- Review Process
- Take Action
- A project of LSF
Students will engage in a self-directed survey to identify reasons for the popularity of bananas, map the journey each banana must take and then write a book for younger children about bananas. They will learn about the origin of the banana, how bananas are grown, and how their bananas travel from Honduras to their local grocery store.
This resource explicitly teaches how to write a survey and how to read the results.
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
Students should be encouraged to survey a variety of people. Furthermore, the purpose of this lesson is to learn more about bananas, and the farming process.
|Consideration of Alternative Perspectives:
|Multiple Dimensions of Problems & Solutions
This lesson is meant to be informative, and does not address the problems and issues related to banana production.
However, if combined with the Grade 8 lesson from the same resource, more ethical issues will be addressed.
|Multiple Dimensions of Problems & Solutions:
Effectively addresses the environmental, economic and social dimensions of the issue(s) being explored.
The complexity of the problems/issues being discussed is respected.
|Acting on Learning
At the elementary level, it is important that students know that bananas come from another country, and that there is a complicated process involved in getting that banana in to their lunch box. In this resource, older students are responsible for educating the younger students, thereby creating an action experience.
|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 explicitly provided with opportunities to identify, clarify and express their own beliefs/values.
|Empathy & Respect for Humans
|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
|Personal Affinity with Earth:
Encourages a personal affinity with -the natural world.
Students will be engaged in creating and conducting a survey in their community.
Includes learning experiences that take advantage of issues/elements within the local community.
|Past, Present & Future
|Past, Present & Future: Promotes an understanding of the past, a sense of the present, and a positive vision for the future.
The survey will give students different answers depending on the questions they ask. However, they will all get the same information from reading about bananas.
Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer.
Learning brings together content and skills from more than one subject area
The survey is the only means for making discoveries.
Learning is directed by questions, problems, or challenges that students work to address.
There are a variety of activities which will appeal to different students, as well as a suggestion for students who may have difficulties.
Activities address a range of student learning styles, abilities and readiness.
The survey is a direct authentic experience, as is the preparation and publication of a children's book.
Authentic learning experiences are provided
Group and cooperative learning strategies are a priority.
|Assessment & Evaluation
A student-developped rubric and self-assessment are needed.
|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.
Students are preparing and presenting books to younger audiences.
Provides opportunities for students to actively present their knowledge and skills to peers and/or act as teachers and mentors.
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
|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.