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Food Matters Action Kit-Part 1

Kid’s Action Kit (ages 5-13)

Elementary, Middle

Description

Food Matters Action Kit (Part 1) is a resource full of engaging hands-on activities for the elementary classroom. With its focus on food waste and practical ideas for students to make a difference, the resource offers a wide variety of choices for educators. 

Activities in the resource include: planting seeds, experimenting with food scraps to make useful materials, understanding that “ugly food” is still valuable, investigating food waste at home, completing a food waste audit, transforming unwanted food into treats, learning about food sharing traditions, vermicomposting, designing green bin labels, and learning about a circular food system through a board game. 

All of the activities may be used as stand-alone lessons or in coordination with each other. 

General Assessment

What skills does this resource explicitly teach?

The resource teaches practical skills including how to:

  • Set up vermicomposting
  • Turn unwanted food into treats
  • Plant seeds

Strengths

  • Engaging activities
  • All materials are included 
  • A good quantity of information for the teacher

Weaknesses

  • Lack of assessment materials
  • Lack of suggestions for those students who may experience difficulty with the material 

Recommendation of how and where to use it

The Food Matters Action Kit is a resource full of hands-on engaging activities for the elementary classroom. It addresses outcomes related to Science, Literacy and Health. It could be used in conjunction with World Food Day (October) and Stop Food Waste Day (April). 

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
    • Kindergarten
      • Step 3Select a subject
      • Health Education
        • Step 4Relevant matches
        • Making meaning of healthy living and the decision-making process contributes to our understanding of healthy growth and development
      • Science
        • Step 4Relevant matches
        • Earth Systems: Understandings of the living world, Earth, and space are deepened by investigating natural systems and their interactions.
    • Grade 1
      • Step 3Select a subject
      • Health Education
        • Step 4Relevant matches
        • Making meaning of healthy living and the decision-making process contributes to our understanding of healthy growth and development
      • Science
        • Step 4Relevant matches
        • Earth Systems: Understandings of the living world, Earth, and space are deepened by investigating natural systems and their interactions.
        • Living Systems: Understandings of the living world, Earth, and space are deepened by investigating natural systems and their interactions.
    • Grade 2
      • Step 3Select a subject
      • Health Education
        • Step 4Relevant matches
        • Making meaning of healthy living and the decision-making process contributes to our understanding of healthy growth and development.
  • British Columbia
    • Step 2Select a grade level
    • Kindergarten
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Science: Plants and animals have observable features
  • Manitoba
    • Step 2Select a grade level
    • Grade 1
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Characteristics and Needs of Living Things
    • Grade 3
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Growth and Changes in Plants
  • New Brunswick
    • Step 2Select a grade level
    • Kindergarten
      • Step 3Select a subject
      • Health Education
        • Step 4Relevant matches
        • Explore Your World: Diversity and Social Responsibility
      • Science
        • Step 4Relevant matches
        • Explore Your World: Diversity and Social Responsibility
    • Grade 1
      • Step 3Select a subject
      • Health Education
        • Step 4Relevant matches
        • Explore Your World: Diversity and Social Responsibility
    • Grade 2
      • Step 3Select a subject
      • Health Education
        • Step 4Relevant matches
        • Explore Your World: Diversity and Social Responsibility
    • Grade 3
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Our Local Environment : Learning and Living Sustainably
    • Grade 4
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Properties and Uses of Earth Materials: Learning and Living Sustainably
    • Grade 5
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Science 5: Living and technological Systems: Learning and Living Sustainably
  • Newfoundland & Labrador
    • Step 2Select a grade level
    • Kindergarten
      • Step 3Select a subject
      • Health Education
        • Step 4Relevant matches
        • Understanding Me and My World
      • Science
        • Step 4Relevant matches
        • Exploring Our World: Attitudes
    • Grade 1
      • Step 3Select a subject
      • Health Education
        • Step 4Relevant matches
        • Understanding Me and My World
      • Science
        • Step 4Relevant matches
        • Needs and Characteristics of Living Things
    • Grade 3
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Plant Growth & Changes
    • Grade 4
      • Step 3Select a subject
      • Health Education
        • Step 4Relevant matches
        • Health: Environmental Health
        • Health: Nutrition
    • Grade 6
      • Step 3Select a subject
      • Health Education
        • Step 4Relevant matches
        • Health: Environmental Health
        • Health: Nutrition
  • Northwest Territories
  • Nova Scotia
    • Step 2Select a grade level
    • Kindergarten
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Primary Science: Living Things
    • Grade 1
      • Step 3Select a subject
      • Health Education
        • Step 4Relevant matches
        • Health Education 1
      • Science
        • Step 4Relevant matches
        • Science 1: Needs of Living Things
    • Grade 3
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Science 3: Plants
  • Nunavut
  • Ontario
  • Prince Edward Island
  • Quebec
  • Saskatchewan
    • Step 2Select a grade level
    • Kindergarten
      • Step 3Select a subject
      • Health Education
        • Step 4Relevant matches
        • Action Planning
      • Science
        • Step 4Relevant matches
        • Units & Outcomes
    • Grade 1
      • Step 3Select a subject
      • Health Education
        • Step 4Relevant matches
        • Building on What is Already Known: Understanding, Skills and Confidence
      • Science
        • Step 4Relevant matches
        • Needs & Characteristics of Living Things
    • Grade 3
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Plant Growth and Changes
    • Grade 4
      • Step 3Select a subject
      • Health Education
        • Step 4Relevant matches
        • Sharing What It Means to Be Healthy: Decision Making
  • Yukon Territory
    • Step 2Select a grade level
    • Kindergarten
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Science: Plants and animals have observable features
    • Grade 1
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Science 1: Living things have features and behaviours that help them survive in their environment

Themes Addressed

Air, Atmosphere & Climate (1)

  • Climate Change

Citizenship (1)

  • Sustainable Consumption

Ecosystems (1)

  • Appreciating the Natural World

Food & Agriculture (2)

  • Conventional Farming
  • Local Food

Human Health & Environment (1)

  • Quality of Life

Indigenous Knowledge (1)

  • TEK -- Traditional Ecological Knowledge

Waste Management (2)

  • Composting
  • Source Reduction

Sustainability Education Principles

Principle Rating Explanation
Consideration of Alternative Perspectives Very Good

The opportunities provided through the resource activities allow the students to explore a myriad of ways to battle food waste. The knowledge gained allows the students to form opinions and develop an informed perspective on the issue. 

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 allows the students to consider all three of the dimensions of environmental, economic, and social issues related to food waste.   The activities emphasize the environmental aspect of food waste but the other two dimensions are addressed..

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 resource does a very good job of respecting the issue of food waste. The resource explores simple ways that students can contribute and make a difference even on a small scale. 

Respects Complexity:

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

Acting on Learning Very Good

The resource’s activities provide practical opportunities for the students to act on the learning and even recreate the end products at home. From vermicomposting, saving food scraps from the landfill, and learning how to turn unwanted food into treats, the students learn the skills for making a change. 

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 activities allow the student to synthesize their values around food waste while providing them with skills for making changes at home. 

Values Education:

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

Empathy & Respect for Humans Good

This is not a focus of this resource.  However, the resource does explain some food habits and traditions of different cultures. This allows students to discover and learn to appreciate different approaches to food. 

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

With a focus on making a difference in climate change, this resource helps to foster a concern for the environment and the planet. 

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

The resource allows for the students to undertake practical applications of their learning in their lives own and to make changes in their daily habits and perhaps influence those around them to make better choices with regards to food waste.

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 Good

The resource creates a positive outlook with a sense of the present situation. The teacher will have to offer an understanding of the past and how food has always been a precious resource. 

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

The activities included in the resource are open-ended and allow for the students to explore the topic at their own level and pace. The opportunity for choice by the teacher also allows for more personalized learning depending on the needs of the students. 

Open-Ended Instruction :

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

Integrated Learning Good
  • Literacy
  • Science
  • Health
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

Some of the suggested activities in the 'Want to do More' section provide opportunities for students to ask questions, investigate a topic, and then share their findings with others.

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 variety of activities included in the resource allow for all types of learners to thrive and learn as they address a variety of learning styles. There are no suggestions for adaptations for learners who may have difficulties with the material. 

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 Good

The nature of the activities like the vermicomposting activity allow for the students to have real world experiences and a fuller, richer learning experience. 

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 Poor/Not considered

There are no assessment tools or suggestions included in the 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 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

Although not part of the main resource or lesson plans, there are opportunities for the teacher to share examples of case studies via videos and web links.

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

The element of choice is only provided in the extension activities. 

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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