology used in and its eff ects on the food and fi ber system and the environment over me. 11.3.6.A: Demonstrate knowledge of techniques used to evaluate food in various forms (e.g., canned, frozen, dried, irradiated). 11.3.6.C: Analyze factors that aff ect food choices. 11.3.6.G: Describe the physical, biological, and chemical changes that take place in food prepara on.

PA State Academic Standards on Other Content Areas: 7.1.6.A: Describe how common geographic tools are used to organize and interpret informa on about people, places, and environment. 7.1.6.B: Describe and locate places and regions as defi ned by physical and human features. 7.4.5.B: Iden fy the eff ects of people on the physical systems within a community. 11.2.6.A: Contrast the solu ons reached through the use of a simple decision making process that includes analyzing consequences of alterna ve solu ons against snap decision making methods. 11.2.6.C: Classify the components of eff ec ve teamwork and leadership.

Key Terms: Sustainability – the act of using a resource without deple ng or permanently damaging it, so that it remains viable for the long term Agriculture – the produc on of food, feed, fi ber, and other goods by the systema c growing and harves ng of plants, animals, and other life forms Locally Grown Food – crops and that are grown or raised close to one’s home, school, or business – the distance traveled from produc on to plate Seasonal Food – growing or buying produce at the peak of its growing season Community Supported Agriculture (CSA) – a system or organiza on through which members sign up in the spring and then receive a box of seasonal produce each week throughout the growing season Global Food Chain – the increasing trend of expor ng and impor ng food from all over the world Community Garden – a garden cul vated by people living in the same geographic area. It can be a garden to feed the community or a fl ower garden that provides a public space Organic – food produced without using pes cides, chemical fer lizers, or hormones. must be approved by a government inspector to be labeled “USDA organic”

Introduc on: In this lesson, students will explore the scope of the global food chain and its strain on natural resources. Students will collect food labels as a homework assignment and analyze them in class. The class will research possible ingredient source loca ons for one product made in the U.S. and one globally produced product. Materials Required: Internet Access Student Worksheets

Subject Overview: The USDA defi nes as “an integrated system of plant and animal produc on prac ces having a site-specifi c applica on that will over a long period of me; sa sfy human food and fi ber needs, enhance environmental quality and the natural resources upon which the agriculture economy depends on, make the most out of nonrenewable resources and integrate natural biological cycles and controls, sustain the viability of opera ons, and enhance the quality of life for farmers and society as a whole.”

Sustainable agriculture takes a systems approach to food produc on in a way that benefi ts both human health and the health of the environment. Our current food system is resource intensive. It requires a lot of land, water, chemicals, and energy. As consumers, it is important to keep sustainability in mind when making food choices. The Environmental Protec on Agency breaks down the concept of sustainability into one simple principle, “Everything that we need for our survival and well-being depends, either directly or indirectly, on our natural environment.” (h p://www.epa.gov/sustainability/basicinfo.htm).

When looking around the local grocery store, one may be overwhelmed by the number and variety of food op ons. One label that may stand out is the “USDA Organic” seal. The United States Department of Agriculture has developed criteria that an agricultural opera on must meet in order to earn the organic label. The term organic refers to food that was produced without using pes cides, synthe c fer lizers, irradia on, or gene c engineering.

With over 38,000 op ons in the grocery store, it becomes obvious that the human food chain has gone global. This prac ce requires addi onal resources to move food from place to place. Shipping across the country and around the world o en requires excess packaging, chemicals, and fossil fuels. One way to reduce these environmental costs is to buy sustainably produced local fruits, , eggs, meat, and dairy products. In addi on to using less energy and producing fewer emissions, locally produced products provide a number of other benefi ts. Local are usually harvested at their peak; this translates into a fresher, be er tas ng product that is generally less expensive in season. Buying sustainably produced local and organic food is a more sustainable op on: preserving biodiversity, reducing energy consump on and conserving water.

Ac vity Instruc ons: 1. This exercise is meant to demonstrate the global nature of our food system. It is important to men on that the actual source of ingredients is dependent upon price, supply, demand, legisla on, and trade routes. 2. Give the students the following assignment one week prior to this lesson: bring in food package labels or containers from a meal or snack consumed during the week. Make sure the label lists all ingredients and the country of origin. Students will need labels from one product manufactured in the U.S. and one product manufactured outside the U.S. 3. Show the Cosmo’s World II Sustainable Agriculture webisode as an introduc on to the concept of ea ng local. 4. Give each student a copy of the four-page student worksheet. The worksheet can be found a er 2 the lesson plan in this lesson plan packet. 5. Have each student fi ll in the top of the “product manufactured in the U.S.” and “product manufactured outside the U.S.” worksheet pages with the appropriate informa on. 6. Next, tell the students to record the ingredients indicated on the label. 7. Students will now need to determine the origin of each ingredient and provide jus fi ca on for their conclusions. a. Students should use the internet to search for possible sources (state or country) of each ingredient. Make sure students record how they determined the loca on of each item and the source of their informa on. b. Students may write “unsure” for hard to fi nd ingredients and preserva ves. If students have many tough ingredients, encourage them to select at least 4 ingredients to track. 8. When students have completed the worksheets, open the fl oor for class discussion. a. Did anyone have a diffi cult me fi nding the source of their food? Due to the global nature of our current food system, many foods are a conglomera on of ingredients from all over the world. It is o en diffi cult to track down the true source of one’s dinner. b. Have the students brainstorm the benefi ts of ea ng locally produced food. Refer to the Cosmo’s World II video and the subject overview por on of this lesson for some of the key benefi ts to buying local.

Accommoda ons for Guided Prac ce for Students with Diff erent Abili es: NaƟ onal Wildlife FederaƟ on Access Nature, an inclusive outdoor educaƟ on curriculum focused on experienƟ al outdoor acƟ viƟ es for people of all abiliƟ es: h p://www.shopnwf.org/catalog/search.cmd?keyword=Access+Nature&x=22&y=15 Learning/CogniƟ ve – If me management is a challenge, read over food labels ahead of me and provide par cipants with labels with fewer ingredients. Hearing – Provide par cipants with transcripts of the Cosmo’s World II video. Visual – Create a large print food label for par cipants with low vision. Motor – If wri ng is diffi cult, allow par cipants to verbally express the informa on on the student worksheets.

Assessment: Educators should evaluate the student’s though ul comple on of the worksheets as well as their ability to work independently and their par cipa on in class discussion.

Resources: Video AcƟ vity – Fruit Food Miles. Students will use a scaled map of the U.S. to follow food from farm to table, calcula ng the distance traveled for common fruits that Cosmo’s World II kids iden fi ed in their trip to the grocery store. See video ac vity instruc ons a er the worksheet in this lesson plan packet.

Sustainable Agriculture Resources (Kids) Meet the Greens is an animated series about sustainability and green living produced by WGBH Boston. Episode 14 focuses on sustainable agriculture and buying local. h p://mee hegreens.pbskids.org/episode14/

Sustainable Agriculture Resources (Teachers) The Pennsylvania Associa on for Sustainable Agriculture (PASA) coordinates the Buy Fresh, Buy Local campaign in Pennsylvania. The program connects people to local farmers markets, agricultural businesses, and even restaurants that serve locally grown food. 3 h p://www.pasafarming.org/ h p://www.buylocalpa.org/ Sustainable Table was designed to educate the public on food-related issues and ways in which consumers can eat sustainably. The organiza on has developed the Meatrix video series to demonstrate the diff erences in environmental impact between sustainably raised livestock and industrial farming. h p://www.sustainabletable.org/home.php

The Pennsylvania State University College of Agricultural Sciences’ Coopera ve Extension off ers a variety of news and informa on pertaining to sustainable agriculture prac ces to farmers as well as the general public. h p://extension.psu.edu/susag

The Leopold Center for Sustainable Agriculture at Iowa State University houses a variety of technical papers and publica ons pertaining to food miles and other agricultural topics. h p://www.leopold.iastate.edu/pubs/nwl/2001/2001-1-leole er/director.htm?topic=23

Sta s cs found on the Hints & Tips handout were obtained from the Na onal Agricultural Sta s cs Service (NASS). The service, provided by the United States Department of Agriculture (USDA) provides a large database of informa on, maps, and sta s cs on agricultural produc on in the U.S. geared towards those in the fi eld. h p://www.nass.usda.gov/

PBS Kids GO! page has resources on sustainable agriculture and videos h p://www.pbs.org/journeytoplanetearth/educa on/agriculture.html

American University’s Trade and Environment Database houses a collec on of interna onal case studies, many focused on agricultural issues. h p://www1.american.edu/TED/ted.htm

The USDA’s Foreign Agriculture Service provides informa on on world produc on and availability for eighteen fruits and vegetables. h p://www.fas.usda.gov/htp/Hort_Circular/2005/09-05/Handling%20Charts.pdf

4 Where’s Dinner? Worksheet

1 Name ______Date ______Class Period ______

ProductsandIngredientsfromtheU.S.  1. Somecompaniesprovidecluesontheirwebsites;startthereifpossible. 2. IfthefoodisaproductoftheUSA,lookateachingredientanddetermineifitgrowsintheUnited States. 3. Forfreshproduce,researchwhentheitemisinseason.TheNaturalResourcesDefenseCouncil  providesaninteracƟvemapthatallowsuserstosearchbyproduceitem,month,orstate.  hƩp://www.simplesteps.org/eatͲlocalUsethemanufacturer’slocaƟonandthisinformaƟonto  determinefromwhichstateitmayhavebeenshipped. 4. IfyouarehavingtroubleĮndingthesourceofananimalproduct,thinkaboutthetypesofthingsthe animaleats. 5. IfyouaresƟllstumped,hereareafewhintstoleadyouintherightdirecƟon: x CAisbyfarthetopproducerofvegetables.Infact,approximately90%ofallthefreshvegeͲ tablesconsumedintheU.S.aregrowninCalifornia’sSanJoaquinValley x IntheU.S.sugarcomesfromsugarbeetsgrowninMN,ND,MIandsugarcanegrowninFL, LA,TXandHI x WheatisproducedintheMidwestinstatessuchasND,KS,MT,OK,TX x SoybeansaregrowninIA,IL,MN,IN,andMO x ThetopĮvecornproducingstatesareIA,IL,NE,MN,andIN x PAisthetopmushroomproducingstate x TheU.S.isthenumber1producerofsalt,followedbyChinaandIndia.MuchofthenaƟon’s saltcomesfromMIandOH x TheleadingdairyproducingstatesincludeCA,WI,NY,PA,andMN x U.S.RiceproducƟonisconcentratedinonlysixstates:AR,CA,LA,MI,MO,andTX x IA,NC,MN,IL,INandNEarethetopporkproducingstates x MostU.S.poultryproducƟonoccursintheSoutheasternstates x TheĮvestateswiththemostbeefcaƩleareTX,MO,OK,NE,andSD  ProductsandIngredientsfromOutsidetheU.S.  TheFoodandAgriculturalOrganizaƟonoftheUnitedNaƟonstracksandranksmajorfoodandagricultural commodityproducingnaƟons.Startwiththecountryoforiginforthefooditem.UsetheinteracƟvewebͲ sitetodetermineifthecountryisaproducerofeachoftheindividualingredients.Ifitisnot,lookatthe topĮveproducingcountriesanddeterminewhichoneisclosestgeographically.hƩp://faostat.fao.org/ site/339/default.aspx 2 Examples Product Manufactured in the U.S. Food Item: French Salted Caramel Sauce Name of Manufacturer/Distributor: Product of: Company X USA Location of Manufacturer/Distributor: Portland, OR Ingredient Probable Location Why I think this is the probable location Sugar North Dakota Closest sugar producing state

Cream Oregon Oregon has an abundance of local dairy farms

Farm Fresh Butter Oregon Oregon has an abundance of local dairy farms

Fleur-de-sel Celtic Sea off the coast of France Internet research showed that this is the only (French Sea Salt) place this kind of salt is manufactured

Total # of Ingredients Total # of Different Locations _____4______3_____

Product Manufactured Outside the U.S. Food Item: Brand X Mandarin Oranges Name of Manufacturer/Distributor: Product of: Company X Stores China Location of Manufacturer/Distributor: Bentonville, AR Ingredient Probable Location Why I think this is the probable location Mandarin Oranges China The FAO states that China is the #1 producer of mandarins

Water China Water is readily available in China

Sugar Bangladesh Bangladesh is the #2 producer of sugar crops and is the closest country to China in the top 5 - FAO Total # of Ingredients Total # of Different Locations _____3______2_____ 3 Product Manufactured in the U.S. Food Item:

Name of Manufacturer/Distributor: Product of: USA Location of Manufacturer/Distributor:

Ingredient Probable Location Why I think this is the probable location

Total # of Ingredients Total # of Different Locations ______4 Product Manufactured Outside the U.S. Food Item:

Name of Manufacturer/Distributor: Product of:

Location of Manufacturer/Distributor:

Ingredient Probable Location Why I think this is the probable location

Total # of Ingredients Total # of Different Locations ______Sustainable Agriculture Video Activity

Title: Food Miles for Freighting Fruit

Objective: Food can travel far from farm to table. Use a scaled map to measure distance from fruit sources to your closest city to understand how food travels by freight within the U.S. Th is activity also demonstrates how to use a geographic scale and a map.

Materials: • Print outs of Freight Fruit map • String • 12” Ruler • Pencils and Notepaper

Instructions: 1. In Cosmo’s World II: Sustainable Agriculture video, we saw students investigate the origin of fruits and vegetables in their local grocery store. Distribute the Freighting Fruit map to individual students or student groups. Also provide a piece of string, ruler, pencil and notepaper. 2. Discuss important parts of a map, such as a labels, north arrow and a scale. Have students deter- mine their location on the map by the closest major interstate and draw a circle indicating their location. Explain that the color dots on the map indicate the place of origin for the three U.S.-grown fruits. 3. Starting with the orange, have students use the string to trace the shortest interstate route from the orange dot to the location dot they drew, being as accurate as possible. Have students mark the ending point on the string and use a ruler to measure how many inches of string they used. A visual demonstra- tion may help before they begin. Using the map scale, have students calculate inches to miles to deter- mine the number of miles a truck would travel to bring the selected fruit from the farm to table. Have them write the answer inside the fruit. 4. Have students repeat this process for the strawberry and the apple. 5. Compare results and engage in discussion.

Sustainable Agriculture Quiz

1. Defi ne “sustainable agriculture”.

2. What are some of the benefi ts of buying locally produced foods over buying mass- produced foods from another con nent?

3. What is the diff erence between community supported agriculture and community gardens?

4. Explain the termm “Food Miles”. Sustainable Agriculture Quiz Answers

1. Defi ne “sustainable agriculture”. A: Produc on of food, feed, fi ber, and other goods by the systema c growing and harves ng in a way that is viable in the long term, without deple ng or permanently damaging the land or its resources

2. What are some of the benefi ts of buying locally produced foods over buying mass- produced foods from another con nent? A: • Fresher, be er tas ng products harvested at their peak season • Readily available food suppor ng local businesses and communi es • Healthier foods produced • Smaller “footprint,” meaning less energy, emissions, and transporta on costs • Biodiversity preserva on • Water conserva on

3. What is the diff erence between community supported agriculture and community gardens? A: Community supported agriculture is a system where members sign up in the spring and receive a box of seasonal produce each week. Community gardens are gardens in a public space that are cul vated by people living in the same geographic area. They can be vegetable gardens that feed the community or fl ower gardens.

4. Explain the term “Food Miles”. A: Food miles refers to the distance traveled and the resources used (fuel, packaging, energy for refrigera on, etc.) to transport a product from farm to table.