- Review Process
- Take Action
- A project of
This ESD resource will enlighten students about where their food comes from and the importance of a healthy diet. Activities are designed to develop environmental citizenship and promote action that will help to reduce food miles as a conscious contribution to long-term environmental health. The resource also features hands-on activities that involve students in simple, earth-and-people-friendly gardening practices.
In the resource kit, there are a number of ideas and activities to assist teachers in guiding students through the complexities of the global food system. Students will explore where their food comes from and act towards the creation of a sustainable food system in their own hometown.
This manual is set-up with seven units, each with a background section to provide information about important concepts, ideas and goals. Lessons can be facilitated consecutively or independently.
Part One consists of the following activity units:
•Traveling Tomato Game
•Making Choices: Where in the World
•Know Your Food
•Jeopardy: Testing Game
•Global Talk: Crosswords and Puzzles
Part two consists of two extensive action projects:
•Composting Science lab
•Seed Saving Science lab
The following skills are explicitly taught: math (addition, subtraction, multiplication and division involving decimals), measuring, mapping and investigation.
• The resource is very interesting and provides creative ways to explore food issues.
• There is plenty of background information for the teacher.
• The resource is easy to use and up to date.
• Some additional web-based resources are provided
•Does not provide opportunities for students to express their own values.
•Lacks assessment tools.
•Could provide more background for students
For incorporating food issues into the teaching of Math, Language Arts or Health in grades 4 to 8, this unit is ideal.
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||Very Good|
This resource provides many different points of view in order to fairly address the issue.
|Consideration of Alternative Perspectives: |
|Multiple Dimensions of Problems & Solutions||Very Good|
This resource effectively examines the social, economic and environmental aspects of global vs local food systems.
|Multiple Dimensions of Problems & Solutions: |
Effectively addresses the environmental, economic and social dimensions of the issue(s) being explored.
|Respects Complexity||Very Good|
The complexity of problems is respected. A systems-thinking approach is encouraged.
|Respects Complexity: |
The complexity of the problems/issues being discussed is respected.
|Acting on Learning||Good|
The composting and seed lab activity provide opportunities for authentic action experiences in which students can work to make positive change in their communities.
|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
Students are not explicitly provided with opportunities to identify, clarify and express their own values.
|Values Education: |
Students are explicitly provided with opportunities to identify, clarify and express their own beliefs/values.
|Empathy & Respect for Humans||Good|
Respect is fostered for local farmers.
|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|
The resource encourages a personal affinity with non-humans and with Earth.
|Personal Affinity with Earth: |
Encourages a personal affinity with -the natural world.
|Locally-Focused Learning||Very Good|
The activities relate to what is going on in the students' lives by having them investigate the foods they eat and the consequences of their choices.
|Locally-Focused Learning: |
Includes learning experiences that take advantage of issues/elements within the local community.
|Past, Present & Future||Good|
A positive view of the present and future is promoted.
|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|
Multiple/complex answers are possible. There are no right answers given or implied.
Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer.
A blend of math, language and health outcome are featured.
|Integrated Learning: |
Learning brings together content and skills from more than one subject area
Students are provided with intriguing questions, materials to use, & make their own decisions on how to find answers. The learning involves unique experience & provides definite opportunity for an 'ah-hah' event.
|Inquiry Learning: |
Learning is directed by questions, problems, or challenges that students work to address.
A variety of different learning activities assist the teacher in addressing different learning styles.
|Differentiated Instruction: |
Activities address a range of student learning styles, abilities and readiness.
|Experiential Learning||Very Good|
Authentic experience related to the primary goal of the lesson is achieved.
|Experiential Learning: |
Authentic learning experiences are provided
Students work in groups.
|Cooperative Learning: |
Group and cooperative learning strategies are a priority.
|Assessment & Evaluation||Good|
Answer sheets are provided but not assessment tools or rubrics.
|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.|
Does not provides opportunities for students to actively present their knowledge and skills to peers and/or act as teachers and mentors.
|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|
Real case studies are used.
|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|
Meaningful opportunities are not provided for students to choose elements of program content.
|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.|