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Exploring the Impacts of Feeding the World

Middle

Description

In this two-day lesson students will be introduced to several issues related to the social, economic, and environmental impacts of our current food system.  These include food waste, food deserts, agricultural land use, and the environmental impacts of diet choices. 

On day 1 students will explore how too much food and too few food options are both important issues that need our attention. Students will interpret maps to try to identify food deserts in San Francisco. They will also examine three (perhaps surprising) examples of food items that are often thrown away but are in many cases usable and edible.

On day 2 students will examine how both agriculture and foods we choose to eat can effect the environment. They will explore the impacts of clearing land for agriculture by reading about how and where rainforests are being cut down to make room for crops or cattle. They will also compare the 'land footprints' of different kinds of foods and diets by looking at what different people around the world eat. 

General Assessment

Strengths

  • The instructions for teachers are extensive and easy to follow.
  • The student journal is provided in pdf format and ready to be printed and handed out to students.
  • The variety of activities addresses well the needs of visual, auditory and kinesthetic learners. 
  • Additional resources on the topic are provided. 

Weaknesses

  • Assessment opportunities are not readily available in this resource
  • Accommodations for learners with difficulties are not provided 

Recommendation of how and where to use it

This resource supports a variety of leaning outcomes in middle level science and social studies.  It explores the impacts of feeding the world, including issues related to food production, distribution, and sustainability. These topics can be linked to themes of global interdependence, economic systems, and social responsibility. It can also be connected to the environmental impacts of food production, including issues such as deforestation, water pollution, greenhouse gas emissions, and biodiversity loss. It can be integrated into many different units. 

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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  • British Columbia
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    • Grade 6
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      • Social Studies
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        • Global Issues and Governance: Complex global problems require international cooperation to make difficult choices for the future.
  • Manitoba
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    • Grade 6
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      • Technological Education
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        • Human Ecology: Food and Nutrition - Citizenship and Sustainability
    • Grade 7
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      • Social Studies
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        • People & Places in the World: Global Quality of Life
  • Newfoundland & Labrador
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        • World Issues
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    • Grade 6
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      • Social Studies
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        • Social Studies 6: World Issues
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      • Social Studies
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        • Social Studies 8 - A Changing Canadian Society: Advocacy and Action
  • Ontario
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    • Grade 7
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      • Geography
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        • Natural Resources around the World: Use and Sustainability
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      • Social Studies
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        • World Issues
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        • Canadian Identity: Citizenship
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        • Agricultural territory
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      • Geography
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        • Agricultural territory
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    • Grade 8
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      • Social Studies
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        • The Individual in Canadian Society: Resources & Wealth
  • Yukon Territory
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    • Grade 6
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      • Social Studies
        • Step 4Relevant matches
        • Global Issues and Governance: Complex global problems require international cooperation to make difficult choices for the future.

Themes Addressed

Citizenship (1)

  • Sustainable Consumption

Food & Agriculture (1)

  • Food Security

Sustainability Education Principles

Principle Rating Explanation
Consideration of Alternative Perspectives Very Good

The lesson plan encourages students to explore multiple viewpoints and understand the diverse factors and stakeholders involved in global food systems. It includes opportunities for group discussions and debates on topics related to food production, distribution, and sustainability. These discussions allow students to share their viewpoints, listen to and consider diverse opinions, and engage in critical thinking and respectful dialogue.

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 Good

In this two-day lesson, students will be introduced to several issues related to the social, economic, and environmental impacts of our current food system, including food waste, food deserts, agricultural land use, and the environmental impacts of diet choices. 

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

The lesson does an excellent job of showing the complexity of the food system.

Respects Complexity:

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

Acting on Learning Poor/Not considered

Even though students will be thinking about actions they could take to help this issue, there is no actual action project 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

  • 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 Very Good

The lesson plan includes opportunities for group discussions and debates on topics related to food production, distribution, and sustainability. These discussions allow students to share their viewpoints, listen to and consider diverse opinions, and engage in critical thinking and respectful dialogue. It promotes a deeper understanding of the different perspectives held by individuals within the classroom.

Values Education:

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

Empathy & Respect for Humans Satisfactory

Exploring the Impacts of Feeding the World has the potential to foster empathy for humans. It explores the challenges and complexities of global food systems and the impacts on human populations. 

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

While the primary focus of this lesson is on exploring the impacts of feeding the world and addressing challenges related to food production, it incorporates elements that can foster a connection and appreciation for the natural world. 

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

Through hands-on activities, this lesson will be made relevant to students and it has a local focus. However, all activities take place inside the classroom. 

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 Good

This lesson plan provides historical context by examining the evolution of agricultural practices, food systems, and global food challenges over time. As well, it focuses on current issues related to feeding the world. Finally, it encourages students to envision and explore a positive future for feeding the world sustainably and equitably. 

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 Very Good

This lesson has a series of inquiry questions that invite students to think critically and explore the topic. These questions do not encourage a single, correct answer and but do encourage students to share their thoughts, opinions and ideas. 

Open-Ended Instruction :

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

Integrated Learning Satisfactory

This lesson could be used in multiple subject areas like social studies, geography and science.  

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 Good

This lesson plan presents students with real-world problems related to food production and challenged them to come up with solutions. 

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

The wide variety of activities addresses well the needs of visual, auditory and kinesthetic learners. However, strategies for learners with difficulties are not provided. 

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 Satisfactory

Students will participate in hands-on simulations in this resource. However, these do not take place beyond the school walls. 

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

Students will work in groups to complete the lesson. 

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 considered

Assessment tools are not provided in this resource. 

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

This is not a focus of this resource.

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 Good

This lesson plan incorporates case studies that represent real-world scenarios and challenges related to food security. Students are encouraged to analyze the case studies, consider different factors, and propose solutions. 

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 Good
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.

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