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Current Food Issues

Date:

Subject: Home Economics Grade: 12

Topic: current food issues Essential Question: What is


healthy eating?

Materials: computer, projector. big piece of paper, markers, outline of world map,
TED video link, exit slips

https://www.ted.com/talks/mark_bittman_on_what_s_wrong_with_what_we_eat#t-
89107

Stage 1- Desired Results you may use student friendly language


What do they need to understand, know, and/or able to do?
Students will need to be able to reflect on their own nutrition of what they eat day to
day, coming into the classroom students will need to come in with a open mind to learn
new information from their classmates. They will need to understand that Canadas food
industry has changed immensely since the 1900s till now and how these changes affect
us in our daily lives and what we can do about it. Students will need to understand that
Canada is a multicultural country and that people in Canada come from all different
backgrounds and these backgrounds of people have different nutritional needs.

Broad Areas of Learning:


The Broad Areas of Learning are: Lifelong Learners, Sense of Self, Community
and Place, and Engaged Citizens.
These will be incorporated into the lesson multiple ways by researching and reflecting in
depth what they eat everyday and how this food arrives to them. What ways has the
food industry endorsed that food into their households. This researching into what food
the students eat every day can promote their sense of self by becoming aware of what
they put in their bodies and the forces that influence this process. This research ties
students to place by our world where we live and the food that we eat is produced on
the world we are just researching how it gets to us in our homes. In turn this will
promote students to becoming engaged citizens by becoming aware of the food industry
in our country and how the different cultures in our country have different nutritional
needs.
Cross-Curricular Competencies:
The Cross curricular competencies are developing: thinking, identity and
interdependence, literacies, and social responsibilities.
Students will develop identity by reflecting on their own lives and food choices that
make up who they are, this will in turn establish interdependence for students in
researching their own foods. Literacies will be developed by writing up a summative
report of where they found their food came from and researching why that item came
from that region. Students will also have a opportunity to reflect on their own food
choices. A social responsibility by becoming aware of the food issues in Canada students
can affect change in their own communities by raising awareness.

Outcome(s):
27.1 To develop a global perspective regarding food production regarding food
production and consumption (IL)
27.3 To understand that diet depends, in part, on where a person lives. (COM)

PGP Goals:
2.2 proficiency in the Language of Instruction
3.2 the ability to use a wide variety of responsive instructional strategies and methodologies to
accommodate learning styles of individual learners and support their growth as social, intellectual,
physical and spiritual beings

4.2 the ability to incorporate First Nations, Mtis, and Inuit knowledge, content and perspective into
all teaching areas

Stage 2- Assessment

Assessment FOR Learning (formative) Assess the students during the learning to help
determine next steps.

The formative assessment for this lesson is ongoing, I will asses on the completion of
researching where the one specific food comes from and adding this information to the
class food map. During the class discussion I will asses on students participation in the
discussion and the value added to the conversation of their personal experiences.
Assessment OF Learning (summative) Assess the students after learning to evaluate
what they have learned.

At the end of the lesson I will summative asses on the exit slip completion and how they
can take the knowledge learnt in class and apply it to a real world situation. The
completion of the question Why do most Indigenous people in Canada have
inadequate nutrition? If Indigenous people live in Canada why is there an FNIM food
guide?

This applied question will allow students to critically apply knowledge of the topic in
their own way because this is an answer they do not already have.
Stage 3- Learning Plan

Motivational/Anticipatory Set (introducing topic while engaging the students)

I will start the class with showing part of the Mark Bittman TED talk about what is wrong
with what we eat to get the students to start thinking about our food and how it has
changed over decades.

After the clip I will ask the students to write down one specific thing they ate today.

Main Procedures/Strategies:

1. TED Clip

2. Have students write down one specific thing they ate today. (brand included)

3.With this specific food item I want the students to then research on their phone/
computers where that food item came from, where it was grown, manufactured,
packaged etc.

4. After the students have the information we will come together as a class and
complete of where my food comes from map

5. The completion of the map will lead us into the issue of our food industry.

6. Class discussion on our food industry.

- Looking at the class map why do you think these foods come from these countries?

- What major shift has taken place?

- Does every culture have the same ideas of food production?

-Talk about where the students are from and how their families usually prepare food (in
the home, restraunts, gardens, supermarkets)

- Do different cultures have different food traditions? Give an example


- Does nutrition vary by the location of you live?

7. Exit slip completion

- Technology, research, collaboration, group discussion

Adaptations/Differentiation:

- giving assignment details ahead of time

- If student does not know their cultural background they can talk about being
Canadian

- If student does not prepare food with family they can talk about how they
themselves do, friends, or how they have seen it done.

Closing of lesson:

The closing of the lesson will be the completion of their exit slip before they leave class
to remind them what we have talked about and something to take with them into their
lives.

Personal Reflection:

I will reflect on the lesson once completed seeing what I did well and what could I work on
or change. I will also have a teacher to sit in and give me feedback, for this lesson I would
like to be recorded so I can see what the students see.
Exit Slip- Food Issues
1.WhydomostIndigenouspeopleinCanadahaveinadequatenutrition?IfIndigenouspeoplelivein
CanadawhyisthereanFNIMfoodguide?
ClassMapOutline
Thiswillbetransferredtoalargerpaperfortheclasstoputwheretheyfoundoutthefoodtheyatetoday
camefrom.

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