Embedded Files
Helpful prior knowledge and learning objectives
Helpful prior knowledge and learning objectives
Helpful prior learning:
Section 1.1.1 The economy and you, which explains what an economy is and how it is relevant to students’ lives
Section 1.1.2 The embedded economy, which explains the relationship between the economy and society and Earth’s systems
Section 5.1.1 The state as a system, which defines the state, its parts and their relationships, and some ways to classify states
Section 5.1.3 State functions, which explains the various roles of the state in providing goods and services, protecting the population, and stabilising and guiding change
Section 5.4.1 Two scenarios: ‘Too little, too late’ and ‘Giant leap’, which explains the role of scenario planning for economic transformation and outline the two future scenarios highlighted by the Earth4All model
Section S.1 What are systems?, which explains what a system is, the importance of systems boundaries, the difference between open and closed systems and the importance of systems thinking
Section S.2 Systems thinking patterns, which outlines the core components of systems thinking: distinctions (thing/other), systems (part/whole), relationships (action/reaction), and perspectives (point/view)
Section S.3 Systems diagrams and models, which explains the systems thinking in some familiar information tools as well as the symbols used to represent parts/wholes, relationships and perspectives.
Section S.5 Causal loops, feedback and tipping points, which explains the feedback loops that can stabilise or destabilise systems.
Section S.8 Leverage points, which describes various leverage points for systems change
Section S.9 System traps, which explains how system structures, like reinforcing feedback, too weak or late balancing feedback, and/or pursuing flawed goals, can create persistent problems.
Learning objectives:
explain the role of food system transformation for The Giant Leap scenario
discuss some high-leverage recommendations from the Earth4All system model for food system transformation
In the early 1990s, Cuba faced a deep crisis. After the collapse of Cuba’s important trading partner the Soviet Union, imports of food, fuel, and farming chemicals stopped almost overnight. Without fertilisers or fuel for tractors, the country’s food system broke down. People went hungry.
But something remarkable happened. In Havana, people turned rooftops, car parks, and abandoned lots into community farms called organopónicos. These farms used natural compost instead of chemicals. Neighbours shared tools and knowledge. By 2001, more than 35,000 hectares of land in Havana were producing food. It became one of the most successful urban farming movements in the world (Figure 1).
Figure 1. Havana, Cuba has one of the most successful urban farming movements in the world.
(Credit: Susanne Bollinger, CC BY-SA 4.0)
Cuba’s crisis forced a rapid shift towards local, sustainable food. Today, the world faces a similar crisis only on a much larger scale. Our global food systems are damaging the planet and failing to meet people’s needs. If we want to protect human and ecological wellbeing, we must rethink how we grow, distribute, and eat food.
What problems do our food systems face?
What problems do our food systems face?
Farming now uses half of all habitable land on Earth and around 70% of the freshwater taken from nature. Much of this land is used for raising animals or growing crops to feed them. Fertilisers and pesticides often wash into rivers and lakes, harming biodiversity and water quality (Section 1.2.5).
The food system is also a major cause of climate change (Figure 2). Growing, processing, and transporting food accounts for about a quarter of global greenhouse gas emissions. These gases raise global temperatures, leading to more floods, droughts, and crop failures, putting food security at risk.
Figure 2. Some of the main global environmental impacts of agriculture (categories of planetary boundaries Section 1.2.7)
(Credit: Our World in Data)
At the same time, the system fails to meet basic needs. Hunger and unhealthy diets exist side-by-side. Over 800 million people do not have enough food, while 2 billion are overweight, usually with poor nutrition.
Food insecurity, when people cannot access enough nutritious food, affects nearly one in ten people worldwide (Figure 3). In some urban areas, healthy food is scarce or unaffordable. These ‘food deserts’ often affect low-income or marginalised communities. Meanwhile, many small-scale farmers, especially in the Global South, earn too little to live well, even though they feed large parts of the population. Food inequality is both an environmental and social justice issue.
Food insecurity can also create reinforcing feedback loops. Hunger weakens health and reduces energy, making it harder to learn or work. This lowers income and makes affording food even harder, creating a cycle of poverty and poor nutrition.
Looking ahead, the UN Food and Agriculture Organization estimates we will need to produce 50% more food by 2050 to feed a growing population. This growing demand is happening as climate change causes more extreme and unpredictable weather, making food and water supplies less reliable.
What does the Earth4All model recommend?
What does the Earth4All model recommend?
The Earth4All model says we must urgently change how we grow, share, and eat food. It highlights three main areas for action:
Reduce food waste
Reduce food waste
About one third of all food produced is lost or wasted. In lower-income countries, waste often happens before food reaches markets due to poor storage or transport. In wealthier countries, most waste happens in shops and homes due to poor planning.
States can help by investing in storage, infrastructure and transport for small farmers; supporting food banks; and improving food labelling to help people know how long food is safe to eat. Education campaigns can teach people to plan meals and use leftovers. Laws can discourage shops from throwing away edible food and promote or require composting to return nutrients to the soil.
Figure 4. Food waste happens throughout the food supply chain, on farms, in stores, and at home.
(Credit: Mediamolecule, CC BY-NC-ND 2.0)
Stop expansion into natural ecosystems and support regenerative farming
Stop expansion into natural ecosystems and support regenerative farming
About 80% of global deforestation is caused by agriculture. Forests, wetlands, and grasslands are cleared to grow crops or raise livestock. This destroys habitats, weakens the carbon and water cycles (Section 1.2.6), and harms biodiversity (Section 1.2.5), harming the resilience of the ecosystems we depend on.
The Green Revolution raised food output using chemicals and high-yield crops, but it also polluted water with fertilisers, destroyed biodiversity with pesticides, degraded soils, and displaced small farmers. In Brazil, large soybean farms pushed out Indigenous communities like the Guarani-Kaiowá, erasing their traditional sustainable farming practices.
The Earth4All model calls for an end to farmland expansion and greater support for regenerative agriculture to restore the health of ecosystems while producing enough food to meet human needs. Regenerative farming restores soil, protects water, and captures carbon. It avoids chemical inputs, uses compost and crop rotation to restore nutrients to soils, and promotes biodiversity with mixed planting, trees, and wildlife habitats.
Techniques include planting cover crops, using natural fertilisers, and mixing crops with grazing animals. These methods help farming work with nature, not against it (see short video below). According to Earth4All, 80% of farmland must shift to regenerative practices by 2050 to achieve The Giant Leap scenario (Section 5.4.1). This will require strong state leadership.
Governments can redirect subsidies away from harmful farming practices and support training, tools, and infrastructure for small farmers to transition to regenerative agriculture. Public research can improve regenerative techniques adapted to local conditions. Laws can protect biodiversity on farms and in soils. States can also help connect regenerative farmers to local markets. One way is through public procurement, when states buy food for schools or hospitals and prioritise food from regenerative sources.
Technology can help with tools like smart irrigation or soil monitors. But it must be combined with ecological knowledge and made affordable and accessible, especially in rural areas. It must also prioritise both resilience and efficiency, rather than only efficiency as many of the technologies of the Green Revolution did.
Shift to healthy and sustainable diets
Shift to healthy and sustainable diets
Our diets shape both our health and the environment. Producing meat, especially beef, uses more land and water and creates far more emissions than plant-based foods (Figure 5). For instance, one kilogram of beef can release 100 kg of CO₂, compared to less than 0.5 kg of CO₂ for potatoes.
The Earth4All model promotes a planetary health diet. This means more vegetables, fruits, grains, and legumes, and less meat, dairy, and ultra-processed foods. It supports both people’s health and the planet’s limits (Figure 6).
Figure 5. Greenhouse gas emissions per kilogram of food product
(Credit: Our World in Data)
Figure 6. A model of the planetary health diet.
Of course, food is deeply cultural. Some populations are largely vegetarian. Others rely more on meat and dairy. Diets differ by geography, religion, tradition, and income. Change must be respectful and inclusive, so no one solution fits all.
Households and communities can lead by growing food, buying local, and reducing waste. Food businesses can offer more plant-based options and improve sourcing. Public institutions can model healthy meals. But individuals and businesses cannot do this alone.
States play a central role. Governments can use public spending to support local, seasonal, and nutritious food. This gives farmers stable markets and helps make good food normal. National dietary guidelines can reflect environmental as well as health concerns. Public campaigns can promote climate-smart and culturally respectful food choices.
Laws can limit advertising for unhealthy foods, especially to children. Tax policies can make fruits and vegetables more affordable. Investment in local food systems like transport, storage, and markets can help make healthy diets possible for all (Figure 7).
Figure 7. Many stores are full of ultraprocessed food that is unhealthy for people and planet. Regulations can make foods healthier and steer people towards better choices.
(Credit: Thayne Tuason, CC BY-SA 4.0)
What challenges stand in the way, and how can we respond?
Changing food systems is not easy. Large multinational companies often shape food policies to protect profits. Small farmers may lack the training or resources to switch practices. New technologies may be costly or unavailable. And because food is personal and cultural, some people resist change.
Still, many communities are already taking action. Havana’s gardens, Andhra Pradesh’s regenerative farming, and Brazil’s school meal programmes show that transformation is possible. Community Supported Agriculture (CSA) (Section 4.2.2) also offers a model of local, shared responsibility.
Real change needs cooperation between individuals and their households, communities, businesses, and especially states. With public policies that support small farmers, protect ecosystems, and improve access to healthy food, transformation is possible.
Activity 5.4.5
Activity 5.4.5
Concept: Systems, Regeneration
Skills: Thinking skills (transfer, critical thinking)
Time: varies depending on option
Type: Individual, pairs, group?
Option 1: What’s holding you back from following the planetary health diet?
Time: 35 minutes
In pairs or small groups, list the main features of the planetary health diet (Figure 6).
Think about your own meals. What parts of your diet already match the planetary health diet? What parts don’t?
Discuss or write down reasons why shifting to the planetary health diet might be difficult in your home, school, or community. Consider cost, availability, family traditions, advertising, and habits.
As a group, suggest one practical step you could take to move closer to this way of eating, either individually or as a community.
Figure 6. A model of the planetary health diet.
Option 2: Exploring the environmental impacts of food
Time: 40 minutes
Open the Food Data Explorer from Our World in Data.
Environmental Impacts of Food Data Explorer
Choose a food and explore its environmental impacts across different metrics (carbon footprint, land use, water use, etc.)
Change how the data is measured—per kilogram, per calorie, or per gram of protein.
In small groups, compare two or three foods. Discuss:
Which food has the highest and lowest impact overall?
Does the impact change depending on the measure (e.g. per protein vs per kilogram)?
Were any of the results surprising? Why?
To what extent might knowing the impact of these foods change your diet?
Share one insight or recommendation from your group with the class.
Option 3: Practicing systems diagrams
Time: 40 minutes
Note: this activity requires some understanding of how to draw causal loops with feedback, explained in Section S.5.
The text mentioned reinforcing feedback loops related to food insecurity. Here’s a reminder:
When people do not get enough to eat, their health and energy levels drop. This reduces their ability to work or go to school, which can lower income and opportunities. This, in turn, makes it even harder to afford food, creating a cycle of hunger and poverty.
Alone or with a partner, use the information from this passage to create a system diagram, using causal loops and indicating the feedback. Compare your diagram with another student or pair to check for understanding. You can also click on the arrow to see an answer.
Choose five other elements of the social foundation or the ecological ceiling of the Doughnut Economics model (Figure 8), and add those to your system diagram. Again, consult with another student or pair to discuss the elements you chose and how they are related.
Now, choose one of the Earth4All recommendations and use your system diagram to explain how the recommendation would impact the social foundation and/or ecological ceiling elements you used.
How might the Earth4All recommendation you selected be related to the concept of leverage points discussed in Section S.8 (if you have learned about that)?
Figure 8. The Doughnut Economics model showing the “safe and just space for humanity” where human needs are met within planetary boundaries
(Credit: Raworth and Guthier CC-BY-SA 4.0)
Option 4: Data interpretation practice
Time: 40 minutes (or more, depending on how long it takes for students to explore the articles and settle on one dataset)
Choose one of these articles from Our World in Data and select one dataset to focus on.
Environmental impacts of food production (same data as activity option 1)
Use a data interpretation strategy you are familiar with to understand what the data shows and its significance to the food systems transformation discussed in this section. If you do not have a strategy, click the arrow below for one to use.
Be ready to share your data and insights with a partner, small group or the class.
What’s the significance of this data for the information from this Section 5.4.5 Food system transformation?
What is the title of the data? Clarify any questions you have about it
If a graph, what are the axis labels? Clarify any questions you have about them.
Make sure you understand the labels, colours, or other descriptive information provided.
Identify one fact from the data. Identify a second fact from the data. If the data has multiple countries, you might want to focus on one country, or 2-3 countries for comparison.
Is there a pattern in the data? What story does that pattern tell?
If the data has dates, is there a trend over time? What story does that trend tell?
Are there any anomalies in the data? What might explain the anomaly?
Ideas for longer activities and projects are listed in Subtopic 5.5
Checking for understanding
Checking for understanding
Coming soon!
Further exploration
Further exploration
Urban Farm-Fed Cities: Lessons from Cuba’s Organopónicos - an interesting article describing Cuba’s transformation from an agricultural system oriented on the export of sugarcane to the Soviet Union, to providing food for its own people. Difficulty level: easy
Our World in Data - OWD has a number of interesting articles on food-related issues, filled with interesting interactive data to explore. Difficulty level: medium:
Website of Matt Homewood - Food activist Matt Homewood exposes food waste from grocery stores through dumpster diving research. This ca. 6 minute video explains the problem and Homewood’s work. Difficulty level: easy
Agroecology explained to children....parents can watch - a ca. 5 minute animated video explaining the problems with our current food system and the role of agroecology (regenerative farming) in improving it. Difficulty level: easy
Food expiration dates don’t mean what you think - a ca. 5 minute TED-Ed animated video explaining food expiration dates. It focuses on the USA food expiration dates, and other countries may have different laws. But the overall message about using observation to determine whether food should be thrown away is equally valid. Difficulty level: easy.
PR campaign may have fuelled food study backlash, leaked document shows - An article from The Guardian about the backlash against the EAT-Lancet Commission's 2019 report suggests the response may have been shaped by a coordinated PR campaign. The report called for major dietary shifts toward plant-based foods to protect health and the planet. The article explores how powerful food industry interests may have worked to discredit it, illustrating some of the barriers to food system reform. Difficulty level: medium
The 89 Percent Project - 80-89% of the world’s people want their governments to be doing more to address climate change. This project aims to tell their stories to help trigger social tipping points and new narratives on state action for people and the planet. Difficulty level: easy
Sources
Sources
Dixson-Declève, S. et al. (2022). Earth for All: A survival guide for humanity. Club of Rome. New Society Publishers.
EAT-Lancet Commission. (n.d.). EAT-Lancet Commission on Food, Planet, Health. https://eatforum.org/
Food and Agriculture Organization of the United Nations. (2018). The future of food and agriculture: Alternative pathways to 2050. Rome, Italy: FAO. https://openknowledge.fao.org/items/2bb5f5d6-7c00-4356-ad12-2f830f525030
McNamara, T. (2018, November 23). Urban farm-fed cities: Lessons from Cuba’s organopónicos. SAGE Magazine. https://sagemagazine.org/urban-farm-fed-cities-lessons-from-cubas-organoponicos/
Ritchie, H., Rosado, P., & Roser, M. (2022). Environmental impacts of food production. Our World in Data. https://ourworldindata.org/environmental-impacts-of-food
Ritchie, H., Rosado, P., & Roser, M. (2023). Hunger and undernourishment. Our World in Data. https://ourworldindata.org/hunger-and-undernourishment
Ritchie, H., & Roser, M. (2024). Obesity. Our World in Data. https://ourworldindata.org/obesity
Roser, M., Ritchie, H., & Rosado, P. (2013). Food supply. Our World in Data. https://ourworldindata.org/food-supply
Terminology (in order of appearance)
Terminology (in order of appearance)
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