Where Does Your Food Come From?

In this lesson, students learn where food comes from and the importance of taking care of natural resources.

Step 1 - Inquire: Students draw pictures of the foods they eat with their families and learn about where food comes from.

Step 2 - Investigate: Students discover which natural resources are needed to produce fruits, vegetables, and grains and how to be good stewards of natural resources.

Step 3 - Inspire: Students make posters to show how food and natural resources are connected and explain how to protect natural resources in order to keep the food healthy.

Positives

• This lesson is a great way for students to understand and appreciate the care that goes into growing food.
• Students will get to share their families' food traditions with others.
• Students will feel empowered to help protect natural resources.
• Students will share their new knowledge with others.

Additional Prerequisites

• You will need a fruit or vegetable for the beginning of the Inquire section.
• You will need to acquire a copy of Right This Very Minute by Lisl Detlefsen before class begins. You can check your local or school library for a copy of the book.
• You will need to enter an email address to access the PDF lesson plan of Who Polluted the River? the first time you use the Population Education website.
• You will need the following materials for the Who Polluted the River? activity:
  • Clear gallon jar or bowl of water
  • Small lidded containers
  • Printed container labels (printable templates included)
  • Printed character name tags (printable templates included)
  • Slotted spoon
  • Plastic toy fish
  • Dry leaves
  • Soil
  • Baking soda
  • Shreds of paper
  • Fishing line or dental floss
  • Instant coffee
  • Water
  • Vegetable oil
  • Dishwashing soap
  • Red and green food coloring

Differentiation

• You can break this lesson up and teach Inquire, Investigate, and Inspire on three separate days.
• The Student Document is provided in four levels.
• Fluent writers can write one or more paragraphs to accompany their informative piece.
• You can go over the Vocabulary Cards at the beginning of the lesson or print the Vocabulary Cards and make a word wall to reference throughout the lesson.

Soil, air, light, water, and other natural components aid plant growth. When they are perturbed or polluted, it influences plant growth and makes food unhealthy for human and animal consumption. This lesson underscores the correlation between natural resources and food production. It shows students what is required for agricultural production and how they can locate food sources in their local environment. The lesson also provides basic understanding on how the natural resources could be protected from harmful human activities. The materials embedded in the lesson were fact-checked, and this lesson has passed our credibility review process.

Primary Standard

• Science
  • LS1: From Molecules to Organisms: Structures and Processes
    • K.LS1.1 Use observations to describe patterns of what plants and animals (including humans) need to survive.

Supporting Standards

• English Language Arts
  • Reading: Literature (K-12)
    • K.RL.10 Actively engage in group reading activities with purpose and understanding.
  • Writing (K-12)
    • K.W.2 Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.
    • 1.W.2 Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.
    • 2.W.2 Write multi-paragraph informative/explanatory texts to examine a topic and convey ideas and information clearly.
• Health
  • Standard 7: Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks.
    • HE.7.K.1 Identify healthy practices and behaviors that maintain or improve personal health.