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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:
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.
The following tool will allow you to explore the relevant curriculum matches for this resource. To start, select a province listed below.
|Consideration of Alternative Perspectives||Good||The reasons for world hunger are diverse, and many of them are presented here in this resource.|
|Consideration of Alternative Perspectives: |
|Multiple Dimensions of Problems & Solutions||Very Good||The 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.
|Respects Complexity||Good||This 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
|Values Education||Poor/Not considered||There 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 Good||The 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 considered||There are no out-of-doors activities suggested for this resource.|
|Personal Affinity with Earth: |
Encourages a personal affinity with -the natural world.
|Locally-Focused Learning||Good||Throughout 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.
|Past, Present & Future||Very Good||This 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.|
|Open-Ended Instruction||Satisfactory||While 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.|
Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer.
|Integrated Learning||Satisfactory||Some of the lessons presented integrate different areas of curriculum.|
|Integrated Learning: |
Learning brings together content and skills from more than one subject area
|Inquiry Learning||Satisfactory||There 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.
|Differentiated Instruction||Satisfactory||While 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.
|Experiential Learning||Very Good||If 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
|Cooperative Learning||Satisfactory||There is limited group work in this resource.|
|Cooperative Learning: |
Group and cooperative learning strategies are a priority.
|Assessment & Evaluation||Poor/Not considered||The 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||Satisfactory||There 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.
|Case Studies||Very Good||The 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 considered||There 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.|