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Virtual Field Trip: Lets Eat Some Bugs

Summary:

Students begin this virtual field trip by exploring how many resources are required to produce different sources of protein, and what impact that has on the environment. Then, students join Chef Joseph Yoon as he prepares delightful culinary creations using bugs! Chef Yoon teaches students about the benefits of cooking with bugs. He’ll also share why he loves cooking with bugs and how edible bugs offer a wide variety of interesting flavors.

Activity

Students will create an original food product, along with an advertisement that shares the nutritional and environmental benefits of their product.

Connections to Other Resources

This virtual field trip is used in the “Bugs for Lunch?” full project.

Overview & Materials

Subject: Science, ELA

Grade: 3-5

Student Handouts (Download)

Topic: environmental impact of food, edible bugs

Materials Needed:

  • pencil

  • coloring tools

  • glue

  • paper
  • recycled box

Food Allergy Warning

The Bugs For Lunch project explores insects as a food source. Kids do not eat bugs in this project, but are exposed to the idea of eating bugs. There are two key warnings educators should consider: 

  1. Students with shellfish allergies are more likely to be allergic to bugs. Students with other food allergies should also be careful when eating new foods. 
  2. Students should not eat bugs they find outside or around the home and should only eat insects from a trusted source. 

Aligned Standards

Common Core Reading (CCSS):

  • Informational/Nonfiction Standards R.I. 1-10 for grades 3-5

NGSS Standards:

Performance Expectations (PE): (Activity supports students to reach PE)

  • 5-PS3-1. Use models to describe that energy in animals’ food (used for body repair, growth, motion, and to maintain body warmth) was once energy from the sun.
  • 5-ESS3-1. Obtain and combine information about ways individual communities use science ideas to protect the Earth’s resources and environment.

Science and Engineering Practices (SEP): (Activity supports students to reach SEP) 

  • Use models to describe phenomena.
  • Engaging in Argument from Evidence
  • Developing and Using Models

Disciplinary Core Ideas (DCI): 

  • LS1.C Organization for Matter and Energy Flow in Organisms: food provides animals with the materials they need for body repair and growth and the energy they need to maintain warmth and for motion.
  • LS2.A Interdependent Relationships in Ecosystems: almost all food of any kind of animal can be traced back to plants. Organisms are related in food webs: some animals eat plants, some animals eat the animals that eat the plants. Organisms can only survive in environments where their particular needs are met. A healthy ecosystem is one where multiple different species are able to meet their different needs in a relatively stable and connected web. New species can damage the web.

Crosscutting Concepts (CC): (Activity supports students to reach CC)

  • Energy can be transferred in various ways and between objects.
  • Matter is transported into, out of, and within systems.
  • A system can be described in terms of its components and their interactions

Course Content

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