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The Kid Should See This


6th, 7th, 8th, 9th, 10th, 11th, 12th


Science, Social Studies, Biology, English Language Arts, Visual and Performing Arts

Resource Types

  • Videos, 5 minutes, 12 seconds, CC, Subtitles
  • Videos, 4 minutes, 33 seconds, CC, Subtitles
  • Articles and Websites

Regional Focus

Global, North America, United States, USA - Midwest, Illinois

Gardening and the Science of Food

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  • This article and corresponding videos highlight communities in Illinois that are using science to grow sustainable foods, creating circular economies, and building stronger communities.
  • Students will hear poems about nature, learn about the importance of plants in ecosystems, and learn about Plant Chicago and The Plant, organizations that are using permaculture, aquaponics, and other sustainable methods to grow food in a sustainable way, using renewable energy and sustainable and recycled materials to support a circular economy and provide healthy, local food to a community in need.
Teaching Tips


  • This video features inspiring interviews with individuals who are helping to make a difference in food deserts.
  • This resource includes links to more than 10 additional sites that can help provide background knowledge and additional learning on the topics addressed.

Additional Prerequisites

  • Some students with limited background knowledge on food deserts might benefit from some pre-teaching using other resources on our site.
  • The "What's Good" link is broken, but this PBS series can be found on YouTube or PBS.


  • This resource provides links to a number of other resources, so teachers should plan ahead which topics students should research, allowing some learners to focus on food deserts, aquaponics, or a no-waste economy.
  • Extension activities might include watching the "Bonus" link at the end and then designing a sustainability project for your school or community.
  • Have students connect this video to climate change by investigating the top solutions to climate change from this resource and applying that information to this resource about soil and the climate.
  • Ask students to research and report on another inspiring story of community sustainability improvement, such as this video about radical gardeners in New York City or this story of a community activist who started an urban farm in the Bronx.
Scientist Notes
This resource contains two videos and an article about Plant Chicago, a non-profit who focuses on creating a circular economy, and helping to improve food deserts in Chicago. The first video focuses on the gardening aspect and briefly mention permacultures, aquaponics, and other sustainable gardening practices. The second video focuses on the farmers market and circular economy in more detail. The article gives more background on the videos and contains links to more information. These links either lead to Wikipedia pages, other The Kids Should See This content or the PBS Kids website. As a note the PBS What’s Good page is no longer up, but the videos can be found on their YouTube channel. These videos are quick, uplifting, and give a nice introduction to the topics mentioned. This resource does not go into detail about many of these topics, so more resources may be needed if students have questions, or a more in-depth lesson is desired. However, this resource is recommended for teaching.
  • Next Generation Science Standards (NGSS)
    • ESS3: Earth and Human Activity
      • MS-ESS3-4 Construct an argument supported by evidence for how increases in human population and per-capita consumption of natural resources impact Earth's systems.
      • HS-ESS3-4 Evaluate or refine a technological solution that reduces impacts of human activities on natural systems.
  • College, Career, and Civic Life (C3) Standards
    • Dimension 2: Civics
      • D2.Civ.14.6-8 Compare historical and contemporary means of changing societies, and promoting the common good.
      • D2.Civ.14.9-12 Analyze historical, contemporary, and emerging means of changing societies, promoting the common good, and protecting rights.
    • Dimension 4: Taking Informed Action
      • D4.7.6-8 Assess their individual and collective capacities to take action to address local, regional, and global problems, taking into account a range of possible levers of power, strategies, and potential outcomes.
  • Common Core English Language Arts Standards (CCSS.ELA)
    • Reading: Science & Technical Subjects (6-12)
      • CCSS.ELA-LITERACY.RST.11-12.2 Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms.
    • Speaking & Listening (K-12)
      • CCSS.ELA-LITERACY.SL.7.3 Delineate a speaker's argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence.
  • Related Resources


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