Students watch a video about the state of the world’s agricultural resources and pose questions. Then they summarize key information about fires and deforestation, water stress, food insecurity, and global waste. Next they write an analysis of one of those topics as a potential source of global conflict. Finally they describe an organization that is using global cooperation to combat limited resources.
Students are introduced to the idea that a rapidly growing global population depends on limited land, water, and other resources. They watch the video The state of the world’s land and water resources for food and agriculture and then contribute questions about limited resources to a shared class table.
Teacher MovesPresent the lesson objectives and frame the experience as an exploration of how limited resources can lead to both conflict and cooperation. Use students’ questions from the table as guiding questions throughout the lesson, and plan to revisit them at the end so students can suggest their own answers.
Students read about global conflicts that arise from population growth on a planet with limited resources, using Amazon rainforest fires 2022: Facts, causes, and climate impacts, Water Stress: A Global Problem That’s Getting Worse, The State of Food Security and Nutrition in the World 2021: The world is at a critical juncture, and 7 Genuinely Shocking Facts About Our Global Waste Problem. They complete a graphic organizer by summarizing each issue—land and deforestation, water stress, food insecurity, and global waste—in one or two sentences.
Teacher MovesReview students’ summaries and highlight key points about each issue before moving on, ensuring that students understand how each problem connects to limited resources and potential global conflict.
Students choose one topic—fires and deforestation, water stress, food insecurity, or global waste—and conduct additional online research about it. They then post a brief analysis explaining how their chosen issue could be a source of global conflict and suggest at least one possible solution.
Teacher MovesUse the example of conflicts over fishing rights to illustrate how competition for limited resources can escalate within and between nations. After students post their analyses, share one or more interesting or exemplary responses with the class to prompt discussion about the complexity of these problems. Emphasize that students are exploring challenging global issues and may propose creative, partial, or local solutions, and optionally encourage them to research “young heroes” working on environmental problems.
Students select one organization—World Food Programme, Action Against Hunger, Water for People, World Wildlife Fund, or Amazon Conservation—to investigate how global cooperation addresses limited resources. They post to a shared wall describing the problem the organization addresses, its mission, and at least one of its programs, then read classmates’ posts and respond to at least two with a question or positive comment.
Teacher MovesPrompt students to connect what they have learned about limited resources and conflict to the work of these organizations by asking why global cooperation is necessary to help solve local or regional problems, noting that environmental issues and resource conflicts often cross borders.
Students complete the exit quiz by answering all the questions.
Teacher MovesFacilitate the assessment and use student data to evaluate understanding, address misconceptions, and identify areas for growth.
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