Activity 1: The Food Supply Chain

1. Give each student one copy of the Tracing the Agricultural Supply Chain handout.
2. Open the Tracing the Agricultural Supply Chain slide deck.
3. Introduce the food supply chain (slide 3) by displaying the graphic and prompting students to trace some of the pathways illustrated in the diagram.
4. Use slides 4-10 to illustrate examples of various food products and their path along the food supply chain.
5. Using the bottom half of page 1 of their handout, have each student sketch a farm-to-fork diagram of foods. They should select a fruit or vegetable, a processed food (pizza, yogurt, donuts, sausage, etc.), and something they would buy in a restaurant.
6. Optional: If you have more time, rather than a quick sketch, allocate each student a food commodity and assign them to make a detailed food supply chain graphic similar to the illustrations in the slide deck. The final product could be printed or digital according to your available supplies. Prompt students to look for pathways that pass through grocery stores, restaurants, and international markets (if applicable).

Activity 2: Complexities of the Food Supply Chain

1. Using slide 12, discuss the question, "What adds complexity to the food supply chain?" Show the domino video and suggest that each domino is a factor that plays a role in the food supply chain.
2. Watch The Incredible Logistics of Grocery Stores. As students watch the video clip, have them make a list of factors that make our modern food supply chain complex (page 2 of their handout). If time is short, only watch the first 2:35 and emphasize that one contributing factor to the complexity of our food supply chain is the fact that we have so many options in grocery stores.
3. After the video, ask students what factors they identified and lead a class discussion on their reflections about the complexity of our food system.
4. Give each student one copy of the Food System Maps (printed in black and white) and colored pencils.
   • Teacher Tip: If you need to shorten this lesson, skip steps 5-8. Adapt by giving handouts of the Food Systems Maps with a simple review or projecting the maps on the board and discuss them as a class. 
5. Show the Food System Map—Basic Elements (slide 14). Allow students time to study the basic flowchart and follow the arrows to begin making connections.
6. Project the SPEED diagram (slide 13) and instruct students to use their colored pencils and select a color for each element of the acronym. (i.e. red: social, purple: political, etc.).
   • If your students are not familiar with the SPEED acronym, explain that it's a tool that can be used to evaluate an event or issue from multiple perspectives. Our food system is complex and is impacted by a variety of factors.
7. Have students color code the Basic Elements flowchart. 
8. Move next to the Global Food System Map and ask students to repeat the color coding process and study the more detailed flow chart.
9. Conclude with a reflection discussion. Use questions such as:
   • Is the food supply chain more or less complicated than you thought?
   • Which factors did you previously not know about that impact our food supply chain?

Activity 3: What Breaks the Food Supply Chain?

1. Return to the Food Supply Chain graphic from Activity 1 (slide 17) and ask students, "What can break the food supply chain?" If they need a prompt, ask them to think back to the video they watched at the beginning of the lesson about the potato farmer during the pandemic.
2. Divide the class into five groups and give each group one Breaking the Food Supply Chain card and a set of corresponding Food Supply Chain dominoes (prepare prior to class using instructions in the Materials section). This card will assign the group one step in the food supply chain to study and evaluate. Be sure their card and dominoes match. 
3. Instruct students to review the labels on their dominoes. Each domino describes an element that impacts this step in the food supply chain. Once they have reviewed the dominoes they should research and brainstorm events or circumstances that will break the food supply chain and record them on their card. Each card includes some examples to get them started. Students can use The Food System—What's your role? flow chart for help in the brainstorm process.
4. After each group has completed their handout, begin with the first group (Grow) and have them describe the factors in their step of the food supply chain and begin building a domino train on a table or counter where the class can see. Continue with each group until you have built a domino train beginning on the farm and ending at the consumer. 
5. Remind students that the beginning of the domino train is the farm and the end is the consumer. Each domino in the middle represents elements of the supply chain that play a part in the success of the chain. Tap the first domino on the farm side and watch the dominos fall and reach the consumer. This represents a successful agricultural supply chain.
6. Set the dominoes back up so you can demonstrate a supply chain failure. Select a domino from the "farm" section. Read the domino and give an example of a failure. Leave the domino out of the train to create a gap and tap the first domino again. The domino train should stop at the failure you just described. Select a few other dominoes and give more examples of what would cause the supply chain to fail. Continue to demonstrate by tapping the dominoes so students can see the domino train stop.
   • Tip: be sure to space the dominoes so that the train will stop when one domino is removed.