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Date:
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
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
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.
- Looking at the class map why do you think these foods come from these countries?
-Talk about where the students are from and how their families usually prepare food (in
the home, restraunts, gardens, supermarkets)
Adaptations/Differentiation:
- 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.