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Mississippi Agriculture in the Classroom

Agricultural Literacy Curriculum Matrix

Lesson Plan

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Food Miles

Grade Level
3 - 5
Purpose

Students explore the economic and environmental benefits of buying locally grown food. Grades 3-5

Estimated Time
1 hour
Materials Needed

Engage:

Activity 1: Food Mile Cafe

Activity 2: Eating Local Pros and Cons

Vocabulary

carbon footprint: a measure of the amount of carbon dioxide released into the atmosphere by a single endeavor or by a company, household, or individual through day-to-day activities over a given period

economy: the wealth and resources of a country or region, especially in terms of the production and consumption of goods and services

food miles: the distance food is transported from the time of its production until it reaches the consumer

fossil fuel: a natural fuel such as coal or petroleum formed in the geological past from the remains of living organisms

local food: the direct or intermediated marketing of food to consumers that is produced and distributed in a limited geographic area

locavore: a person whose diet consists only or principally of locally grown or produced food

Did You Know?
  • If all the agricultural land in New York State were devoted to feeding New York City's population, there would be only enough food to feed half the city—with nothing left for the rest of the state.2
  • Different areas of the world have their own local cuisine. The diets and food preferences of various cultures depend on social, religious, economic, and safety factors as well as the availability of different foods.
  • An estimated 15% of the US food food supply is imported.5
Background Agricultural Connections

The United States Department of Agriculture (USDA) defines local food as the direct or intermediated marketing of food to consumers that is produced and distributed in a limited geographic area.1 Local food is commonly considered to be food grown within 100 miles of its point of sale or consumption. A locavore is a person whose diet consists only or principally of locally grown or produced food. Buying food from local farmers and in-state businesses is believed to be good for communities, the economy, and the environment. Purchasing locally grown food lowers the consumer's carbon footprint, ensures freshness, and benefits the local economy. 

Most food in the United States is shipped an average of 1500 miles before being sold.2 These distances substantially increase when considering food imported from other countries. Reducing food miles lessens the environmental impact of food by cutting back on air pollution and fossil fuel consumption. 

Typically, produce in the US is picked 4-7 days before being placed on supermarket shelves. Locally sold produce can be harvested at its peak ripeness and reaches the consumer faster and at a fresher stage. In addition, because local produce is fresh, there is less waste. When produce is shipped long distances, the amount of food lost to spoilage increases.

When consumers buy local, more of their money stays in their community. The choice to buy local food affects not only the farmer that grows the food, but also the trucking company that ships the products, the store that sells the product, and the state and city governments that operate on taxes from the businesses you support. Every dollar spent to purchase locally produced products adds four times more to the local economy than a dollar spent at a national chain retailer.3

Local food can be found at farmers' markets, restaurants, community supported agricultural programs (CSAs), food co-ops, food hubs, food stores, and online. Due to consumer demand, more and more grocery stores and restaurants are highlighting locally grown food. Below is a list of state programs that promote local foods:

Engage
  1. In preparation, set up a poll at polleverywhere.com.
  2. Conduct the poll by asking students, "How much of every dollar you spend on food goes to the farmer?"
  3. Display and discuss the results of the poll.
  4. Project the Where Does Your Food Dollar Go? graphic5 on a large screen. Ask the students the following questions:
    • Are you surprised by where your food dollar goes? Why or why not?
    • Are you surprised that the farmer receives so little of the dollar?
    • Do you think buying locally grown food would help the farmer by reducing some of the other costs associated with food production?
Explore and Explain

Activity 1: Food Miles Cafe

  1. Provide each student with a Food Miles Cafe Menu, and ask them to choose their favorite meal from the menu choices. Point out that the menu indicates where each meal's ingredients come from.
  2. Ask the students to predict how many miles their meal traveled. 
  3. Distribute the Food Miles activity sheet. Allow the students to use a website such as Google Maps or MapQuest to find the distance from their hometown to the farm where each of the main ingredients were grown or raised. Have them record the miles on the activity sheet. Then, have the students calculate the total miles the ingredients for their meal traveled.
  4. Ask the students to compare the total miles with their predictions. 
The locations listed on the Food Miles Cafe Menu represent actual farms in a high-production state for each commodity. In some cases, the food could be produced closer to your location.

Activity 2: Eating Local Pros and Cons

  1. Distribute a Pros and Cons graphic organizer to each student. Throughout this activity, as the students are discussing the topic, they should make notes concerning the advantages and disadvantages of eating local on their graphic organizer.
  2. Organize the students into small groups. Ask the groups to discuss the question, "Why does food travel long distances?"
  3. Have the groups share the ideas they discussed with the class. Guide the students to consider the following points:
    • Population Density: Some areas do not have enough local farmland to support their local populations. 
    • Out-of-season Preferences: In some areas, food production stops during the winter. Local food options are limited unless food is preserved. Transporting foods from other locations provide people with a year-round variety of food options and nutritional diversity.
    • Climate and Soil Conditions: Some climates are better suited than others for growing certain crops. It costs less for farmers to focus on products their climates are best suited to grow. Extra food can be exported to other areas.
  4. Introduce the students to the term "locavore." Explain that a locavore is a person whose diet consists only or principally of locally grown or produced food. Ask the students to consider their meal choices from the Food Miles Cafe Menu. Ask, "Could any of the ingredients be grown or raised locally?"
  5. Have the students return to their small groups, and ask them to discuss some of the reasons someone might be motivated to be a locavore.
  6. Have the groups share the ideas they discussed with the class. Guide the students to consider the following points:
    • Economic: When you buy local products, more money stays in your community.
    • Environmental: The less miles a product travels, the less fossil fuels are needed to transport it. Reducing food miles cuts down on fuel consumption, air pollution, and greenhouse gas emissions.
    • Fresher Food: The farther food is transported, the amount of food lost to spoilage increases. Local food is typically fresher than food that has travelled long distances.
  7. Ask the students, "How feasible would it be to eat only locally produced foods? If you decided to be a locavore, what foods would you have to give up?"

    This lesson investigates the benefits of buying locally grown food. If you teach in the following states, refer to your local agricultural literacy resources about locally grown food.
Elaborate

  • Read the book On the Farm, At the Market by G. Brian Karas. Generate a discussion about farmers' markets in your local community. Compare farmers' markets to trading posts and the bartering system. Indicate items that would be seasonal and items that would not be.

  • Play the My American Farm interactive game Harvest This or Farmer's Market Challenge.

Evaluate

After conducting these activities, review and summarize the following key points:

  • Food travels long distances due to population density, out-of-season preferences, and climate and soil conditions.
  • Buying locally grown food is believed to be good for communities, the economy, and the environment.
  • A locavore is a person whose diet consists only or principally of locally grown or produced food.
Sources
  1. https://www.nal.usda.gov/aglaw/local-foods#quicktabs-aglaw_pathfinder=1
  2. http://www.foodsystemprimer.org/food-distribution/
  3. https://www.amiba.net/resources/multiplier-effect/
  4. Statistics used in the Where Does Your Food Dollar Go? graphic compiled by American Farm Bureau Foundation for Agriculture Food and Farm Facts 2021 (Sources: ERS, Farm Production Expenses and Food Dollar Series)
  5. https://www.foodsafety.gov/news/fsma.html

 

Acknowledgements

Photo Credit Allen Sheffield

Recommended Companion Resources
Author
Lynn Wallin
Organization
Utah Agriculture in the Classroom and National Center for Agricultural Literacy
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