From Famine to Survival? Climate, crops and consequences

Climate change(s) what we eat

© 2026Based on the ideas of:   Svanas, CharisCC BY-NC-SA 4.0CC BY-NC-SA 4.0
Science
Learning Goal(s)
Communicate your viewpoint on a socio-scientific issue: Argue.
Learning Goal(s)
Suggest appropriate actions and initiatives based on your message.
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Potential Misinformation and Exploitable Learner Misconceptions

1.

“Biodiversity loss and climate change are separate issues.”

Many learners may see climate change and biodiversity

loss as unrelated rather than interconnected problems that affect each

other.

2.

“Food scarcity is only caused by lack of food production.”

Learners might assume food scarcity is just about

growing enough food, ignoring factors like distribution, waste, and

socio-economic access.

3.

“Pollinators like bees aren’t essential to all food crops.”

Learners may underestimate the critical role of

pollinators in food production beyond just fruits and vegetables.

4.

“Monoculture farming is always efficient and good for food security.”

There's a misconception that large-scale monocultures

maximize food supply without downsides, ignoring their vulnerability to

pests, diseases, and climate shocks.

5.

“Climate change effects on food systems will happen far in the future, not

now.”

Learners may think these impacts are distant, not

recognizing current local or global disruptions.

6.

“GMOs (Genetically Modified Organisms) are the only solution to food scarcity.”

Oversimplifies the role of biotech and ignores broader

ecological and social factors in food security.

7.

“Climate change is natural and not caused by human activity, so we can’t do

much.”

Undermines urgency and the role of human mitigation and

adaptation efforts.

8.

“Biodiversity loss is only about losing ‘exotic’ or ‘wild’ animals, not things

related to food.”

People often disconnect biodiversity from agriculture,

not realizing crops, soil microbes, and pollinators are biodiversity too.

9.

“Food scarcity only happens in poor countries.”

Neglects food insecurity issues in developed countries,

including urban food deserts and inequality.

10.

“Individual actions don’t matter; only governments or big companies can solve

this.”

Can lead to learner disengagement by

underestimating personal and community-level impact.

Lesson Plan Details:

Subject-Specific Learning Goals

Learners to understand how decreased biodiversity caused by climate change contributes to food scarcity and provide effective strategies

Required Infrastructure & Teaching Materials
Teacher computerRequired Infrastructure & Teaching MaterialsStudent computers / notebooksRequired Infrastructure & Teaching MaterialsStudent tabletsRequired Infrastructure & Teaching MaterialsInternet accessRequired Infrastructure & Teaching MaterialsLoudspeakerRequired Infrastructure & Teaching MaterialsProjectorRequired Infrastructure & Teaching MaterialsWhiteboard and markers, Printed case studies (or digital access) , Sticky notes or index cards Poster paper / markersRequired Infrastructure & Teaching Materials

Activity 1

Duration10 minutes

Activity Instruction

1) Starter

Activity: Quick Connections

Ask learners: “Remenber your last history class? What do climate change, food, and animals/plants have in common?”

Show a short 3-minute video or image (e.g.,

melting glacier, drought-stricken farm, or disappearing bee populations). Proposed videos: 1)

Understanding Climate‑Smart Agriculture (FAO, UN) – How climate change affects food systems and introduces biodiversity resilience.(3min 2) There’s a monster in my kitchen (Greenpeace) – animated short on deforestation and food systems (2 min) 3)

Biodiversity is Collapsing Worldwide. Here's Why (Films for Action) – Concise explanation of how climate-driven changes affect species and ecosystems. (selected 2-3 min)

Set the stage: “Today we explore how climate change

reduces biodiversity—and why that matters to your plate.”

Activity 1 (SciLMified)

Duration10; 15; 20; 15

Activity 2

Duration15 minutes

Activity Instruction

2) Mini Lecture: Connecting the Dots

Use visuals or slides to explain:

·

Biodiversity:

Variety of life (species, genetic, and ecosystem levels).

·

Climate

Change Effects:

o Shifting

weather patterns

o Rising

temperatures

o Droughts,

floods, wildfires

·

Impact on

Biodiversity:

o Extinction

of species

o Loss

of pollinators

o Disruption

of growing seasons

·

Impact on

Food Systems:

o Decreased

crop yields

o Vulnerable

monocultures

o Less

resilient farming systems

Engage

with real data or maps showing climate effects on agriculture (e.g.,

coffee in Ethiopia, wheat in India).

Wheat

in India: Yield Declines & Climate Vulnerability

Visuals:

Map showing district-level wheat yield losses in India,

with red zones representing declines of up to 70 million tons due to

combined heat and drought effects (2020–2022 data) researchgate.net+1frontiersin.org+1.

District‑wise agro‑climatic zones overlaid with yield

analytics, illustrating how certain regions are more adversely affected by

increasing temperatures and erratic rainfall time.com+15researchgate.net+15nature.com+15.

Heatwave impact chart mapping March 2022’s temperature

anomalies and a 4–6 % national yield reduction, with pockets experiencing

up to 15 % loss iopscience.iop.org.

How to use: Show how hotter winters and spring heatwaves reduce wheat

yields. Ask learners to identify which regions are most impacted and speculate

on the effects on food prices and food access.

Broader Trends: Global Crop Yield Projections

Visual:

From Our World in Data: a global graph showing

projected yield declines in maize and mixed results for wheat across latitudes—highlighting

that tropical/subtropical regions (like India) are most at risk ourworldindata.org.

How to use: Compare global trends with Ethiopia and India case studies

to reinforce that climate-smart adaptation is urgently needed in vulnerable

areas.

Activity 2 (SciLMified)

Duration10; 15; 20; 15

Activity 3

Duration20 minutesSuggested Social FormGroup work

Activity Instruction

3) Case

Study Group Activity

Learners work in small groups (3–4).

Each gets a case study:

Coffee production in Ethiopia under climate stress

Bee population decline affecting crop pollination

Drought in Madagascar and its impact on rice farming

Coral reef loss affecting fisheries in the Pacific

Islands

Each group will:

Summarize the case

Identify:

Biodiversity affected

Role of climate change

Consequences for food production

Propose local/global solutions

Group Instructions Handout (printable or on slides)

Title: Design a Resilient Food System

Your Mission:

Your team is a group of scientists, farmers, and policymakers. Your job is to

propose 2–3 strategies to protect biodiversity and secure food in a

region facing climate-related challenges.

Each solution should include:

What is the strategy?

How does it protect biodiversity?

How does it improve food availability or stability?

What challenges might it face?

Student Output Form

Text; Interactive (multimedia) content (e.g. podcast, debate, role play, etc.); Other

Sources & Materials
Material Sources

Yes; Yes

Resource Type

Yes; Yes; Yes; Yes; Yes

App

Activity 3 (SciLMified)

Duration10; 15; 20; 15

Activity 4

Duration15 minutes

Activity Instruction

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4) Class

Discussion & Visual Synthesis

Each group presents a 2-minute summary.

Create a large class mind map or flowchart on

the board:

Center: "Climate Change"

Branches: Biodiversity → Food Systems → Human Impact →

Solutions

Encourage learners to identify patterns

or common themes.