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In this STEM lesson students will learn about the problem of food waste and what they themselves can do about it. The core lesson presents students with a video and print article describing the causes, environmental consequences and possible solutions to this urgent, global problem. Guiding questions, concept webs and a ‘hands-on’ activity are provided to help students consolidate information. Specific attention is given to the roles of technology and the media in addressing the issue.
Teaching suggestions, links to additional information and a comprehensive set of ideas for extending the learning are included. The resource design is intended to support both in-class and at-home learning.
The resource will prove especially helpful in addressing sustainable development and the Global Goals. While the central theme is food waste, it effectively connects this issue to food security, responsible consumption, access to affordable energy and clean water, biodiversity and climate change. The design of the resource lends itself nicely to at-home learning.
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|
Information is provided from a variety of reputable sources. The guiding questions provided with the lesson allow students to carry out their own analysis and reach their own conclusions.
|Consideration of Alternative Perspectives: |
|Multiple Dimensions of Problems & Solutions||Good|
The emphasis placed on responsible production and consumption illustrates the relationship among the food economy, human behavior and the environment.
|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 does a very good job in showing just how widespread the impact of food waste has become.
|Respects Complexity: |
The complexity of the problems/issues being discussed is respected.
|Acting on Learning||Satisfactory|
A student action plan based on the issues and information provided in the lesson is suggested.
|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
The guiding questions or 'starting points' are open-ended and provide opportunities for students to express their own beliefs.
|Values Education: |
Students are explicitly provided with opportunities to identify, clarify and express their own beliefs/values.
|Empathy & Respect for Humans||Satisfactory|
The resource raises the issue of food waste in a world where millions of people don't have enough to eat.
|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|
A good deal of attention is placed on the significant toll that food waste is taking on the natural world.
|Personal Affinity with Earth: |
Encourages a personal affinity with -the natural world.
The resource does a good job in illustrating that food waste is part of the student's own experience. It articulates the seriousness of the problem and requires students to consider how they can help.
|Locally-Focused Learning: |
Includes learning experiences that take advantage of issues/elements within the local community.
|Past, Present & Future||Satisfactory|
The lesson largely describes the current situation and actions being taken. The emphasis on solutions and the value of individual action creates a positive vision for the future.
|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|
Information is provided from a number of sources. The questions posed in the lesson to consolidate the learning are open ended.
Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer.
Content from social studies, geography, science and mathematics are represented in the lesson.
|Integrated Learning: |
Learning brings together content and skills from more than one subject area
Students are provided with sources of information in a variety of formats and open-ended questions support their analysis.
|Inquiry Learning: |
Learning is directed by questions, problems, or challenges that students work to address.
Learning tools include video, print articles, activity guides and a group project.
|Differentiated Instruction: |
Activities address a range of student learning styles, abilities and readiness.
One of the recommended activities involves students in the collection of real data and action planning.
|Experiential Learning: |
Authentic learning experiences are provided
Some group work is included.
|Cooperative Learning: |
Group and cooperative learning strategies are a priority.
|Assessment & Evaluation||Satisfactory|
The resource provides a downloadable template for an Exit Slip.
|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|
The 'at-home' learning design of the resource limits its emphasis on peer teaching.
|Peer Teaching: |
Provides opportunities for students to actively present their knowledge and skills to peers and/or act as teachers and mentors.
Links to a number of supporting case studies have been included in the "Learn More' section of the resource.
|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|
This is not a strength of this resource.
|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.|