Global Groundwork Resource Kit-Food and Agriculture

Question	Response
What important, related ideas/issues are not addressed in this resource?	In lesson two, poverty and slum life within Canada is ignored. We must remember to acknowledge the living conditions of Canadian indigenous populations, the living conditions of the homeless, and the living conditions of those whose incomes are below the poverty line. Examining Canada with the same criteria we use for examining other nations in the global community reveals that we are not just a 'have' nation, but a nation that needs to do a better job of taking care of each other. While concerns regarding continuous human population growth is clearly explored in the initial backgrounder, this information is not well shared with students in these lessons. The global problems and solutions associated with "have" nations eating locally-grown food are not addresses.
What important ideas are implied by the resource, but not taught explicitly?	Insecticides adversely affect diversity. We should fairly distribute food on Earth. Canadians should be grateful for what they have. Alien species are unnatural and should be controlled.
To enhance this resource the following changes would be beneficial:	If a mono-culture farm is not available in your community, find a wild field location to examine and collect insects in. Compare that to what would happen if someone decided to mono-farm in that location. Review poverty within Canada in conjunction with the second lesson.

Principle	Rating	Explanation
Bias Minimization	Good	Canadian slums should be examined with the same criteria used to examine those of other nations in the global community.
Multiple Dimensions of Problems & Solutions	Very Good	If all lessons are used, a variety of dimensions are addressed. Within each lesson there is a good attempt to raise awareness regarding more than one dimension.
Respects Complexity	Satisfactory	While the insect/pesticide lesson does a good job of looking at the surrounding issues, the food distribution and alien species lessons are very simplistic.
Action Experience	Satisfactory	There is no mention within this unit of the teaching kit of how students will be involved in creating change in their communities local or global.
Action Skills	Poor/Not considered
Empathy & Respect for Humans	Good	The food distribution game and the slum/website activity both create opportunity for developing and expressing empathy.
Personal Affinity with Earth	Satisfactory	Students may be taken outside to explore and learn about insects.
Locally-Focused	Good	Students are encouraged to use their own lives as a basis of comparison. Students may collect and learn about local insects.
Past, Present & Future	Good	Aspects of past present and future are in play but a message of a positive vision for the future is not inherent to any of the lessons.

Pedagogical Approaches

Principle	Rating	Explanation
Open-Ended Instruction	Good	A guided inquiry approach with some opportunity for open exploration is utilized.
Interdisciplinary and Multidisciplinary Learning	Very Good
Discovery Learning	Good
Values Clarification	Satisfactory
Differentiated Instruction	Satisfactory
Experiential Learning	Good
Cooperative Learning	Satisfactory
Assessment & Evaluation	Good	Suggestions for assessment accompany each activity.
Peer Teaching	Satisfactory
Case Studies	Very Good
Locus of Control	Satisfactory	The activities are prescribed.

Relevant Curriculum Units

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Global Groundwork Resource Kit-Food and Agriculture

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Description

General Assessment

Sustainability Education Principles

Pedagogical Approaches

Relevant Curriculum Units

A project of

with support from

Global Groundwork Resource Kit-Food and Agriculture

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Description

General Assessment

Sustainability Education Principles

Pedagogical Approaches

Relevant Curriculum Units

A project of

with support from