InTeGrate Modules and Courses >Future of Food > Student Materials > Module 10: Food Systems  > Module 10.2: Assessing Food System Impacts on Natural Systems and Sustainability > Earth System Impacts and Energy Use by the Food System
InTeGrate's Earth-focused Modules and Courses for the Undergraduate Classroom
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These materials are part of a collection of classroom-tested modules and courses developed by InTeGrate. The materials engage students in understanding the earth system as it intertwines with key societal issues. The collection is freely available and ready to be adapted by undergraduate educators across a range of courses including: general education or majors courses in Earth-focused disciplines such as geoscience or environmental science, social science, engineering, and other sciences, as well as courses for interdisciplinary programs.
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Earth System Impacts and Energy Use by the Food System

Human System Impacts on the Environment Within Food Systems

In modules one and two of this course, and most recently in this module, we represent food systems as coupled human-natural systems. Throughout the course, we have tried to emphasize the dramatic impacts that human food production has had and continues to have on earth's natural systems. Here are some examples from previous modules:

  • Changing river basins to create irrigation systems
  • Exposing soils to greater rates of erosion, and stabilizing some soils against erosion
  • Domestication and development of new crop types, including transgenic engineering of new crop traits in the recent past
  • Contributions of agriculture to greenhouse gas emissions that are warming planet earth and leading to climate change

Different types of food systems – global, smallholder, and alternative, as we summarized in module 10.1 -- may all impact the earth's natural systems in a different way and to different degrees. You may recognize on the short list of examples above that the impacts from these changes and the creation of agroecosystems by humans may have both positive and negative aspects. For example, irrigation and crop breeding both have as objectives increasing the productive potential of crops. They may carry other unforeseen consequences, such as depletion and collapse of water resources, changes in the dietary quality of food with domestication and breeding, and greater use of herbicides in the case of Roundup-ready crops. These human system actions within the food system improve production can be seen as the initial driving arrow as part of a human-natural system coupling (Fig. 10.2.3) and generally involve management, reorganization of the ecosystem, and energy and nutrient inputs (e.g. the use of fossil fuels to create fertilizers). The natural system then responds with positive and negative impacts on productivity and other natural system processes, which can include positive and negative consequences. These consequences eventually determine the level of sustainability of the food system. The massive extent of food systems and food production globally, within different types of food systems, translates into a large effect, or leverage, on the sustainability of human societies. To promote the sustainability of food systems, we must understand how food systems as a whole affect measures of sustainability. In this unit, we will first refer to the different human system impacts on natural systems, and then allow you to practice life-cycle assessment (LCA) to compare the energy use of two food production systems in the Andes and North America.


These materials are part of a collection of classroom-tested modules and courses developed by InTeGrate. The materials engage students in understanding the earth system as it intertwines with key societal issues. The collection is freely available and ready to be adapted by undergraduate educators across a range of courses including: general education or majors courses in Earth-focused disciplines such as geoscience or environmental science, social science, engineering, and other sciences, as well as courses for interdisciplinary programs.
Explore the Collection »