In this lesson, students practice analyzing a sustainability problem with the concept of food deserts.
After reading an article about food deserts, groups of students discuss the article and build a fishbone diagram to highlight the central problem and contributing factors. Then, groups consider possible food desert solutions and incorporate them into their diagrams.
This lesson is relevant and the topic of food deserts will likely engage young learners.
This lesson puts students in the position of problem solvers and administrators of a solution.
Additional Prerequisites
Students should already have a working knowledge of environmental, social, and economic sustainability.
The link to Chain Reaction Magazine does not work, but you can still access the article, Cultivating the Food Desert.
Differentiation
This activity could be extended by debating the possible solutions and building cost-benefit analyses or arguments for which is the most viable.
The resource includes five additional extension activities for students to repeat the solution analysis process using different sustainability topics.
For learners that need additional support in a group discussion or analyzing the food desert solutions, the teacher could provide the following prompting questions:
What parts of the problem will this solution do the best job of fixing?
Are there any parts of the problem that will remain even after the solution has been implemented?
Scientist Notes
The resource explores various environmental, societal, health, and economic problems associated with food deserts. Students can engage and design plans to mitigate the impact in a sustainable fashion. This resource is recommended for teaching.
Standards
English Language Arts
Reading: Science & Technical Subjects (6-12)
6-8.RST.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.
6-8.RST.7 Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually.
Science
ESS3: Earth and Human Activity
8.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.
Social Sciences
Civics and Government (K-12)
8.9 Compare historical and contemporary means of changing societies and identify individuals and/or groups promoting the common good, including the importance of advocacy and activism related to socio-economic resistance (i.e., civil rights, LGBTQ+ rights, workers' rights) for the expansion of justice, equality, and equity for individuals and/or groups of previously historically underrepresented groups.
Economics (K-8)
7.8 Examine how economic decisions affect the well-being of individuals, businesses, and society.
