Tag: 3–5

The Story of Nimbus Fish Hatchery

This lesson series is about how the combination of human activity and climate change have affected the life cycle of salmon and what Nimbus Fish Hatchery is doing to mitigate these problems.

Lesson Overview

This lesson series is about how the combination of human activity and climate change have affected the life cycle of salmon and what Nimbus Fish Hatchery is doing to mitigate these problems.

Grades

  • Grade 3
  • Grade 4
  • Grade 5

Environmental Topics

Coastal & Marine Education, Watershed Education, Environmental Justice, Environmental Sustainability, Land Ecosystems, Pollution Prevention, Climate Change

Environmental Literacy Core Principles

For a summary of the environmental literacy principles and concepts embedded in this lesson series, please visit Green Guardians Environmental Literacy Core Principles.

Standards

ELA: RL.3.1, RL.3.2, RL.3.3, RL.3.4, W.3.7, W.3.8, SL.3.1, SL.3.2, SL.3.3, SL.3.4, SL.3.6, RL.4.1, RL.4.4, RL.4.7, W.4.7, W.4.8, W.4.9, SL.4.1, SL.4.2, SL.4.3, SL.4.4, RL.5.1, RL.5.3, RL.5.4, W.5.7, W.5.8, W.5.9, SL.5.1, SL.5.2, SL.5.3, SL.5.4
History-Social Science: HSS-3.3.2, HSS-4.1, HSS-4.2.1, HSS-4.3.3, HSS-4.4.4, HSS-4.4.7, HSS-5.8.1, HSS-5.8.2
Science: 3-LS1, 3-LS2, 3-LS3, 3-LS4, 4-LS4, 4-LS1, 4-ESS2, 4-ESS3, 5-LS1, 5-LS2, 5-ESS2, 5-ESS3

Guides

Teacher Guide

This project may easily be extended into optional family discussions and activities around biodiversity, water use, fish hatcheries, and the effects of human development on the environment. To facilitate this engagement, a family guide has been created which teachers may choose to forward to interested parents and guardians.

Family Guide

Lessons

Three lessons of 40-60 minutes each.

Lesson 1: A Visit to Nimbus Dam

On a camping trip, Dean and Bruno went to Nimbus Dam and learned about the history behind the Folsom and Nimbus dams­—namely, rapid population growth, environmental degradation during the Gold Rush, and the need for flood control in the Sacramento area. While the dams solved one set of problems, they created another—threats to ecosystems, especially wildlife.

Lesson Materials

Lesson 2: The Story of Chinook Salmon

To learn more about Chinook salmon, Dean and Bruno went to Nimbus Fish Hatchery and was greeted by Mr. Jason. He tells them the extraordinary journey salmon take to complete their lifecycle and how the dams cut off their journey back home. As a keystone species, salmon also play a crucial role in their ecosystems.

Lesson Materials

Lesson 3: Nimbus Fish Hatchery

In the third lesson, Mr. Jason shows Dean and Bruno the fish ladder at Nimbus Fish Hatchery. The hatchery enables 10-20% of the entire salmon population to spawn if they have gotten this far without being able to nest in the river. Jason explains how the combination of dams and climate change affect salmon’s survival, making the boys wonder how they can help improve salmon’s natural habitat.

Lesson Materials

Lesson 4: A Fishing Trip 

In the last lesson, Dean, Bruno, and their friends go on a fishing trip on Folsom Lake. While the experience is fun and informative, the little anglers get a glimpse at water pollution when Poppy keeps “catching” trash in the lake.

Lesson Materials

Climate Change and Our Oceans

Students learn about climate change and the oceans. A whale watching trip opens Luna’s eyes to the effects of climate change on gray whales. That weekend, she and her friends visit the local aquarium to tour a special exhibit on climate change.

Unit Overview

Through readings, activities and discussions, students learn about climate change and the oceans. A whale watching trip opens Luna’s eyes to the effects of climate change on gray whales. That weekend, she and her friends visit the local aquarium to tour a special exhibit on climate change. They learn about the threats to marine life due to rising ocean temperatures and acidification as well as their impacts on human beings. Wanting to do something to help save the ocean, they join a beach clean-up and pledge to do their part in keeping our oceans healthy and thriving.  

Grades

  • Grade 3
  • Grade 4
  • Grade 5

Lesson Type

In-class or online lesson

Environmental Topics

Green Guardianship, Biodiversity, Climate Change, Ecosystems, Pollution, Resource Conservation, Sustainable Human Development, Waste Management

Environmental Literacy Core Principles

For a summary of the environmental literacy principles and concepts embedded in this lesson series, please visit Green Guardians Environmental Literacy Core Principles.

Standards

ELA: RL.3.1 RL.3.4 RL.3.7 RI.3.1 I.3.2 RI.3.3 RI.3.4 RI.3.5 RI.3.7 RI.3.8 W.3.1 W.3.3 W.3.4 SL.3.1 SL.3.2 SL.3.3 RL.4.1 RL.4.2 RL.4.3 RL.4.4 RL.4.7 RI.4.1 RI.4.2 RI.4.4 RI.4.5 RI.4.8 RI.4.9 W.4.1 W.4.3 W.4.4 SL.4.1 SL.4.2 SL.4.3 RL.5.1 RL.5.2 RL.5.4 RL.5.7 RI.5.1 RI.5.2 RI.5.4 RI.5.5 RI.5.9 W.5.1 W.5.3 W.5.4 SL.5.1 SL.5.2 SL.5.3
History Social-Science: HSS-3.4.2 HSS-4.1 HSS-4.1.3
Science: 3-LS3-2 3-LS4-4 4-LS1-1

Guides

Teacher Guide

This project may easily be extended into optional family discussions and activities around climate change and its effects on the ocean. To facilitate this engagement, a family guide (in English and Spanish) has been created which teachers may choose to forward to interested parents and guardians. 

Family Guide (English)

Lessons

Four lessons of 40-60 minutes each.

Lesson 1: Whale Watching

Through a story and related activities, students follow Luna on her whale watching trip. As a gray whale appears to everyone’s delight, Beth, the marine biologist, explains how and why this specimen is malnourished due to changes in its ecosystem because of climate change and that gray whales and other marine species are suffering.

Lesson Materials

Lesson 2: At the Aquarium

The story continues as Luna shares her whale watching experience with her friends. They wonder what other effects global warming is having on marine life and decide to visit a special exhibit, “Climate Change and Our Oceans”, at the local aquarium. They learn about how warming ocean temperatures as well as ocean acidification are affecting marine animals, causing massive biodiversity loss.

Lesson Materials

Lesson 3: The Ocean and You  

In the third lesson, the children turn their attention to the impacts of climate change on the coastal communities. Luna and her friends learn about how the vulnerable areas in California will be affected by sea level rise in 2030, 2050 and 2100 if little or no action is taken to slow or stop the pace of global warming.  

Lesson Materials

Lesson 4: A Beach Clean-up

In this lesson, Luna and her friends decide to volunteer at a beach clean-up. They collect and record different types of trash on the beach and learn about the effects of plastic pollution on the ocean and coastal and marine animals. Determined to keep the ocean healthy, Luna pledges not only to minimize her carbon footprint but also to reduce the amount of plastics she uses. 

Lesson Materials

Tough Choices

After Coco had her first asthma attack at a school’s 100-meter relay event, she investigates the sources of air pollution in the area, determined to improve the air quality.

Unit Overview

Through readings, activities and discussions, students learn about air pollution and its main causes and effects on people. After Coco had her first asthma attack at a school’s 100-meter relay event, she investigates the sources of air pollution in the area, determined to improve the air quality. Students also role play different community members in a town meeting to voice their opinions and vote on the future of on a local coal-fired power plant.

Grades

  • Grade 3
  • Grade 4
  • Grade 5

Lesson Type

In-class or online lesson

Environmental Topics

Environmental Justice, Green Guardianship, Health, Pollution, Sustainable Human Development 

Environmental Literacy Core Principles

For a summary of the environmental literacy principles and concepts embedded in this lesson series, please visit Green Guardians Environmental Literacy Core Principles.

Standards

ELA: RL.3.1 RL.3.3 RL.3.4 RL.3.7 W.3.1 W.3.3 W.3.4 W.3.5 W.3.7 W.3.8 SL.3.1 SL.3.2 SL.3.3 SL.3.4 SL.3.6 RL.4.1 RL.4.3 RL.4.4 RL.4.7 W.4.1 W.4.3 W.4.4 W.4.5 W.4.7  W.4.8 W.4.9 SL.4.1 SL.4.2 SL.4.3 SL.4.4 SL.4.6 RL.5.1 RL.5.4 RL.5.7 W.5.1 W.5.3 W.5.4 W.5.5 W.5.7 W.5.8 W.5.9 SL.5.1 SL.5.2 SL.5.3 SL.5.4 SL.5.6
History Social-Science: HSS-3.4 HSS-4.5 HSS-5.7
Science: 3-LS3-2 4-ESS3-1

Guides

Teacher Guide

This project may easily be extended into optional family discussions and activities around pollution and the effects of pollution on health. To facilitate this engagement, a family guide (in English and Spanish) has been created which teachers may choose to forward to interested parents and guardians.

Family Guide (English)

Lessons

Three lessons of 40 minutes each.

Lesson 1: Asthma Attack

Through a story and related activities, students join Coco and her friends at their school’s annual 100-meter relay race. While running, Coco has trouble breathing and then collapses on the track. It turns out that she just had her first asthma attack. At the hospital, Coco learns about the condition and its relationship to air quality. This discovery sends Coco and her friends on a mission to investigate the sources of air pollution in their area.

Lesson Materials

Lesson 2: Preparing for a Meeting

Students are invited to role play members in Coco’s community and attend a special town meeting that may decide the future of a local coal-fired power plant. Students are given individual role cards from four groups—health experts, community members, environmental activists, and power plant representatives. In these groups, students conduct research and prepare for their speeches at the meeting.

Lesson Materials

Lesson 3: A Special Meeting  

In the third lesson, students use their research to role play a special town meeting. Representatives from each group state their concerns, make recommendations, and answer questions from other groups. At the conclusion of the presentations, students vote in character for or against the continuation of the coal-fired power plant. Then they vote again from their own points of view.

Lesson Materials

My Carbon Neutral School

Students explore how schools can become carbon neutral. They learn about non-renewable and renewable energy and go on a school energy audit with Dean and his friends.

Unit Overview

Through readings, activities and discussions, students explore how schools can become carbon neutral. They learn about non-renewable and renewable energy and go on a school energy audit with Dean and his friends. They also perform calculations based on the data and recommend practical and creative ways for their school to neutralize its carbon emission.

Grades

  • Grade 3
  • Grade 4
  • Grade 5

Lesson Type

In-class or online lesson

Environmental Topics

Green Guardianship, Resource Conservation, Sustainable Human Development

Environmental Literacy Core Principles

For a summary of the environmental literacy principles and concepts embedded in this lesson series, please visit Green Guardians Environmental Literacy Core Principles.

Standards

ELA: RL.3.1 RL.3.3 RL.3.4 .W.3.1 W.3.2 W.3.4 W.3.5 W.3.6 W.3.7 W.3.8 SL.3.1 SL.3.3 SL.3.4 .SL.3.6 RL.4.1 RL.4.4 RL.4.7 W.4.1 W.4.2 W.4.4 W.4.5 W.4.6 W.4.7 W.4.8 SL.4.1 SL.4.3 SL.4.4 SL.4.5 RL.5.1 RL.5.4 RL.5.7 W.5.1 W.5.2 W.5.4 W.5.5 W.5.6 W.5.7 W.5.8 W.5.9 SL.5.1 SL.5.2 SL.5.3 SL.5.4 SL.5.5 SL.5.6
History Social-Science: HSS-3.4.2 HSS-3.5 HSS-3.5.3 HSS-3.5.4
Math: 3.MD.B.3 3.NBT.A.2 4.OA.A.2 4.OA.A.3 4.NBT.A.1 4.NBT.A.2 4.NBT.B.5 4.MD.A.2 5.NBT.B.5 5.MD.A.1
Science: 4-ESS3-1 5-PS1-3 5-ESS3-1 3-5-ETS1-1 3-5-ETS1-2 3-5-ETS1-3

Guides

Teacher Guide

This project may easily be extended into optional family discussions and activities around energy consumption and what it means to go carbon neutral. To facilitate this engagement, a family guide (in English and Spanish) has been created which teachers may choose to forward to interested parents and guardians.

Family Guide (English)

Lessons

Four lessons of 40-60 minutes each.

Lesson 1: Blackout!

Through a story and related activities, students follow Dean and his friends as they learn about non-renewable and renewable energy. When a blackout interrupts their science class, they begin researching the challenges facing aging power grids designed to run on fossil fuels. The class decides to reduce their school’s energy consumption and in turn, their carbon emission.

Lesson Materials

Lesson 2: An Energy Audit

The story continues as our characters conduct an energy audit. They collect and analyze their school’s daily energy consumption and compare the data before and after energy-saving practices are introduced. At the end of the experiment, they find that by changing how they use energy, the school cut 568 kg of carbon emissions in 10 days. 

Lesson Materials

Lesson 3: Carbon Neutral Schools  

In the third lesson, Teddy and Poppy give presentations on their ideas for a carbon neutral school. Teddy presents on planting trees on campus as a way to offset the school’s carbon footprint. Poppy presents on ways to conserve energy and recommends switching to energy efficient appliances. After each presentation, students work math problems to calculate the carbon savings of their recommended methods. They discuss the pluses and minuses of each proposed solution.

Lesson Materials

Lesson 4: Dean’s Clean Energy Solution

In the fourth lesson, Dean presents his idea. He suggests that the school should switch to onsite renewable energy with a combination of solar panels on the roof and spinning wind turbines on the outer walls. Until the school can make this transition, Dean proposes that the school should make green power purchases from companies that specialize in producing and supplying clean energy. The lesson culminates in a carbon neutral school design challenge that invites students to identify energy consumption issues in their schools and propose a plan to address them.

Lesson Materials

Exploring Ecosystems

Students study ecosystems and keystone species by focusing on one of the most famous denizens of the Mojave Desert, the giant yucca or Joshua tree.

Unit Overview

Through readings, activities and discussions, students study ecosystems and keystone species by focusing on one of the most famous denizens of the Mojave Desert, the giant yucca or Joshua tree. Teddy and his friends take a field trip to Joshua Tree National Park where their guide, Katherine, explains the threats facing Joshua trees– climate change, wildfires and human encroachment. Students also learn about their cultural significance, why it is important to care about preserving them and steps they can take to safeguard biodiversity.   

Grades

  • Grade 3
  • Grade 4
  • Grade 5

Lesson Type

In-class or online lesson

Environmental Topics

Biodiversity, Climate Change, Disasters and Conflicts, Ecosystems, Environmental Justice, Resource Conservation, Sustainable Human Development

Environmental Literacy Core Principles

For a summary of the environmental literacy principles and concepts embedded in this lesson series, please visit Green Guardians Environmental Literacy Core Principles.

Standards

ELA: RL.3.1 RL.3.2 RL.3.4 RL.3.7 W.3.1 W.3.4 W.3.5 W.3.7 SL.3.1 SL.3.2 SL.3.3 SL.3.6 RL.4.1 RL.4.2 RL.4.4 RL.4.7 W.4.1 W.4.2 W.4.4 W.4.5 W.4.7 SL.4.1 SL.4.2 SL.4.3 SL.4.5 RL.5.1 RL.5.2 RL.5.4 RL.5.6 RL.5.7 W.5.1 W.5.2 W.5.4 W.5.5 W.5.7 SL.5.1 SL.5.2 SL.5.3 SL.5.4 SL.5.5
History Social-Science: HSS-3.1.1, HSS-3.2.2, HSS-3.4.2, HSS-3.5.1, HSS-4.1.3
Science: 3-LS2-1, 3-LS4-3, 3-LS4-4, 3-ESS3-1, 5-LS2-1, 5-ESS3-1

Guides

Teacher Guide

This project may easily be extended into optional family discussions and activities around ecosystems, keystone species, endangered species, invasive species and natural vs human-made climate change. To facilitate this engagement, a family guide (in English and Spanish) has been created which teachers may choose to forward to interested parents and guardians.

Family Guide (English)

Lessons

Three lessons of 30-40 minutes each and a project.

Lesson 1: What is a Joshua Tree?

Through a story and related activities, students follow Teddy and his friends as they explore ecosystems. Sparked by a news report about illegal destruction of 36 Joshua trees, they get busy searching for more information about the Joshua tree ecosystem in the Mojave Desert.

Lesson Materials

Lesson 2: A Keystone Species

The story continues as students tour the Joshua Tree National Park with Teddy and his friends. Katherine, the park guide, explains that far from being a wasteland, the desert is full of life. The children learn that Joshua trees are a keystone species but that they also depend on a number of environmental factors for survival. Katherine also shares the diverse ecosystem services provided by Joshua trees.

Lesson Materials

Lesson 3: Preserving Ecosystems  

In the third lesson, students explore threats to the Joshua tree ecosystem: natural disasters, invasive species, reproduction issues, climate change and global warming. They discuss the fire at Cima Dome that destroyed 25% of the Joshua trees in the Mojave Preserve as a case in point. While the situation appears bleak, Katherine ends the tour on a high note with a video that details restoration efforts in the Cima Dome area.

Lesson Materials

Project: My Ecosystem Stewardship Project

Students are invited to become ecosystem stewards. They will research a fragile ecosystem in their local area, make an ecosystem stewardship pledge, and take action to help conserve and restore the ecosystem.

Lesson Materials

My Journey to Circular Fashion

Students follow Coco, Dean and Poppy as they shop for new clothes. Poppy offers her friends a sustainable alternative to their “fast fashion” choices. They also learn how marketing, worker exploitation, overproduction and overconsumption lead to massive amounts of clothing waste.

Unit Overview

Through readings, activities and discussions, students follow Coco, Dean and Poppy as they shop for new clothes. Poppy offers her friends a sustainable alternative to their “fast fashion” choices. She introduces them to Rosie, who runs a second-hand clothing store. Rosie explains how marketing, worker exploitation, overproduction and overconsumption lead to massive amounts of clothing waste. Students explore solutions offered by “circular fashion”—the opposite of “throw-away” fashion.   

Grades

  • Grade 3
  • Grade 4
  • Grade 5

Lesson Type

In-class or online lesson

Environmental Topics

Ecosystems, Green Guardianship, Environmental Justice, Pollution, Resource Conservation, Sustainable Human Development, Waste Management

Environmental Literacy Core Principles

For a summary of the environmental literacy principles and concepts embedded in this lesson series, please visit Green Guardians Environmental Literacy Core Principles.

Standards

ELA: RL.3.1, RL.3.2, RL.3.3, RL.3.4, W.3.7, W.3.8, SL.3.1, SL.3.2, SL.3.3, SL.3.4, SL.3.6, RL.4.1, RL.4.4, RL.4.7, W.4.7, W.4.8, W.4.9, SL.4.1, SL.4.2, SL.4.3, SL.4.4, RL.5.1, RL.5.3, RL.5.4, W.5.7, W.5.8, W.5.9, SL.5.1, SL.5.2, SL.5.3, SL.5.4
History-Social Science: HSS-3.5.3
Science: 3-5-ETS1-, 3-5-ETS1-2

Guides

Teacher Guide

This project may easily be extended into optional family discussions and activities around clothing, sustainable and unsustainable fashion trends, reuse of clothing and upcycling and recycling fabric waste. To facilitate this engagement, a family guide (in English and Spanish) has been created which teachers may choose to forward to interested parents and guardians.

Family Guide (English)

Lessons

Three lessons of 30-40 minutes each.

Lesson 1: A Shopping Trip

Through a story and related activities, students are introduced to the advantages of wearing reused clothing. Coco, Dean and Poppy are shopping for new clothes to wear on the first day of school. At the mall, Coco and Dean are captivated by cheap “fast fashions”. But Poppy will have none of it. She invites her friends to Rosie’s Second-hand Shop where she volunteers. Coco and Dean begin to reconsider their shopping habits.

Lesson Materials

Lesson 2: What a Waste!

Through a story and related activities, students learn about the environmental impact of clothing. Rosie explains that the fashion industry makes a huge carbon footprint. It feeds consumers’ demand for cheap, stylish clothes by producing items quickly and in large quantities. Students consider how textile waste is managed and where it ends up. Donating used clothing to thrift stores like Rosie’s is only a partial solution.

Lesson Materials

Lesson 3: 6Rs for Reducing Clothing Waste  

In the third lesson, Poppy and friends research more on clothing waste and discuss the social impact of the “throwaway” culture.  They are determined to make fashion circular by applying the 6Rs: refuse, re-wear, reuse, repair, repurpose and recycle. They also learn about the pros and cons of organic cotton and alternative fibers like bamboo. The lesson invites students to start their own circular fashion initiative by identifying a clothing-waste related problem at home or in their community, researching existing practices and proposing a solution.

Lesson Materials

Bananas About Chocolate

Students follow the story of Bruno and his friends during their visit to a chocolate festival. As they learn more about chocolate, they begin to question the production practices that keep chocolate at low prices.

Unit Overview

Through readings, activities and discussions, students follow the story of Bruno and his friends during their visit to a chocolate festival. As they learn more about chocolate, they begin to question the production practices that keep chocolate at low prices. After meeting a fair trade chocolate entrepreneur, they decide to start their own sustainable chocolate company. But before that can happen, they have a lot of research to do.

Grades

  • Grade 3
  • Grade 4
  • Grade 5

Lesson Type

In-class or online lesson

Environmental Topics

Climate Change, Environmental Justice, Ecosystems, Resource Conservation, Sustainable Human Development

Environmental Literacy Core Principles

For a summary of the environmental literacy principles and concepts embedded in this lesson series, please visit Green Guardians Environmental Literacy Core Principles.

Standards

ELA: RF.3.4, RI.3.1, RI.3.2, RI.3.3, RI.3.4, RI.3.5, RI.3.6, RI.3.7, RI.3.9, W.3.2, W.3.4, W.3.5, W.3.6, W.3.7, W.3.8, SL.3.1., SL.3.2, SL.3.3, SL.3.5, SL.3.6, RF.4.4, RI.4.1, RI.4.2, RI.4.3, RI.4.4, RI.4.5, RI.4.7, RI.4.9, W.4.2, W.4.4, W.4.5, W.4.6, W.4.7, W.4.8, SL.4.1., SL.4.3, SL.4.4, SL.4.5, RF.5.4, RI.5.1, RI.5.2, RI.5.4, RI.5.5, RI.5.6, RI.5.7, RI.5.8, RI.5.9, W.5.2, W.5.4, W.5.5, W.5.6, W.5.7, W.5.8, SL.5.1, SL.5.3, SL.5.4, SL.5.5, SL.5.6
HSS: HSS-3.5.1, HSS-3.5.2, HSS-3.5.3
Science: 3-5-ETS1-2, 5-ESS3-1

Guides

Teacher Guide

This project may easily be extended into optional family discussions and activities around chocolate, supply chains and fair trade. To facilitate this engagement, a family guide (in English and Spanish) has been created which teachers may choose to forward to interested parents and guardians.

Family Guide (English)

Lessons

Two lessons of 30-40 minutes each and a 3-day project. 

Lesson 1: All About Chocolate

Through a story and related activities, students explore a chocolate festival with Bruno and his friends and learn about the history of chocolate and the chocolate industry today. As Bruno and his friends learn more, they begin to question the practices in chocolate production. They then meet Fabio Huerta, a sustainable chocolatier, who introduces them to the concept of “bean to bar”, a sustainable practice to making chocolate.

Lesson Materials

Lesson 2: The Chocolate Supply Chain

Through a brochure and related activities, students are introduced to the concept of supply chains that link the developed and developing worlds. They also learn about the hidden human and environmental costs of the chocolate industry. To make better and fairer chocolate, Bruno and his friends decide to start a chocolate company based on ethical principles.

Lesson Materials

WebQuest: Bruno’s Chocolate  

In this 3-day WebQuest, Bruno and his friends research the problems facing the chocolate industry today and their solutions. Students join the characters in reading articles, watching videos and answering questions about different stakeholders in the chocolate supply chain. The final project is to help Bruno and his friends design an advertising campaign for a fair and sustainable chocolate product.

Lesson Materials

Bananas About Chocolate WebQuest

At the Chocolate Festival, Bruno and his friends learned about chocolate production. Now they want to start a chocolate company that is fair to everyone in the supply chain.  

INTRODUCTION

At the Chocolate Festival, Bruno and his friends learned about chocolate production. Now they want to start a chocolate company that is fair to everyone in the supply chain.  

You will join Bruno and his friends on a WebQuest in starting a fair and sustainable chocolate company. What chocolate product will you make together? 

BIG QUESTION

What practices will you adopt for a sustainable chocolate business and why? Consider: 

  • What effect has chocolate production had on people and the environment?  
  • What should we know about the impact of climate change on cacao farming? 

TASK

Your task is to do research, answer questions, and help Bruno create a chocolate product for his company.  

To understand the issues related to each part of the supply chain, you will take on a role and explain a problem from that person’s point of view in the chain. 

  • Cacao Farmer 
  • Fair Trader  
  • Environmentalist 
  • Manufacturer/ Retailer 

Then you will create an advertisement for Bruno’s Chocolate in which text, pictures, and/or videos will show what the company stands for and why people should buy this product.  

PROCEDURE  

Work in small groups (2-4 students) to research your role in the chocolate supply chain. Use the resources listed under your role. Write out answers to all your research questions and agree on them.  

Our relationship with chocolate began thousands of years ago. Over time, chocolate spread from the Americas to Africa to Asia. Today, the supply chain can barely keep up with demand. Many problems have grown up around chocolate production. Choose a role and start your research.  

Cacao Farmer 

A cacao farmer grows trees whose fruit is used to make chocolate. It is important to know the cost of cacao farming so we can understand how it affects the farmers’ health, income, and environment.

Use the links below to learn some key facts about the life of a cacao farmer. Answer the following questions: 

  1. What is the daily life of cacao farmers?
  2. What is the standard of living of cacao farmers?
  3. How does the cacao farmers’ work affect their environment and vice versa?

RESOURCES

Cacao Farmers Struggle to Meet Demands of the Chocolate Industry

Is Child Labor in Your Chocolate?

The Poppy Podcast – An Interview with a Cacao Farmer

Fair Trader  

A fair trader works with farmers and workers in the developing world to ensure they have good working conditions and get paid a fair price for what they produce, in this case cacao. It is important to know about fair trade partnerships so we can meet the full cost of producing products like chocolate.

Use the links below to learn some key facts about the work of a fair trade advocate. Answer the following questions:

  1. What is fair trade?
  2. What are some fair trade rules?
  3. How does fair trade benefit workers, their families, their community, and the environment?

RESOURCES

Video – What is Fair Trade?

What’s Fair About Fair Trade on Cacao Farms?

Podcast – Two Ways of Looking at Fair Trade

Environmentalist 

An environmentalist is someone who works to protect the environment. It is important to know about the work of environmentalists so we can understand how to sustain Earth’s resources and cut pollution.

Use the links below to learn some key facts about the work of an environmentalist in the cacao industry. Answer the following questions:

  1. What is chocolate’s carbon footprint?
  2. How does climate change affect chocolate production?
  3. How do we create a sustainable future for chocolate?

RESOURCES

Chocolate’s Carbon Footprint

Video – A World Without Chocolate

The Poppy Podcast – A Sustainable Future for Chocolate

Manufacturer/ Retailer

A manufacturer processes the cacao beans and turns them into big blocks of chocolate that are bought by chocolate companies. These companies or retailers then turn the chocolate into products like candy and sell them to customers in a shop. It is important to know the role of manufacturers and retailers so we can understand the complexity of the chocolate supply chain.

Use the links below to learn some key facts about chocolate manufacturing and retailing. Answer the following questions:

  1. What are the roles of traders, manufacturers, and retailers in the chocolate supply chain?
  2. What should be done to the chocolate supply chain to make the chocolate industry more sustainable?
  3. What sustainable practices should chocolate retailers adopt?

RESOURCES

The Chocolate Supply Chain

Video – Who Gets the Biggest Piece of Chocolate?

The Poppy Podcast – An Interview with a Chocolate Retailer

Play a Crossword Puzzle to see how you have learned about chocolate production through your research.

Form groups of 4 with representatives from each role and share information.

Play the Jungle Gym game to assess your understanding of practices in the chocolate industry.

Brainstorm ideas for an advertising campaign for Bruno’s Chocolate.

Discuss the Big Questions.

  • How can Bruno make a better supply chain for his chocolate business? (Which links in the supply chain can be eliminated? Who would benefit from your supply chain?)
  • What makes Bruno’s chocolate fair and sustainable?

Other discussion questions for the advertising campaign:

  • What chocolate product do you choose? What’s its name? What flavors does it have? What does it look like? How is it packaged?
  • Who buys your chocolate?
  • Where do you get primary ingredients?
  • What price are you charging for the chocolate?

Design an advertisement campaign for Bruno’s Chocolate explaining what makes it sustainable and why people should buy it. The final product can be a short video, a presentation, a skit, etc. Each group will have 5-8 minutes to present.

Give a 5-8 minute group presentation on Bruno’s Chocolate. Use the rubrics below to rate your own performance.