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Students investigate the effect of climate change on their food? They watch a video to learn how climate change affects farms and what farmers in their area are doing about it. They research different farming techniques, and learn how agriculture can affect climate change in both positive and negative ways.
Students will realize that climate change is not only happening in the arctic or coastal communities but where they live as well. Students will learn that there are actions that they can take to help with climate change mitigation and adaptation locally.
1. Food production is associated to soil health
2. Weather associated with climate change affects soil productivity
3. You can make a difference with your food purchases
Students have an opportunity to strengthen those skills related to effective viewing, and researching and reporting on an issue.
The link between climate change and our ability to feed a growing world population is a critical one. The pedagogy used in this particular resource to help students understand that link is effective.
The resource has relevance for those units of study that address climate change, resource management, food production and security, appropriate technology, and responsible consumption.
The following tool will allow you to explore the relevant curriculum matches for this resource. To start, select a province listed below.
|Consideration of Alternative Perspectives||Good|
The lesson recognizes and outlines the threat to agriculture caused by climate change. This is not a point of view but a reality. The opportunity to consider different perspectives with respect to farming methods and technology arises from student investigation of and reporting on these topics.
|Consideration of Alternative Perspectives: |
|Multiple Dimensions of Problems & Solutions||Very Good|
The examination of the impact of climate change on farming and how we might respond requires that we examine the environmental consequences of increased drought, flooding, and wind. It also leads to a discussion on the economic cost to both the producer and the consumer attached to damage to or loss of crops. Finally, it requires that we consider social issues such as the future of the farmer and our access to healthy and affordable food.
|Multiple Dimensions of Problems & Solutions: |
Effectively addresses the environmental, economic and social dimensions of the issue(s) being explored.
Students may be expected to recognize that the farm is an ecosystem and that any strategy to mitigate the impact of climate change must recognize the interplay among severe weather, technology and sustainable practices.
|Respects Complexity: |
The complexity of the problems/issues being discussed is respected.
|Acting on Learning||Good|
The suggestions for extended learning includes a number of activities that encourage students to act on their learning. These include identifying the carbon footprint of their lunch, calculating the food miles that bring their meals to the table, visiting a farm in the area and acting on the information gained in each instance.
|Acting on Learning: |
Learning moves from understanding issues to working towards positive change — in personal lifestyle, in school, in the community, or for the planet
In discussing the merits of various agricultural practices, students must consider the values attached to our reliance on industrial farming, global imports and local foods.
|Values Education: |
Students are explicitly provided with opportunities to identify, clarify and express their own beliefs/values.
|Empathy & Respect for Humans||Good|
Students may be expected to emerge from the lesson with a greater appreciation of farmers and the struggles they face and the commitment of many to sustainable agriculture.
|Empathy & Respect for Humans: Empathy and respect are fostered for diverse groups of humans (including different genders, ethnic groups, sexual preferences, etc.).|
|Personal Affinity with Earth||Good|
The lesson helps students understand the link between the land and the food they eat and how climate change can threaten the agricultural viability of that land.
|Personal Affinity with Earth: |
Encourages a personal affinity with -the natural world.
Food and farming are universal issues and the link between the farm, the farmer, and our table is both local and global. The extended learning suggestions also encourage students to visit a local farm to learn that connection first hand.
|Locally-Focused Learning: |
Includes learning experiences that take advantage of issues/elements within the local community.
|Past, Present & Future||Good|
Climate change challenges today's farmers and part of the solution is to return to certain traditional practices as well as incorporating the tools provided by current and future technology.
|Past, Present & Future: Promotes an understanding of the past, a sense of the present, and a positive vision for the future.|
In investigating and reporting on various farms and farm technologies and how they contribute to climate change or help mitigate it, students will have to weigh the merits of and the challenges presented by those strategies they may advocate as part of the solution.
Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer.
A study of farming and climate change may be approached through the lens of resource management and the discipline of geography. Economist are interested in our ability to feed a growing world population and the cost of food. The scientist will want to know how technology can help and the environmental consequences of any technological solution. Social Studies is interested in both these elements and also in the role of the farmer and the farm family as we make choices in these matters.
|Integrated Learning: |
Learning brings together content and skills from more than one subject area
The lesson poses a problem - what can be done to mitigate the effects of climate change on agriculture. It includes a video that suggest a number of possible responses and it asks student to dig deeper by investigating what other options are available in terms of technology and techniques.
|Inquiry Learning: |
Learning is directed by questions, problems, or challenges that students work to address.
Students gain an understanding of the issue by viewing a video and reading a background article. They are then challenged to dig deeper into the issue by investigating what tools or techniques are available to farmers in their struggle with climate change. In each of these instances, students efforts may be supported by their classmates as they cooperate to enhance their understanding of the issues.
|Differentiated Instruction: |
Activities address a range of student learning styles, abilities and readiness.
Students acquire an understanding of the issues by viewing and listening but once this is in place, they are asked to visit a local farmers market and talk to the farmers about the issues raised by their study. They also come to an appreciation that they can make a difference by their food choices.
|Experiential Learning: |
Authentic learning experiences are provided
Students work in groups to investigate a topic of their choosing related to various agricultural issues and present their findings to the rest of the class.
|Cooperative Learning: |
Group and cooperative learning strategies are a priority.
|Assessment & Evaluation||Good|
The student completed Viewing Guide and the student report prepared on farming and climate change both provide material for evaluation of student understanding.
|Assessment & Evaluation: Tools are provided that help students and teachers to capture formative and summative information about students' learning and performance. These tools may include reflection questions, checklists, rubrics, etc.|
Students have an opportunity to learn from their classmates as they listen and respond to the presentations made by other students on farming and climate change.
|Peer Teaching: |
Provides opportunities for students to actively present their knowledge and skills to peers and/or act as teachers and mentors.
The video, Climate Change on the Farm describes the measures taken by a particular farm in Credit Valley to meet the challenges to farming posed by climate change.
|Case Studies: |
Relevant case studies are included. Case studies are thorough descriptions of real events from real situations that students use to explore concepts in an authentic context.
|Locus of Control||Good|
Once students have been introduced to the link between climate change and farming, they are asked to select a topic of their choosing that will allow them to dig deeper into the effects of and possible responses to climate change as it relates to farming.
|Locus of Control: Meaningful opportunities are provided for students to choose elements of program content, the medium in which they wish to work, and/or to go deeper into a chosen issue.|