- Review Process
- Take Action
- A project of
This is a very engaging resource package that will focus the attention of young learners on the issue of food security. Through discussion and activities based on stories told by 3 children from developing nations, students will learn the different reasons why people go hungry around the world and what steps might be taken to address the problem. Students will:
Listening, reflecting and expressing points of view.
The resource strongly supports world issues outcomes in social studies programs. It was developed to connect students to food security issues on World Food Day.
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|
Students consider the information provided in first-hand accounts and draw their own conclusions.
|Consideration of Alternative Perspectives: |
|Multiple Dimensions of Problems & Solutions||Very Good|
The activities that support the stories told do an excellent job in demonstrating the environmental, social, and economic interconnections that impact food security.
|Multiple Dimensions of Problems & Solutions: |
Effectively addresses the environmental, economic and social dimensions of the issue(s) being explored.
|Respects Complexity||Very Good|
The resource effectively communicates to a young audience the number of connected factors involved in providing food security.
|Respects Complexity: |
The complexity of the problems/issues being discussed is respected.
|Acting on Learning||Poor/Not considered|
Action opportunities are not included.
|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
Activities are structured to allow reflection and to require students to express their own perspectives.
|Values Education: |
Students are explicitly provided with opportunities to identify, clarify and express their own beliefs/values.
|Empathy & Respect for Humans||Very Good|
The activities forge a strong connection between the learner and the children featured in the stories.
|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||Satisfactory|
The close connection between nature, natural processes and food production is made clear.
|Personal Affinity with Earth: |
Encourages a personal affinity with -the natural world.
Two of the activities are focused on how the student's own experience compare with the children featured.
|Locally-Focused Learning: |
Includes learning experiences that take advantage of issues/elements within the local community.
|Past, Present & Future||Poor/Not considered|
|Past, Present & Future: Promotes an understanding of the past, a sense of the present, and a positive vision for the future.|
|Open-Ended Instruction||Very Good|
The fact that there is no one cause or solution to food security is made clear.
Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer.
The resource package supports learning outcomes in social studies, geography, citizenship and language arts.
|Integrated Learning: |
Learning brings together content and skills from more than one subject area
|Inquiry Learning||Poor/Not considered|
Not considered. The resource does not adopt inquiry as a learning strategy. It connects learners to the issue of food security through first-hand accounts, told through pictures and stories by children of their own age.
|Inquiry Learning: |
Learning is directed by questions, problems, or challenges that students work to address.
|Differentiated Instruction: |
Activities address a range of student learning styles, abilities and readiness.
Activities encourage students to compare their own experiences to those of the children featured in the resource.
|Experiential Learning: |
Authentic learning experiences are provided
|Cooperative Learning||Poor/Not considered|
Not considered. The activities are structured to allow students to work individually or in small groups. No specific direction is given to support cooperative learning.
|Cooperative Learning: |
Group and cooperative learning strategies are a priority.
|Assessment & Evaluation||Satisfactory|
The teacher's guide includes reflection questions and a range of possible answers with each activity.
|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||Poor/Not considered|
|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 resource activities are based on three first-hand accounts provided by children living in the developing world.
|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|
Not considered. Specific requirements of each student for completion of the activities are scripted.
|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.|