Search for Resources

Honduras: Seventh Grade-Lesson 1

Going Bananas

Elementary, Middle

Description

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.

General Assessment

What skills does this resource explicitly teach?

This resource explicitly teaches how to write a survey and how to read the results.

Strengths

  • This resource is very interesting and easy to use.
  • There are suggestions for students with difficulties.
  • There are extension activities.
  • There are a lot of additional resources.
  • There is an action project included within this resource.

Weaknesses

  • The assessment tool needs a rubric.

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
      • English/Language Arts
        • Step 4Relevant matches
        • Writing: Ideas and information can be articulated accurately and imaginatively through the use of writing processes and an understanding of the author’s craft
      • Science
        • Step 4Relevant matches
        • Trees and Forests
    • Grade 7
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Interactions and Ecosystems
        • Planet Earth
        • Plants for Food and Fibre
    • Grade 8
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • Comprehend and Respond
        • Enhance Clarity and Artistry of Communication
        • Explore Thoughts, Ideas, Feelings and Experiences
        • Manage Ideas and Information
        • Respect, Support and Collaborate
  • British Columbia
    • Step 2Select a grade level
    • Grade 7
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • Exploring and sharing multiple perspectives extends our thinking.
        • Language and text can be a source of creativity and joy
  • Manitoba
    • Step 2Select a grade level
    • Grade 6
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Diversity of Living Things
    • Grade 7
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • Language as Exploration and Design
        • Language as Power and Agency
        • Language as Sense Making
        • Language as System
      • 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
      • Social Studies
        • Step 4Relevant matches
        • Cultures
        • Empowerment: Economics
        • Atlantic Canada and the World:
    • Grade 7
      • Step 3Select a subject
  • Newfoundland & Labrador
    • Step 2Select a grade level
    • Grade 3
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • Reading & Viewing
        • Speaking & Listening
        • Writing & Other Ways of Representing
    • Grade 4
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • Reading & Viewing
        • Speaking & Listening
        • Writing & Other Ways of Representing
    • Grade 5
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • Reading & Viewing
        • Speaking & Listening
        • Writing & Other Ways of Representing
    • Grade 6
    • Grade 7
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • Reading & Viewing
        • Speaking & Listening
        • Writing & Other Ways of Representing
      • Home Economics
        • Step 4Relevant matches
        • Home Economics Intermediate: Foods and Nutrition
      • Science
        • Step 4Relevant matches
        • Interaction of Ecosystems
  • Northwest Territories
    • Step 2Select a grade level
    • Grade 6
      • Step 3Select a subject
    • Grade 7
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • Access and Explore
        • Celebrate and Build Community
        • Clarify and enhance
        • Comprehend and Respond
        • Research, interpret and analyze
      • Health Education
        • Step 4Relevant matches
        • Nutrition
      • Science
        • Step 4Relevant matches
        • Interactions and Ecosystems
        • Planet Earth
        • Plants for Food and Fibre
      • Social Studies
        • Step 4Relevant matches
        • The Circumpolar World: Connections: Canada & the Circumpolar World
  • Nova Scotia
  • Nunavut
    • Step 2Select a grade level
    • Grade 6
      • Step 3Select a subject
    • Grade 7
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • Access and Explore
        • Celebrate and Build Community
        • Clarify and enhance
        • Comprehend and Respond
        • Research, interpret and analyze
      • Health Education
        • Step 4Relevant matches
        • Nutrition
      • Science
        • Step 4Relevant matches
        • Interactions and Ecosystems
        • Planet Earth
        • Plants for Food and Fibre
      • Social Studies
        • Step 4Relevant matches
        • The Circumpolar World: Connections: Canada & the Circumpolar World
    • Grade 8
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Interactions in Our Environment
  • Ontario
  • Prince Edward Island
    • Step 2Select a grade level
    • Grade 6
      • Step 3Select a subject
      • Health Education
        • Step 4Relevant matches
        • Life Learning Choices
      • Science
        • Step 4Relevant matches
        • Diversity of Life
    • Grade 7
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • Reading and Viewing
        • Speaking and Listening
        • Writing and Other Ways of Representing
      • Home Economics
        • Step 4Relevant matches
        • Intermediate Home Economics:Food
      • Science
        • Step 4Relevant matches
        • Interactions Within Ecosystems
  • Quebec
    • Step 2Select a grade level
    • Grade 6
    • Grade 7
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • Reads and listens to written, spoken and media texts
        • Represents her/his literacy in different media
        • Uses language/talk to communicate and to learn
        • Writes a variety of genres for personal and social purposes
      • Science & Technology
        • Step 4Relevant matches
        • The Living World
    • Grade 8
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • Reads and listens to written, spoken and media texts
        • Represents her/his literacy in different media
        • Uses language/talk to communicate and to learn
        • Writes a variety of genres for personal and social purposes
      • Science & Technology
        • Step 4Relevant matches
        • The Living World
  • Saskatchewan
    • Step 2Select a grade level
    • Grade 6
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Science 6: Life Science: Diversity of Living Things
      • Social Studies
        • Step 4Relevant matches
        • Social Studies 6: Canada & Our Atlantic Neighbours -Interactons and Interdependance of Nations
    • Grade 7
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • Compose and Create
        • Comprehend and Respond
      • Science
        • Step 4Relevant matches
        • Science 7: Life Science: Interactions within Ecosystems
  • Yukon Territory
    • Step 2Select a grade level
    • Grade 7
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • Exploring and sharing multiple perspectives extends our thinking.
        • Language and text can be a source of creativity and joy

Themes Addressed

Food & Agriculture (4)

  • Conventional Farming
  • Food Security
  • Organic Farming
  • Subsistence Farming

Sustainability Education Principles

Principle Rating Explanation
Consideration of Alternative Perspectives Good

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:
  • 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 Poor/Not considered

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.

  • 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 Poor/Not considered
Respects Complexity:

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

Acting on Learning Good

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

  • 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 Poor/Not considered
Values Education:

Students are explicitly provided with opportunities to identify, clarify and express their own beliefs/values.

Empathy & Respect for Humans Poor/Not considered
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 Poor/Not considered
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 Very Good

Students will be engaged in creating and conducting a survey in their community.

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 Poor/Not considered
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 Satisfactory

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.

Open-Ended Instruction :

Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer.

Integrated Learning Good
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 Satisfactory

The survey is the only means for making discoveries.

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

There are a variety of activities which will appeal to different students, as well as a suggestion for students who may have difficulties.

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 Good

The survey is a direct authentic experience, as is the preparation and publication of a children's book.

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 Poor/Not considered
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

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.
Peer Teaching Very Good

Students are preparing and presenting books to younger audiences. 

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
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
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.