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Database Provider

Author

UN FAO

Grades

10th, 11th, 12th, AP® / College

Subjects

Science, Biology, Earth and Space Sciences

Resource Types

  • Articles and Websites
  • Charts, Graphs, and Tables
  • Scientific Papers or Reports
  • Videos

Regional Focus

Global

Format

PDF

Global Livestock Environmental Assessment Model Introduction

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Synopsis
  • This introduction provides information about the model, links to reports about livestock emissions and solutions, and links to helpful videos. 
  • The model provides emissions data by animal species, source, and food product and it can provide details for global, national, and sub-national regions. 
Teaching Tips

Positives

  • This article links to a variety of documents and resources about the effects of livestock production on climate emissions.
  • It helps students understand the data represented in the GLEAM tool.

Additional Prerequisites

  • Students should know how to read graphs and pie charts.
  • Access to the Internet is required to download the reports or view the videos.

Differentiation

  • Students can use the tab called "Dashboard" to access the link to the model, then create a list of animal foods that would be the most climate-friendly choices.
  • Students could investigate starting a Meatless Monday program at home or at school and create posters or informative media posts to educate others about the topic.
  • Advanced students could read one of the linked scientific reports about sustainable food solutions.
  • As an extension, students could investigate the staggering decline in wild animals as compared to the huge populations of livestock animals and humans. Have students think about how they can connect this to sustainability and climate action.
Scientist Notes
This resource describes the Global Livestock Environmental Assessment Model (GLEAM), which is used to study the emissions from animal agriculture across the globe. The reports in this resource are rather technical but provides good descriptions of the terminology used and sufficient resources (via various tabs) to understand what is presented. This resource is best suited for older students and can serve as a good example of the types of information used in complex models. This resource is recommended for teaching.
Standards
  • Science
    • ESS3: Earth and Human Activity
      • MS-ESS3-5. Ask questions to clarify evidence of the factors that have caused the rise in global temperatures over the past century.
      • HS-ESS3-6. Use a computational representation to illustrate the relationships among Earth systems and how those relationships are being modified due to human activity.
  • English Language Arts
    • Reading (K-12)
      • R.9-10.1 Cite relevant textual evidence that strongly supports analysis of what the text says explicitly/implicitly and make logical inferences; develop questions for further exploration. (RI&RL)
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