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Food Force

Secondary, Elementary, Middle

Description

This comprehensive resource offers lesson plans for every grade level from 4 – 12. While some of the lessons are based on reading fact sheets and group discussions, most are important action projects relating to a student’s own community. The lessons are broken down into themes:

  • What is hunger and who are the hungry?
  • Why are people hungry and malnourished?
  • What can we do to end hunger?

There is amazing library of information available on the website related to the problem of world hunger; video clips, photos, essays, news updates, interactive games and other important resources. The resource offers teachers links to other resources which offer authentic action projects for the students. The highlight of the website is a downloadable game called FoodForce, with high definition graphics, fast action and a strong point; it is possible to feed the hungry, and students can help.

General Assessment

What skills does this resource explicitly teach?

This resource does not explicitly teach skills, rather it is designed to teach students about the problem of world hunger, and ways to defeat it.

Strengths

  • This is a fantastic and very full resource; the lessons and game will interest a lot of students. There are authentic action projects within these lesson plans which will appeal to students and benefit their local and global communities.
  • The Food Force game is modern and fast-paced, and it is educational without being too difficult. This is a true strength of this resource. There are many lessons associated with this resource, covering many curriculum outcomes and issues.
  • All of the materials are easily available to the teacher, and there is a large amount of good background information for the teacher and for the student.

Weaknesses

There are many lessons included within this resource, and many of them are dependant on a student's ability to read and write. Therefore, the lessons are dependant on the teacher's ability to make it interesting, and to make the learning accessable to all 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.

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        • Social Studies 10-1(Perspectives on Globalization) CitizensResponse to Globalization
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        • Social Studies 10-2 (Living in a Globalizing World) Personal Response to Globalization
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        • World Issues: A Geographic Analysis (College Prep.): Interactions and Interdependence: Globalization
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        • The Contemporary World: Wealth
  • Saskatchewan
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        • Sharing What It Means to Be Healthy: Action Planning
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      • Health Education
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        • Facing Obstacles and Embracing Opportunities to Holistic Well-being: Action Planning
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        • The Roots of Society: Resources and Wealth
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      • Physical Education
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        • Wellness 10: Overall Expectations
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        • Social Studies 10: Economic Decision Making
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    • Grade 12
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      • Social Studies
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        • Canadian Studies 30: Globalization
  • Yukon Territory

Themes Addressed

  • Economics (1)

    • Poverty Reduction
  • Food & Agriculture (3)

    • Food Security
    • Local Food
    • Subsistence Farming
  • Human Health & Environment (1)

    • Hunger and Malnutrition
  • Human Rights (2)

    • Poverty
    • Social Justice

Sustainability Education Principles

Principle Rating Explanation
Consideration of Alternative Perspectives GoodThe reasons for world hunger are diverse, and many of them are presented here in this resource.
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 Very GoodThe problem of global hunger is discussed from many dimentions.
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 GoodThis resource offers many different ways of contributing to the elimination of hunger.
Respects Complexity:

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

Acting on Learning Good

There are many action projects suggested in the third theme of lesson plans included in this resource.  However, it is not clear how to go about completing these projects.

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 Poor/Not consideredThere are no other perspectives offered in this resource other than those presented by the United Nations World Food Programme.
Values Education:

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

Empathy & Respect for Humans Very GoodThe aim of the lesson plans is to do just that; foster empathy and respect for diverse groups of humans with the serious problem of hunger.
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 Poor/Not consideredThere are no out-of-doors activities suggested for this resource.
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 GoodThroughout the lesson plans, attempts are made to relate the information to lives of the students.  The third theme of lesson plans offers choices which are relevant to the lives of the learners.
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 Very GoodThis resource offers information about the history and present state of the problem, and the tone of this resource is very positive towards the future.
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 SatisfactoryWhile some of the lessons presented in this resource require students to relate what they have learned to their own experiences, many are informative in nature and involve students reading and discussing the information that is presented.
Open-Ended Instruction :

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

Integrated Learning SatisfactorySome of the lessons presented integrate different areas of curriculum.
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 SatisfactoryThere are some opportunities in some of the lesson plans for students to build their own knowledge and make choices for themselves.
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 SatisfactoryWhile there is some variety of activities offered in the lesson plans, most depend on the student's ablility to read Fact Sheets and then to discuss what is learned.
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 Very GoodIf a teacher were to choose to do all three themes included in this resource, they would find that the action projects included in the third theme are excellent authentic experiences.
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 SatisfactoryThere is limited group work in this resource.
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 Poor/Not consideredThe evaluation tools included in these lesson plans are not well developped.
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 SatisfactoryThere are not many activities suggested in this resource which would lead to opportunities for cooperative learning.
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 Very GoodThe case studies used in the third set of lesson plans in this resource are relevant and interesting.
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 Poor/Not consideredThere are minimal opportunites for students to make choices within this resource.
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.