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Food Mile 2[1]
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Food Mile 2[1]

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Transcript

  • 1. By Vikki Heatherbell, Fiona Dube and Navreet Kaur
  • 2.
    • This activity looks at students developing the idea of
    • sustainability by using Food miles in some easily available
    • foods around them.
      • Principles from curriculum: Future Focus
  • 3.
    • Curriculum Vision : Y oung people who will seize the opportunities offered by new knowledge and technologies to secure a sustainable social, economic and Environmental future for our country.
  • 4.
    • Curriculum Values:
    • Students will be encouraged to value the ecological sustainability , which includes
    • Care for the environment.
    • Students will be encouraged to engage critically with societal issues and evaluate the sustainability of alternative social ,economic ,political and environmental practices
  • 5.
    • Key competencies thatstudents will learn :
    • Thinking
    • Relating to others
    • Managing self
  • 6.
    • Activity:
    • Work in pairs.
    • Choose a type of food.
    • Research using the internet to find out what a food mile is.
  • 7.
    • Find the food mile of your chosen food using Google map.
    • Find the nutritional value of the food.
  • 8.
    • Calculate the approximate amount of fuel used to bring the food to Nelson.
    • How is the food mile related to global warming?
    • What can you do to reduce global warming?
  • 9.
    • Present the above information in a power point to the whole class.
    • Make posters to show how you can help choose
    • alternative foods to reduce global warming.
    • The activity will involve- ICT, Science, English, Arts ,Math and Geography
  • 10.
    • Actual power point information that was used in TP2
    • A word document was also handed in .
    • How far has the ingredient travelled? What is its food mile value?
    • Students will find out the nutritional value of the food
    • How does it help the human body?
    • What is the daily recommended intake for it?
    • Can we do without it- the food you chose?
    • Can food be substituted with some other foods?
    • Is the food worth buying when we are running out of fuel or not?
    • Presentation; Each group will make a powerpoint ppt for the above findings.
    • No more than 7 slides
    • Contents can include pictures and animation to make it more interesting
    • You should be able to answer any question asked based on your findings
    • Both the partners will have to prepare, present and answer
    • You will have to include a bibliography of your work
    • You will be assessed based on your behaviour in the computer lab, working as team, and your presentation.
    • You will also be assessed by your partner- peer assessment
  • 11.
    • Things I would like to change next time:
    • Each pair would choose different food to avoid any repetitions.
    • Complete the poster as well and hang them up in classroom.
    • Investigate on local food availability and compare the prices.
  • 12.
    • Limitation:
    • Many students can’t tell their parents what foods are indirectly related to their ultimate well being.
    • So hopefully they can actually make choice when they are in charge .
  • 13. Bibliography www.allanbennett.net www.gdrc.org www.greenlivingtips.com