By Vikki Heatherbell, Fiona Dube and Navreet Kaur
<ul><li>This activity looks at students developing the idea of  </li></ul><ul><li>sustainability by using  Food miles  in ...
<ul><li>Curriculum Vision :  Y oung people who will seize the opportunities offered by new knowledge and  technologies  to...
<ul><li>Curriculum Values: </li></ul><ul><li>Students will be encouraged to value the ecological sustainability , which in...
<ul><li>Key competencies thatstudents will learn : </li></ul><ul><li>Thinking </li></ul><ul><li>Relating to others </li></...
<ul><li>Activity: </li></ul><ul><li>Work in pairs. </li></ul><ul><li>Choose a type of food. </li></ul><ul><li>Research  us...
<ul><li>Find the food mile of your chosen food using Google map. </li></ul><ul><li>Find the nutritional value of the food....
<ul><li>Calculate the approximate amount of fuel used to bring the food to Nelson. </li></ul><ul><li>How is the food mile ...
<ul><li>Present the above information in a power point to the whole class. </li></ul><ul><li>Make posters to show how  you...
<ul><li>Actual  power point information that was used in TP2 </li></ul><ul><li>A word document was also handed in . </li><...
<ul><li>Things I would like to change next time: </li></ul><ul><li>Each pair would choose different food to avoid any repe...
<ul><li>Limitation: </li></ul><ul><li>Many students can’t tell their parents what foods are indirectly related to their ul...
Bibliography www.allanbennett.net www.gdrc.org www.greenlivingtips.com
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Food Mile 2[1]

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Food Mile 2[1]

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

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