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Food Matters Action Kit-Part 2

Secondary, Middle

Description

Food Matters Action Kit (Part 2) is a resource full of engaging hands-on activities for the middle/secondary 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, learning techniques from their elders to reduce food waste, making a story starring an ‘ugly’ fruit or vegetable and uncovering the root causes of food waste by surveying how their food is bought, stored, cooked and consumed.  They will complete a food waste audit, do some food preservation, participate in the disco soup movement, build their own composter, map their local waste system, and help a local business design food waste solutions.

All of the activities may be completed 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: 

  • Plant seeds
  • Audit food waste
  • Preserve food
  • Build a composter

Strengths

  • Background information is available for teachers
  • An extensive vocabulary list is included
  • The wide variety of activities in this resource addresses well the needs of visual, auditory, and kinesthetic learners. 

Weaknesses

  • Depending on the activity, the list of materials can be extensive. 
  • Assessment tools are not provided in this resource.
  • Strategies for learners with difficulties are not included. 

Recommendation of how and where to use it

The Food Matters Action kit is a resource filled with hands-on, engaging activities for middle and high school students. It addresses science and environmental science outcomes and could be used in conjunction with World Food Day and Stop Food Waste Day.

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
    • Grade 7
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Plants for Food and Fibre
  • British Columbia
    • Step 2Select a grade level
    • Grade 12
      • Step 3Select a subject
      • Environmental Science
        • Step 4Relevant matches
        • Environmental Science 12: Living sustainably supports the well-being of self, community, and Earth.
  • Manitoba
    • Step 2Select a grade level
    • Grade 7
      • Step 3Select a subject
      • Technological Education
        • Step 4Relevant matches
        • Human Ecology: Food and Nutrition - Citizenship and Sustainability
    • Grade 8
      • Step 3Select a subject
      • Technological Education
        • Step 4Relevant matches
        • Human Ecology: Food and Nutrition - Citizenship and Sustainability
    • Grade 9
      • Step 3Select a subject
      • Technological Education
        • Step 4Relevant matches
        • Human Ecology: Food and Nutrition - Citizenship and Sustainability
    • Grade 10
      • Step 3Select a subject
      • Technological Education
        • Step 4Relevant matches
        • Human Ecology: Food and Nutrition - Citizenship and Sustainability
    • Grade 11
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Current Topics in the Sciences 30S: Science, Technology, Society & the Environment
      • Technological Education
        • Step 4Relevant matches
        • Human Ecology: Food and Nutrition - Citizenship and Sustainability
    • Grade 12
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Interdisciplinary Topics in Science 40S: Science, Technology, Society and the Environment
  • New Brunswick
    • Step 2Select a grade level
    • Grade 7
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Science 7 Earth Surface Processes: Learning and Living Sustainably
    • Grade 9
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Science 9 Ecosystem Dynamics: Learning and Living Sustainably
    • Grade 10
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Learning and Living Sustainably (STSE)
        • Science 10 Science for Sustainable Societies
        • Science 10 Science for Sustainable Societies: Scientific Literacy
    • Grade 11
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Human Physiology 110: Integrated Skills/STSE
    • Grade 12
      • Step 3Select a subject
      • Environmental Science
        • Step 4Relevant matches
        • Introduction to Environmental Science 120: Sustainable Development
      • Health Education
        • Step 4Relevant matches
        • Nutrition for Healthy Living 120: Consumer Issues
  • Newfoundland & Labrador
    • Step 2Select a grade level
    • Grade 7
      • Step 3Select a subject
      • Home Economics
        • Step 4Relevant matches
        • Home Economics Intermediate: Foods and Nutrition
    • Grade 8
      • Step 3Select a subject
      • Health Education
        • Step 4Relevant matches
        • Health: Nutrition
      • Home Economics
        • Step 4Relevant matches
        • Home Economics Intermediate: Foods and Nutrition
    • Grade 9
      • Step 3Select a subject
      • Home Economics
        • Step 4Relevant matches
        • Home Economics Intermediate: Foods and Nutrition Module
    • Grade 12
      • Step 3Select a subject
      • Environmental Science
        • Step 4Relevant matches
        • Environmental Science 3205: Introduction to Environmental Science
  • Northwest Territories
    • Step 2Select a grade level
    • Grade 7
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Plants for Food and Fibre
    • Grade 8
  • Nova Scotia
    • Step 2Select a grade level
    • Grade 7
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Science 7: Environmental Action
    • Grade 8
      • Step 3Select a subject
      • Home Economics
        • Step 4Relevant matches
        • Food and Nutrition 8: The Food Consumer
    • Grade 12
      • Step 3Select a subject
      • Home Economics
        • Step 4Relevant matches
        • Food Science 12: Preservation Factors
  • Nunavut
  • Ontario
    • Step 2Select a grade level
    • Grade 7
    • Grade 8
    • Grade 9
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • STEM Skills, Careers, and Connections
    • Grade 11
      • Step 3Select a subject
      • Environmental Science
        • Step 4Relevant matches
        • Environmental Science (Univ/College Prep.) Sustainable Agriculture and Forestry
    • Grade 12
      • Step 3Select a subject
      • Geography
        • Step 4Relevant matches
        • Living in a Sustainable World (Workplace Prep.) Community Action
  • Prince Edward Island
    • Step 2Select a grade level
    • Grade 7
      • Step 3Select a subject
      • Home Economics
        • Step 4Relevant matches
        • Intermediate Home Economics:Food
    • Grade 8
      • Step 3Select a subject
      • Home Economics
        • Step 4Relevant matches
        • Intermediate Home Economics: Food
    • Grade 9
      • Step 3Select a subject
      • Home Economics
        • Step 4Relevant matches
        • Intermediate Home Economics:Food
    • Grade 12
      • Step 3Select a subject
      • Environmental Science
        • Step 4Relevant matches
        • Environmental Science 621A: Environmental Challenges and Successes
  • Saskatchewan
    • Step 2Select a grade level
    • Grade 11
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Health Science 20: Nutrition
    • Grade 12
      • Step 3Select a subject
      • Home Economics
        • Step 4Relevant matches
        • Food Studies 30: Overall Expectations
  • Yukon Territory
    • Step 2Select a grade level
    • Grade 12
      • Step 3Select a subject
      • Environmental Science
        • Step 4Relevant matches
        • Environmental Science 12: Living sustainably supports the well-being of self, community, and Earth.

Themes Addressed

Air, Atmosphere & Climate (1)

  • Climate Change

Citizenship (1)

  • Sustainable Consumption

Ecosystems (1)

  • Appreciating the Natural World

Food & Agriculture (1)

  • Local Food

Human Health & Environment (1)

  • Quality of Life

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 from these activities allows 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 emphasizes the impact of food waste on ecosystems, its financial cost, and highlights issues of food security and inequality in access to food. 

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 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 activities provide practical opportunities for the students to act on learning and even recreate the end product at home. 

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 students to synthesize their values around food waste while providing them with support to make changes at home. 

Values Education:

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

Empathy & Respect for Humans Poor/Not considered

This is not a focus of the resource. 

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 Very Good

The resource allows for the students to undertake practical applications of their learning in their own lives and to make changes in their daily habits. As well they get to help their own community. 

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  beginning with 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 this resource are open-ended and allow for the students to explore the topic at their own level and pace.

Open-Ended Instruction :

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

Integrated Learning Good

The Food Matters Action Kit integrates content and skills from multiple subject areas like science, environmental studies, literacy and mathematics. 

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

The activities often involve real-world issues such as reducing food waste, analyzing sustainable food practices, and understanding the global food system's impact. Students are prompted to explore open-ended questions, solve problems collaboratively, and take on challenges that require them to propose actionable solutions, fostering an inquiry-based and problem-solving approach to learning.

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 in this resource addresses well the needs of visual, auditory, and kinesthetic learners. The opportunity for choice by the teacher also allows for more personalized learning depending on the needs of the students.  However, strategies for learners with difficulties are not included. 

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 planting seeds and preserving food allow for real world experiences and richer more meaningful learning.

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 activities. 

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 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 Good

Many activities include components in which students share their finding with others and  propose solutions, or create awareness campaigns related to food sustainability and waste reduction.

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 largely limited to 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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