Creating a Global Food Security Forum

Students will investigate the issue of food security, exploring the components of food availability, food access, and food utilization on local, national, and global levels and create a forum for discussion.

Objectives

  • Students will demonstrate an understanding of the three components of food security: food availability, food access, and food utilization
  • Students will articulate how environmental, political, and social factors may affect food security
  • Students will describe food security issues and possible solutions on local, national, and international levels
  • Students will encourage interactions about food security from diverse perspectives through organizing a food security forum.
  • Students will reflect on present and future food security challenges and potential solutions.

Materials

  • Student access to computers with internet and audio 

Procedures

  1. Introduce the term food security . If students are familiar, have them discuss what they know about it. If students are unfamiliar, have them discuss what they think it means. Introduce the definition of food security: having, at all times, both physical and economic access to sufficient food to meet dietary needs for a productive and healthy life. Talk about how this is like and unlike their definitions of hunger. Who in their community and in the world do they think are most affected by food security challenges?

  2. Explain to students that they will be acting as researchers on food security, and will investigate this issue locally, nationally, and globally, including how Peace Corps Volunteers are addressing the issue in communities around the world. If students are unfamiliar with Peace Corps, watch the video A Legacy of Service or read stories of Volunteers' work in food security. 

  3. Explain that later on students will apply their research to organize a food security forum in which they will invite expert panelists, or a mock food security forum in which they will play the role of expert panelists (format may depend on time, feasibility, or student and teacher preference).

  4. In the computer lab, introduce a few resources for students to use as starting points for their research such as The World Bank - Food Security or the United States Department of Agriculture (USDA). Remind students to research and take notes on food security as well as projects Peace Corps Volunteers have worked on related to this issue.

  5. Allow time for students to work on their research independently, in pairs, or in small groups. Provide assistance to students as needed during their work time.

  6. Transition students into preparing and planning for a food security forum to share their data. Students can invite expert panelists, or plan a mock food security forum in which they will play the role of expert panelists. 

  7. Allow time for students to plan and organize their preferred type of forum and provide necessary support. Ask students to prepare topics for discussion, prompts, questions for experts or mock experts, and schedule.

  8. Facilitate or assist students to facilitate forum.Afterwards, ask for students' verbal or written reflections on activity.


Frameworks and Standards


Enduring Understandings
  • Food security is a complex global issue influenced by political, environmental, and social factors
  • Understanding current trends in food security can help us make decisions for the future
  • Global and community-based cooperation is necessary for improving food security

Essential Questions

  • What is food security?
  • How does food security impact people's lives?
  • What can we do to improve food security in our community, our country, and our world?

Standards

  • Speaking and Listening
    • Comprehension and collaboration: Engage effectively in a range of collaborative discussions with diverse partners
  • Literacy in History/Social Studies
    • Integration of Knowledge and Ideas: Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.

 National Science Education Standards

  • Content Standard F: Science in Personal and Social Perspectives
  • Science and technology in local, national, and global challenges

National Curriculum Standards for Social Studies

  • Thematic Strand IX: Global Connections
    • Use maps, charts, and databases to explore patterns and predict trends regarding global connections at the community, state, or national level
    • Explore the causes, consequences, and possible solutions related to persistent, current, and emerging global issues 

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