- Review Process
- Take Action
- A project of
The activities are highly structured - there is room to have students take more initiative in identifying and taking ownership of problems they have concerns with in their own community - and design ways to creatively problem solve and try to address these.
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|
|Consideration of Alternative Perspectives: |
|Multiple Dimensions of Problems & Solutions||Very Good|
The resource introduces the concept of "Triple Bottom Approach", a systems perspective that in this case considers the impacts that food choices have on the environment, economy and the health of a society. This approach is taken throughout the activities.
|Multiple Dimensions of Problems & Solutions: |
Effectively addresses the environmental, economic and social dimensions of the issue(s) being explored.
|Respects Complexity||Very Good|
The entire resource is based on systems thinking and takes a multi-dimensional approach to strategies applied to food - where does it come from, what are the impacts, what choices can be made, how do these choices affect the local economy, impacts on local growers, aspects of health, quality of food, etc
|Respects Complexity: |
The complexity of the problems/issues being discussed is respected.
|Acting on Learning||Very Good|
|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
|Values Education||Very Good|
Students explore and clarify their own values by:
|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 addressed in 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||Satisfactory|
While the resource does not focus directly on outdoor experiences, students are encouraged to look at the advantages and disadvantages of food production and its impact on plant and animal life, particularly from the perspective of climate change, habitat loss and emissions from excessive transportation.
|Personal Affinity with Earth: |
Encourages a personal affinity with -the natural world.
|Locally-Focused Learning||Very Good|
|Locally-Focused Learning: |
Includes learning experiences that take advantage of issues/elements within the local community.
|Past, Present & Future||Good|
|Past, Present & Future: Promotes an understanding of the past, a sense of the present, and a positive vision for the future.|
While the overall message is to support local food sources and buy food as close to home as possible there are many perspectives introduced which encourage a range of considerations and responses.
Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer.
|Integrated Learning||Very Good|
This is truly a multidisciplinary resource, covering aspects of health, social studies, math, science, food studies, language arts, art and geography.
|Integrated Learning: |
Learning brings together content and skills from more than one subject area
Through questions, peer discussions, exploring the seasonal availability of local foods by a variety of methods, experimenting with plant growth and making pizza with local only ingredients, students can extend their learning into an "ah-ha" moment.
|Inquiry Learning: |
Learning is directed by questions, problems, or challenges that students work to address.
|Differentiated Instruction||Very Good|
|Differentiated Instruction: |
Activities address a range of student learning styles, abilities and readiness.
|Experiential Learning||Very Good|
There are several authentic experiences related to the primary objectives of this resource from planting their own plant and taking care of it, to making pizza with locally grown foods, to assessing their own lunch and auditing their supermarket.
|Experiential Learning: |
Authentic learning experiences are provided
|Cooperative Learning||Very Good|
Co-operative group work and learning skills are part of most activities and as such are explicitly taught, practiced and assessed. Students are required to reflect on group activities and decide how effectively their group works together, what could be improved, what is working well, etc.
|Cooperative Learning: |
Group and cooperative learning strategies are a priority.
|Assessment & Evaluation||Very Good|
Most activities have suggestions for assessment:
|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: |
Provides opportunities for students to actively present their knowledge and skills to peers and/or act as teachers and mentors.
|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 resource is well planned with a progression of activities to lead students on an exploration of food. However, there is not a lot of choice within each activity so far as students taking ownership.
|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.|