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Food for Thought-Secondary

Secondary, Middle

Description

This ESD resource has students analyze the global food system from a ‘systems’ perspective to develop a better understanding of the important issues related to where their food comes from.

 

Part. A. Students watch a video that explores the concept of local food.  They create a food log to determine their own eating habits and where their preferred foods come from.  They also visit a local grocery and create a list of the different foods they find.   Students map the points of origin of the items on their list and discuss the environmental, social and economic consequences of the distances food travels. Students will also plant seeds suited to the local climate to give them the experience of growing their own food. 

 

Part B.  The activities focus on planting  seeds, identifying the parts of a plant, the role of each part, and which parts are edible. As a culminating activity, students become acquainted with the concept of food miles by participating in a pizza making simulation.  (Actual pizza making is encouraged)

 

Part C.  The resource suggests several follow-up activities to solidify the students’ learning.  A reflection journal describing events as their plant grows to full maturity is proposed as a maintenance strategy. Students are also encouraged to develop a mind map based on their lunch of the day.  The mind map can serve as a summative assessment of what the students have learned throughout the project. 

 

Part D suggests enrichment activities. One such activity is an intergenerational interview to determine common foods in the past and where they came from. A second suggestion is to conduct an audit of the local superstore to see how much of the food sold there is local. This activity encourages students not only to conduct the audit, but then to communicate the findings with the store and if necessary, request that management increase the amount of local foods being sold.

General Assessment

What skills does this resource explicitly teach?

The resource explicitely teaches students how to:

  • collaborate with others,
  • write letters to local businesses,
  • conduct an interview,
  • develop a strategy,
  • planting seeds.

Strengths

The resource supplies a good quantity of background information to both teacher and students. It is very easy to use and can easily be adapted to fit the needs of various teachers with various class composition.

The resource does an excellent job of addressing the social, economic and environmental dimensions of the issue. The resource also offers a wide range of learning activities, some of which extend into the community.

Weaknesses

Activities are best suited for younger high school students.

Relevant Curriculum Units

The following tool will allow you to explore the relevant curriculum matches for this resource. To start, select a province listed below.

  • Step 1Select a province
  • Alberta
    • Step 2Select a grade level
    • Grade 10
      • Step 3Select a subject
      • Social Studies
        • Step 4Relevant matches
        • Social Studies 10-1(Perspectives on Globalization) Globalization & Sustainable Prosperity
  • British Columbia
    • Step 2Select a grade level
    • Grade 9
      • Step 3Select a subject
      • Home Economics
        • Step 4Relevant matches
        • Food & Nutrition: Social, Economic, and Cultural Influences
      • Physical Education & Health
        • Step 4Relevant matches
        • Physical and Health Education: Healthy choices influence our physical, emotional, and mental well-being
    • Grade 10
      • Step 3Select a subject
      • Home Economics
        • Step 4Relevant matches
        • Food & Nutrition: Nutrition and Healthy Eating
        • Food & Nutrition:Social, Economic, and Cultural Influences
    • Grade 11
      • Step 3Select a subject
      • Home Economics
        • Step 4Relevant matches
        • Foods & Nutrition: Nutrition and Healthy Eating
        • Foods & Nutrition: Social, Economic & Cultural Issues
    • Grade 12
      • Step 3Select a subject
      • Environmental Science
        • Step 4Relevant matches
        • Environmental Science 12: Living sustainably supports the well-being of self, community, and Earth.
      • Geography
        • Step 4Relevant matches
        • Geography 12:Resources and Environmental Sustainability
      • Home Economics
        • Step 4Relevant matches
        • Food & Nutrition: Nutrition and Healthy Eating
        • Food & Nutrition: Social, Economic & Cultural Influences
  • Manitoba
    • Step 2Select a grade level
    • Grade 12
      • Step 3Select a subject
      • Geography
        • Step 4Relevant matches
        • World Geography: A Human Perspective - World Food Supply: Production and Distribution
  • New Brunswick
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    • Grade 12
      • Step 3Select a subject
      • Environmental Science
        • Step 4Relevant matches
        • Advanced Environmental Science 120: Earth Systems
        • Advanced Environmental Science 120:Introduction to the human sphere
        • Introduction to Environmental Science 120: An Overview of Environmental Science
        • Introduction to Environmental Science 120: Investigating Environmental Issues
      • Home Economics
        • Step 4Relevant matches
        • Nutrition for Healthy Living 120: Health Trends and Issues
      • Social Studies
        • Step 4Relevant matches
        • World Issues 120: Issues Facing the Global Village
  • Newfoundland & Labrador
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    • Grade 8
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      • Health Education
        • Step 4Relevant matches
        • Health: Nutrition
    • Grade 12
      • Step 3Select a subject
      • Environmental Science
        • Step 4Relevant matches
        • Environmental Science 3205: Introduction to Environmental Science
        • Environmental Science 3205: Land Use & the Environment
      • Geography
        • Step 4Relevant matches
        • World Geography 3200/3202: Primary Resource Activities
  • Northwest Territories
    • Step 2Select a grade level
    • Grade 8
    • Grade 9
    • Grade 10
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      • Social Studies
        • Step 4Relevant matches
        • Social Studies 10-1(Perspectives on Globalization) Globalization & Sustainable Prosperity
  • Nova Scotia
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    • Grade 11
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      • Career-Related Courses
        • Step 4Relevant matches
        • Agriculture 11: Beyond the Farm Gate
        • Agriculture 11: Foods
  • Nunavut
    • Step 2Select a grade level
    • Grade 8
    • Grade 9
    • Grade 10
      • Step 3Select a subject
      • Social Studies
        • Step 4Relevant matches
        • Social Studies 10-1(Perspectives on Globalization) Globalization & Sustainable Prosperity
  • Ontario
    • Step 2Select a grade level
    • Grade 9
      • Step 3Select a subject
      • Family Studies
        • Step 4Relevant matches
        • Food and Nutrition: Food Choices
      • Geography
        • Step 4Relevant matches
        • Issues in Canadian Geography (Academic): Interactions in the Physical Environment
        • Issues in Canadian Geography (Applied): Interactions in the Physical Environment
    • Grade 10
      • Step 3Select a subject
      • Family Studies
        • Step 4Relevant matches
        • Food and Nutrition: Food Choices
        • Food and Nutrition: Local and Global Foods
    • Grade 11
      • Step 3Select a subject
      • Environmental Science
        • Step 4Relevant matches
        • Environmental Science (Univ/College Prep.) Sustainable Agriculture and Forestry
    • Grade 12
      • Step 3Select a subject
      • Geography
        • Step 4Relevant matches
        • The Environment & Resource Management (Univ./College Prep) : Ecological Systems: Interactions and Interdependence
        • The Environment & Resource Management (Workplace Preparation): Human-Environment Interactions
  • Prince Edward Island
    • Step 2Select a grade level
    • Grade 12
      • Step 3Select a subject
      • Environmental Science
        • Step 4Relevant matches
        • Environmental Science 621A: Environmental Challenges and Successes
        • Environmental Science 621A: Natural Resources
      • Geography
        • Step 4Relevant matches
        • Geography 621A Global Issues : Inquiry- What are the issues?
  • Saskatchewan
    • Step 2Select a grade level
    • Grade 12
      • Step 3Select a subject
      • Home Economics
        • Step 4Relevant matches
        • Food Studies 30: Overall Expectations
      • Technological Education
        • Step 4Relevant matches
        • Agriculture Studies 30: Overall Expectations
  • Yukon Territory
    • Step 2Select a grade level
    • Grade 9
      • Step 3Select a subject
      • Home Economics
        • Step 4Relevant matches
        • Food & Nutrition: Social, Economic, and Cultural Influences
      • Physical Education & Health
        • Step 4Relevant matches
        • Physical and Health Education: Healthy choices influence our physical, emotional, and mental well-being
    • Grade 12
      • Step 3Select a subject
      • Geography
        • Step 4Relevant matches
        • Geography 12: Resources and Environmental Sustainability

Themes Addressed

  • Citizenship (1)

    • Community-Building and Participation
  • Food & Agriculture (1)

    • Local Food

Sustainability Education Principles

Principle Rating Explanation
Consideration of Alternative Perspectives Satisfactory

The resource implies that "local is always better".

Consideration of Alternative Perspectives:
  • Satisfactory: absence of bias towards any one point of view
  • Good: students consider different points of view regarding issues, problems discussed
  • Very good: based on the consideration of different views, students form opinions and  take an informed position
Multiple Dimensions of Problems & Solutions Good

The resource shows clearly how all these dimensions are linked together and thus cannot be treated separately.

Multiple Dimensions of Problems & Solutions:

Effectively addresses the environmental, economic and social dimensions of the issue(s) being explored.

  • Satisfactory: resource supports the examination of  these dimensions
  • Good:  resource explicitly examines the interplay of these dimensions
  • Very Good:  a systems-thinking approach is encouraged to examine these three dimensions
Respects Complexity Very Good
Respects Complexity:

The complexity of the problems/issues being discussed is respected.

Acting on Learning Good

The resource includes a community-based project (grocery store audit).

Acting on Learning:

Learning moves from understanding  issues  to working towards positive change — in personal lifestyle, in school, in the community,  or for the planet

  • Satisfactory: action opportunities are included as extensions 
  • Good: action opportunities are core components of the resource
  • Very Good: action opportunities for students are well supported and intended to result in observable, positive change
Values Education Good

Students are given several opportunities to voice their values through discussion and journaling.

Values Education:

Students are explicitly provided with opportunities to identify, clarify and express their own beliefs/values.

Empathy & Respect for Humans Poor/Not considered
Empathy & Respect for Humans: Empathy and respect are fostered for diverse groups of humans (including different genders, ethnic groups, sexual preferences, etc.).
Personal Affinity with Earth Good

By planting and caring for their own seeds, students will gain an appeciation for plants. 

Personal Affinity with Earth:

Encourages a personal affinity with -the natural world.  

  • Satisfactory: connection is made to the natural world
  • Good: fosters appreciation/concern for the natural world
  • Very Good: fosters stewardship though practical and respectful experiences out-of-doors 
Locally-Focused Learning Good

Students are asked to look at what they eat, what is sold in their grocery store, what can grow in their climate and so on. The activities are very relevant to the learners' lives.

Locally-Focused Learning:

Includes learning experiences that take advantage of issues/elements within the local community. 

  • Satisfactory: learning is made relevant to the lives of the learners
  • Good: learning is made relevant and has a local focus
  • Very Good: learning is made relevant, local and takes place ‘outside’ , in the community 
Past, Present & Future Satisfactory

One of the action activities requires students to conduct an interview with an elder to compare where the food they ate growing up came from.

Past, Present & Future: Promotes an understanding of the past, a sense of the present, and a positive vision for the future.

Pedagogical Approaches

Principle Rating Explanation
Open-Ended Instruction Good

Most of the answers required of students are open-ended questions that have multiple or complex answers.

Open-Ended Instruction :

Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer.

Integrated Learning Satisfactory

Letter-writing and interviewing skills could be incorporated in an Language Arts class. Mapping the origin of foods could be incorporated in a Geography class.

Integrated Learning:

Learning brings together content and skills  from more than one  subject area

  • Satisfactory: content from a number of different  subject areas is readily identifiable
  • Good:  resource is appropriate for use in more than one subject area
  • Very Good:  the lines between subjects are blurred 
Inquiry Learning Satisfactory

This group of activities is largely student-led.

Inquiry Learning:

Learning is directed by questions, problems, or challenges that students work to address.   

  • Satisfactory: Students are provided with questions/problems to solve and some direction on how to arrive at solutions.
  • Good: students, assisted by the teacher clarify the question(s) to ask and the process to follow to arrive at solutions.  Sometimes referred to as Guided Inquiry
  • Very Good:  students generate the questions and assume much of the responsibility for how to solve them.  . Sometimes referred to as self-directed learning.

 

Differentiated Instruction Good

A variety of activities that touch on various domains is included. No accommodations are suggested however.

Differentiated Instruction:

Activities address a range of student learning styles, abilities and readiness.

  • Satisfactory:  includes a variety of instructional approaches
  • Good: addresses  the needs of visual, auditory &  kinesthetic learners
  • Very Good: also includes strategies for learners with difficulties
Experiential Learning Good

Students will be growing plants, making a "local" pizza, conducting an interview, conducting an audit and communicating with store managers.

Experiential Learning:

Authentic learning experiences are provided

  • Satisfactory: learning takes place through ‘hands-on’ experience or simulation
  • Good: learning involves direct experience in a ‘real world context’
  • Very good: learning involves ‘real world experiences’ taking place’ beyond the school walls.
Cooperative Learning Satisfactory
Cooperative Learning:

Group and cooperative learning strategies are a priority.

  • Satisfactory:  students work in groups
  • Good: cooperative learning skills are explicitly taught and practiced
  • Very Good: cooperative learning skills are explicitly taught, practiced and assessed
Assessment & Evaluation Good

Several suggestions are made throughout the resource on how to evaluate the students' learning. Some assessment tools are also provided to do so.

Assessment & Evaluation: Tools are provided that help students and teachers to capture formative and summative information about students' learning and performance. These tools may include reflection questions, checklists, rubrics, etc.
Peer Teaching Satisfactory
Peer Teaching:

Provides opportunities for students to actively present their knowledge and skills to peers and/or act as teachers and mentors.

  • Satisfactory: incidental teaching that arises from cooperative learning, presentations, etc.
  • Good or Very Good: an opportunity is intentionally created to empower students to teach other students/community members. The audience is somehow reliant on the students' teaching (students are not simply ‘presenting')
Case Studies Poor/Not considered
Case Studies:

Relevant case studies are included.  Case studies are thorough descriptions of real events from real situations that students use to explore  concepts in an authentic context.

Locus of Control Satisfactory
Locus of Control: Meaningful opportunities are provided for students to choose elements of program content, the medium in which they wish to work, and/or to go deeper into a chosen issue.