Learning Objectives

Notes

Preamble.

Ideas for practical application.

Prepare foods with lentils, legumes, rice, or grains. Identify countries where these foods are grown and processed.

Prepare foods of choice and use foods from a variety of countries. Check labels to discover where the food was packaged.

Have students, working in groups, plan and prepare a meal representing a specific country.

Plan ways to make staple foods more nutritious. Have students research and present information about each of the topics in this module.

27.1 To develop a global perspective regarding food production and consumption. (IL)

Define the term global perspective. Discuss where the food we eat comes from, who produces it, and how is it produced. List some foods commonly eaten and the countries that produce them.

Keep track of foods eaten in one day. Discover where the foods are produced/grown.

Discuss how interrelated the world is in terms of food production.

Discuss what individual responsibilities we have when making food choices.

Have students discuss their feelings and ideas about why they choose to eat the foods they do. Consider if foods are chosen for flavour, variety, health, nutrition, etc.

27.2 To understand that diet depends, in part, on where a person lives. (COM)

Compare nutritional adequacy of diets in specific countries around the world. In particular, note amount of protein, vitamins, minerals and fat consumed.

Discuss sources of protein in some of the developing nations.

Find a typical diet from a developing country and analyze it in terms of Canada's Food Guide.

Using a world map and pictures of available food, identify basic foods from different countries.

Most hunger deaths are due to nutrition-related sickness and disease. Identify deficiency illness common in developing countries.

27.3 To examine some myths regarding world hunger. (CCT)

There is enough food in the world to meet universal nutritional needs. Determine what some of the complicating factors are. One factor is that food resources are not evenly distributed. About 25% of the people consume 70% of the food. Who owns the land is another issue.

Observe World Food Day in October.

27.4 To understand the meaning of food security.

Food security has always been an issue for many people in the world. It is a relatively new concept discussed in Canada. "Everyone has a right to food security...everyone having access to enough safe, nutritious and affordable food at all times for an active, healthy lifestyle regardless of income." Discuss the implications of this statement for Canadians in general and for people in your community.

Look at poverty and hunger in Saskatchewan communities. Invite resource people from the community to talk about the issues.

Learning Objectives

Notes

27.5 To understand the links between agriculture and the consumer. (TL)

Discuss agriculture in Saskatchewan and its links with the consumer.

List foods and food products that originate in Saskatchewan. Discuss the importance of these foods in your daily diet. Decide if these foods can be identified as staple foods. List the foods that are exported.

Discuss how agricultural issues in Saskatchewan or Canada affect everyone. Using current issues of The Western Producer, GrainNews, and the Country Guide have students scan headlines and editorials to identify some issues facing agriculture. Review "Agriculture and You" published by the Canadian Western Agribition.

Recognize how world farming issues are Canadian farming issues.

Invite guest speakers or take an Agribition tour, if in or near Regina.

Consult the Agriculture Studies 30 Curriculum Guidelines and/or teacher.

27.6 To understand the relationship between biotechnology in agriculture and your food. (CCT, TL)

Define the term biotechnology. Be aware of how often it is discussed today.

Discuss the issues and benefits of biotechnology in agriculture and for the food you eat.

Check the Internet for agri-food information regarding biotechnology. There is a lot of information available and considerable controversy regarding this current agriculture issue.

27.7 To demonstrate how the five Rs may be applied to daily lives. (PSVS)

Identify the 5 Rs. The 5 Rs are reduce, reuse, recycle, revalue, and refuse. Discuss ways in which individuals may act locally for each of the Rs.

Prepare a bulletin board with ideas for the 5 Rs.

Prepare environmentally friendly cleaning products for use at home and in the classroom.

Put the 5 Rs into action in the classroom.

27.8 To provide opportunities for taking action to be responsible world citizens. (PSVS, IL)

Understand that taking action to express and uphold values is important. Research the issues well first to get the facts so that all consequences for people involved are considered. Keep in mind that some actions may have harmful consequences and that some solutions may not solve the problem for the people involved.

Invite guest speakers who are involved in national and international issues. Guests may include people working for NGOs (non-governmental organizations), SCIC, CUSO, CIDA, government agencies, or a food company. Ask about their work, research, organizational policies, etc.

Discuss and explore ways to become involved locally for global results.

27.9 To demonstrate understanding of concepts discussed in this module.

Refer to news clippings on current food issues, nutrition, biotechnology, agriculture, etc. Present the summary of one or two of them in class.

Include summaries of current food issues in school newsletters.

Research and report on a current global issue. Examples are: agribusiness in developing countries, the use of chemicals and fertilizers in farming practices, the role of women and children in subsistence farming, ways to reduce waste in consumer goods, issues of biotechnology, or any of the issues surrounding the terminology at the beginning of the module. Deal with the issues through role play, debate, panel discussion, etc.

Learning Objectives

Notes

28.1 To examine how to prepare now for a successful career. (CCT)

Ideas for practical application.

As a class list basic skills that are necessary now for success in any field of employment. Some ideas are: be responsible, be willing to learn, have basic computer and math skills, practice teamwork, communicate effectively, etc.

Have students discuss how these skills and qualities may be developed and applied in their daily lives.

28.2 To discover what personal skills, abilities, and interests can be applied to careers in food and nutrition. (PSVS)

List all personal attributes that would be useful and/or necessary if considering a career in this area. Ideas include: working well with people, having an interest in food, being creative, working well with your hands, being a leader, etc.

28.3 To explore careers in food and nutrition.

Brainstorm a list of careers in the area of food and nutrition: food production and marketing, food technology, food service, nutrition, research, etc. Give as many examples for each as possible. Students may also consider working for government departments or being an entrepreneur.

Define entry level and list requirements for each.

If the textbook Food for Life is available, the following are some suggested activities:

• Review some of the career sketches. Students may select those that interest them.
• Make a list of all career sketches and categorize into the areas listed.
• Divide the class into groups to examine the career sketches from various chapters. Report back to the class.

Do a bulletin board of career ideas. Have students help with ideas, pictures, and drawings.

28.4 To identify how to choose a career.

List some careers to explore in the food industry. Pick a career of interest and research it. Draw up a list of areas to examine such as education required, working conditions, advantages and disadvantages, availability of employment, wages, personal qualifications.

Develop a list of questions to ask about the career or job. Interview an employer in that job/career. Report back to class.

Participate in a job shadow.

Invite guest speakers.

Access the Saskatchewan Education website and visit "Careers called Success."

Check with the guidance counselor in your school, scan post-secondary calendars, and search the Internet for information regarding continuing education and careers.

28.5 To demonstrate understanding of concepts and information. (COM, CCT, IL)

Evaluation should include that of completed class assignments and classroom activities.