Search for Resources

What Does What I Eat Matter?

Middle

Description

"Why Does What I Eat Matter" is a thought-provoking lesson plan for the middle school classroom.  Students are engaged in discussions and activities that help them to analyze their food intake and develop an understanding of where their food comes from while also creating an awareness of the climate impact of their choices.

The lesson begins with the students discussing their food choices for the three meals of the day.  They then complete a Google survey entitled "Food Choice Factors". Afterwards, they will watch a video about one young indigenous woman's path to protecting her culture, the climate and foods that are important to her.

Next the students will analyze their favorite meal in detail by listing all of the ingredients and where they think they originate from. Students will then complete guided research to understand how far their food may travel with provided website links.

As a final activity the students will complete a food tracker chart for the next class in order to gain an understanding of the impact of their choices on climate change.

General Assessment

What skills does this resource explicitly teach?

The resource does not explicitly teach skills; rather, it focusses on developing an awareness of how food choices can have an impact on the climate.

Strengths

  • all necessary materials are provided and up to date
  • engaging video that explores the link between culture and food
  • interesting and personal activities that students can relate to

Weaknesses

  • no assessment tools provided

Recommendation of how and where to use it

The resource "Why Does What I Eat Matter?" is best suited to the middle school science or social studies classroom.  It can be used as a stand alone lesson to help create an understanding of the link between food consumption and climate change. Alternatively, teachers may choose to complete all of the six lessons in the unit Climate Change, Food Production, and Food Security.

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 6
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Living Systems: Understandings of the living world, Earth, and space are deepened through investigating natural systems and their interactions
        • Students investigate climate and describe the interactions between the Sun, water, air, and land.
    • Grade 7
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Interactions and Ecosystems
        • Plants for Food and Fibre
  • British Columbia
    • Step 2Select a grade level
    • Grade 7
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Science 7: Earth and its climate have changed over geological time
  • Manitoba
    • Step 2Select a grade level
    • Grade 7
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Interactions Within Ecosystems
      • Social Studies
        • Step 4Relevant matches
        • People & Places in the World: Global Quality of Life
  • New Brunswick
    • Step 2Select a grade level
    • Grade 6
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Wayfinding: Making sense of your world: Learning and Living Sustainably
    • Grade 7
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Science 7 Earth Surface Processes: Learning and Living Sustainably
        • Science 7 Earth Surface Processes: Scientific Literacy
    • Grade 8
      • Step 3Select a subject
      • Social Studies
        • Step 4Relevant matches
        • Cultures
        • Empowerment: Economics
        • Atlantic Canada and the World:
  • Newfoundland & Labrador
    • Step 2Select a grade level
    • Grade 6
      • Step 3Select a subject
      • Social Studies
        • Step 4Relevant matches
        • Environment and Culture
    • Grade 7
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Interaction of Ecosystems
  • Northwest Territories
    • Step 2Select a grade level
    • Grade 7
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Interactions and Ecosystems
        • Plants for Food and Fibre
  • 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
      • Science
        • Step 4Relevant matches
        • Science 8: Climate Change
  • Nunavut
    • Step 2Select a grade level
    • Grade 7
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Interactions and Ecosystems
        • Plants for Food and Fibre
    • Grade 8
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Interactions in Our Environment
  • Ontario
    • Step 2Select a grade level
    • Grade 7
      • Step 3Select a subject
      • Science & Technology
        • Step 4Relevant matches
        • Earth and Space Systems: Heat in the Environment
        • Life Systems: Interactions in the Environment
  • Prince Edward Island
    • Step 2Select a grade level
    • Grade 6
      • Step 3Select a subject
      • Social Studies
        • Step 4Relevant matches
        • Environment and culture
    • Grade 7
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Interactions Within Ecosystems
  • Quebec
  • Saskatchewan
    • Step 2Select a grade level
    • Grade 6
      • Step 3Select a subject
      • Social Studies
        • Step 4Relevant matches
        • Social Studies 6: Canada & Our Atlantic Neighbours -Resources and Wealth
    • Grade 7
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Science 7: Life Science: Interactions within Ecosystems
      • Social Studies
        • Step 4Relevant matches
        • Canada and Our Pacific and Northern Neighbours: Interactons and Interdependance of Nations
    • Grade 8
      • Step 3Select a subject
      • Social Studies
        • Step 4Relevant matches
        • The Individual in Canadian Society: Resources & Wealth
  • Yukon Territory
    • Step 2Select a grade level
    • Grade 7
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Science 7: Earth and its climate have changed over geological time

Themes Addressed

Air, Atmosphere & Climate (1)

  • Climate Change

Citizenship (1)

  • Ecological Footprint

Food & Agriculture (2)

  • Food Security
  • Local Food

Human Health & Environment (1)

  • Quality of Life

Sustainability Education Principles

Principle Rating Explanation
Consideration of Alternative Perspectives Very Good

Students are provided with time and websites to explore in order to reflect and consider their food intake and the impact their choices have on a larger scale.

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

This resource discusses all three dimensions of the issue: the environmental impact of food choices, as well as the importance of food to own's self of culture and belonging in addition to the idea of a global food supply chain.

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

With the exploration of the websites, the students will gain a better understanding of how interconnected the global food supply chain is.  

Respects Complexity:

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

Acting on Learning Very Good

The students will uncover a great deal of new knowledge and it should develop a desire to make better choices in their lifestyle regarding food consumption.

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

Through discussions and the activities in the resource, the students have opportunities to reflect on their choices and develop a better understanding of the impact those choices has on the climate.

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 goal of this 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

As climate change is the focus of the lesson, the students will develop a concern for the effects of their choices.

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 Satisfactory
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 accurately reflects the present and gives the students a positive vision for the future.  It does not address the past, but this can easily be  incorporated by the teacher.

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 resource allows the students to explore the topic of food choices and their impact on climate change with a variety of activities aimed at developing an awareness of the topic.  The students will move throughout the activities gaining a variety of perspectives.

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
  • social studies
  • 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

The resource uses a guided research model.

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 Satisfactory

Differentiation suggestions are provided.  The needs of kinesthetic learners are not met.

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 Poor/Not considered

This resource is not structured for this type of 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
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 tools provided for the assessment of learning.

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 included on the 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 Satisfactory

The video of "Youth Climate Story: First Foods and The Fight to Protect Indigenous Lands" can be considered a case study for the students to explore the important link between culture and food.

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

Although there is some student choice for the websites that are explored, the content of the resource is set.

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.

A project of LSF Newsletter Sign-up