This lesson is relevant to middle and high school students who will be easily engaged by the fast-food and consumer waste context.
The Engage component of this lesson has a hands-on student activity with cards, that encourages students to work together and share information.
Students should already have a working knowledge of sustainability and its three components (social, economic, and environmental).
The slide notes have extensive background information, which can help teachers better facilitate discussion. The slide notes also include videos to provide additional context.
This lesson could be taught in an economics class, especially if the topics of life cycle analysis and circular economy are relevant.
The videos linked in the slide notes could help provide context for English language learners who may be less familiar with the terms.
Students can connect prior knowledge and information from the PowerPoint to outline the environmental impacts of a specific stage in the manufacturing process using a role-play activity.
The lesson includes many opportunities for extension such as creating a life cycle system diagram or building a circular economy solution for the sustainability problems that this lesson highlights.
Students will understand circular economy, food production systems, and reactions with environmental variables. It is suitable and recommended to understand the concept of sustainability in multiple capacities.
Next Generation Science Standards (NGSS)
ESS3: Earth and Human Activity
MS-ESS3-3 Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment.
5-ESS3-1 Obtain and combine information about ways individual communities use science ideas to protect the Earth’s resources and environment.
HS-ESS3-1 Construct an explanation based on evidence for how the availability of natural resources, occurrence of natural hazards, and changes in climate have influenced human activity.
HS-ESS3-2 Evaluate competing design solutions for developing, managing, and utilizing energy and mineral resources based on cost-benefit ratios.
Common Core English Language Arts Standards (CCSS.ELA)
Reading: History/Social Studies (6-12)
CCSS.ELA-LITERACY.RH.6-8.1 Cite specific textual evidence to support analysis of primary and secondary sources.
CCSS.ELA-LITERACY.RH.6-8.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.
CCSS.ELA-LITERACY.RH.6-8.7 Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.
Reading: Science & Technical Subjects (6-12)
CCSS.ELA-LITERACY.RST.6-8.1 Cite specific textual evidence to support analysis of science and technical texts.
CCSS.ELA-LITERACY.RST.6-8.4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6-8 texts and topics.
CCSS.ELA-LITERACY.RST.6-8.7 Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).