Food From The Land: Grade 10 Geography Duration of Unit: 21 Days

Food From the Land
Grade 10 Geography
Duration of Unit: 21 Days
Lydia Gibbs, Meghan Oliver, Joel Schreyer

Senior Years: Teaching Geography
Jim Stein
October 5th, 2018
Table of Contents
CLUSTER 3: FOOD FROM THE LAND
TOPIC RATIONALE 3
SUB-TOPICS
FOCUS QUESTIONS
UNIT OBJECTIVES 4
DAY 1: INTRODUCTION TO FOOD FROM THE LAND
LESSON PLAN 5
1A: FOOD GROWTH KWL 35
1B: WORKSHEET 36
DAY 2: BUILT ON AGRICULTURE
LESSON PLAN 7
2A: BUILT ON AGRICULTURE WORKSHEET 39
DAY 3: THREE SISTERS
LESSON PLAN 9
3A: THREE SISTERS LEGENDS AND BACKGROUND 42
3B: WORKSHEET 44
DAY 4: MODERN AGRICULTURE IN CANADA
LESSON PLAN 11
DAY 5: OUR FOOD HAS A STORY
LESSON PLAN 13
5A: YOUR OPINION WORKSHEET 45
DAY 6: OUR FOOD HAS A STORY CONT.
LESSON PLAN 15
6A: WHAT I LEARNED WORKSHEET 46
DAY 7: FOOD CHOICES AND SUSTAINABILITY
LESSON PLAN 17
7A: FOOD CHOICES AND SUSTAINABILITY NOTES 47
DAY 8: FOOD CHOICES AND SUSTAINABILITY CONT.
LESSON PLAN 19
8A: FOOD CHOICES AND SUSTAINABILITY ACTIVITY 48
8B: FOOD CHOICES AND SUSTAINABILITY ESSAY OUTLINE 52
DAY 9: GLOBAL FOOD PRODUCING REGIONS
LESSON PLAN 21
9A: GLOBAL FOOD PRODUCING REGIONS WORKSHEET 53
DAY 10: GLOBALIZATION AND FOOD PRODUCTION
LESSON PLAN 23
10A: TOP TEN 56
10B: FROM FARM TO FORK 57
DAY 11: CANADA’S FISHING INDUSTRY
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LESSON PLAN 25
11A: FISHERY KEY TERMS 58
11B: FISHERY TEXTBOOK ANSWER KEY 60
DAY 12: CANADA’S FISHING INDUSTRY CONT.
LESSON PLAN 27
DAY 13: GLOBAL FOOD CRISIS
LESSON PLAN 28
13A: GLOBAL FOOD CRISIS RESPONSE BOOKLET 64
13B: GLOBAL FOOD CRISIS RESPONSE BOOKLET ANSWER KEY 70
DAY 14: CHALLENGING CONDITIONS
LESSON PLAN 30
13A: KEY TERMS 74
13B: CHARACTER QUESTIONS 76
13C: CHARACTER QUESTIONS ANSWER KEY 78
13D: CHARACTER REPONSE BOOKLET 79
DAY 15: UNIT REVIEW
LESSON PLAN 32
15A: UNIT REVIEW 82
15B: JIGSAW PAGE 83
DAY 16: UNIT TEST
LESSON PLAN 33
16A: UNIT TEST 64
DAY 17-21: FOOD FROM THE LAND FINAL PROJECT
LESSON PLAN 34
17A: FINAL PROJECT SHEET 90
APPENDIX 35
LINK TO GOOGLE DRIVE 35

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Cluster 3: Food from the Land
Topic Rationale:
The Food from the Land unit provides students with a valuable opportunity to further understand
the importance of agriculture and food production across our province, country, and planet.
Beginning with local examples of agriculture in Manitoba, this unit transitions to the broader
scope of agriculture across Canada, and ultimately focuses on food production on a global scale.
Contemporary issues surrounding the growth and distribution of food will require students to
think critically about potential solutions to major issues. Students will discover and expand on
current techniques used to safeguard our food supply from both human and environmental
impacts.
Four Sub-topics:
• Food Growth in Canadian Regions and their Environment

• Methods of Food Production and Distribution
• Safeguarding Canada from Food Insecurity
• Current Challenges Facing Global Food Producers
Focus Questions for the Unit:

• How does the physical environment influence agricultural production?
• How do you think agriculture has evolved in Manitoba since the arrival of European
settlers and what impact has it had in Canada?
• How can implementing newer machines and techniques benefit the growth of food and
the manpower required to harvest food? What impact do you think this will have on a
global scale?
• What is the difference between conventional farming and organic farming?
• How does consumer food choices affect sustainable food production?
• How do you think Canada is safe from competing with other countries in the global food
market?
• How can we as a people get the government to shift the focus from monetizing food
production favouring the large agriculture companies toward sustainable food production
systems for the people?
• In developing countries that are in food crisis, what challenges do subsistence farmers
face?
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Unit Objectives:
Knowledge: Skill:
Students will: Students will:
• Gain an understanding and ability to • Develop the ability to self-reflect and write
identify the regional differences their reflection in a structured format.
where Canadian food producers • Be able to condense, research, and analyze a
procure different food sources (fruit, topic to teach to classmates and propose
vegetables, livestock, crop, and solutions for their topic.
fish).
• Explore the process of Canadian
food production and distribution,
and how that relates to their daily
lives.
• Learn the importance of securing
productive and sustainable food
supply.
• Analyze past and current food
production methods and conditions,
the students will develop a moral
understanding of how future food
production will have to evolve to
meet the scarcity of the global food
supply.
Attitude: Social Participation:

Students will: Students will:
• Be respectful to classmates, teaching • Collaborate constructively during group
staff, and show compassion to activities.
sensitive topics during the lessons. • Engage fully in class discussions with
• Be expected to come to class on meaningful questions and feedback
time, be prepared (bringing
appropriate materials) and willing to
learn.
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DAY 1: Topic: Introduction to Food from the Land Unit
Focus Question:
How is agricultural production influenced by the physical environment?
Learning Outcomes: Time Allotted:
KL-021 Identify physical conditions required to produce major food crops. Examples:
topography, soil, climate, water... 65 minutes
KG-037 Give examples of the potential impact of climate change on food production.
Lesson Procedure:
(0:00-0:05) - Teacher will take attendance and greet students.
(0:05-0:10) - ACTIVATING: Students will collect a ‘Food Growth KWL’ sheet (Appendix 1A) from the
front of the room as they enter the classroom. Teacher will begin lesson by instructing students to take 5
minutes to complete the first two sections of the sheet (‘Know’ & ’Want to Know’) to the best of their
abilities.
(0:10-0:30) - Teacher will tell students to keep their KWL sheets and to add any information they learn
throughout the lesson. Teacher will continue lesson by displaying the learning outcomes for the lesson on the
projector while reading these outcomes out to the class. Displaying learning outcomes to students at the
beginning of each class allows them to understand the purpose behind further activities and discussion.
Teacher will introduce the Food from the Land unit by citing the goals of the unit, elaborating on each with
examples that students can relate to.
The goals of the unit are as follows: to outline what kind of major foods are grown in both Canada and across
the world; to discuss the impact of nature and humans on food production and distribution; to survey current
trends and techniques in the growing of food.
Questions asked to students throughout discussion will include:

● Where do you think the food you ate today came from?
● What sort of foods or crops are primarily grown in Manitoba?
● What are some factors you can think of that influence the success of food growth?
(0:30-00:55) - ACQUIRING: Teacher will explain to students that agricultural production is primarily
influenced by the physical environment. Teacher will reiterate to students that different modes of agricultural
production are used worldwide in accordance to the climate types of different regions. Teacher will assign the
reading of pages 265-267 out of the course text - Geographic Issues of the 21st Century, and distribute the
related worksheet (Appendix 1B). Students will be given 25 minutes to complete readings and worksheet.
(0:55-0:65) - APPLYING: Teacher will review worksheet with entire class and encourage students to share
their findings by raising their hands and providing their answers. Teacher will re-introduce the issue of global
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warming from previous units. Teacher will review with students the perceived effects that global warming
will have on Canada; warmer temperatures, rising sea levels etc.
Teacher will write the question, “How will agriculture in Manitoba be affected by global warming?” on the
whiteboard. As a class, students will brainstorm ideas; teacher will record responses on whiteboard. Examples
may include longer growing seasons, increase of potential farmland because of deforestation, loss of farmland
in coastal areas, etc.
Teacher will end lesson by stating to students how methods of agricultural activity have evolved significantly
throughout history. Lesson 2 of the unit will focus on the evolution of agriculture in Manitoba.
Assessment:
Whiteboard activity: how agriculture in Canada will be affected by global warming
Required Materials:
- Whiteboard
- Whiteboard Projector
- Course Text - Geographic Issues of the 21st Century
- Food Growth KWL Chart (1A)
- Worksheet (1B)
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DAY 2: Topic: ‘Built on Agriculture’
Focus Question:
How has agriculture evolved in Manitoba since the arrival of European settlers?
Learning Outcomes: Time

KL-021 Identify physical conditions required to produce major food crops. Examples: Allotted:
topography, soil, climate, water, etc.
KI-005 Identify human factors affecting the production and use of various types of food.
Examples: cultural, economic, political, marketing... 65 minutes
KH-034 Give examples of ways in which food production has changed over time.
Examples: soil conservation strategies, technological change...
KE-043 Identify the changing nature of farming on the prairies and describe the social and
economic implications for communities.
KE-044 Identify the stages involved in food production and distribution. Include: growing,
processing, transportation, and marketing.
Lesson Procedure:
(0:05-0:15) ACTIVATING: Students will collect the Built on Agriculture: Part 3 video outline (Appendix
2A) as they enter the room. Teacher will begin by displaying learning outcomes for the lesson on the
projector; teacher will read these outcomes out to students. Teacher will review content from previous lesson
through discussion with the class. Students will be encouraged to share what they have learned about the
relationship between agriculture and the physical environment by raising their hands during this class-wide
opening discussion.
(0:15-0:55) ACQUIRING: Teacher will introduce video ‘Built on Agriculture - Part 3’ (26 min.) by
explaining that natural processes are not the only factors that influence agricultural production; various human
factors have also altered agricultural practices over time. State to students that the changes in agricultural
production and distribution have in turn led to a change in lifestyles for those involving in agriculture.
Students will be asked to complete the corresponding video outline throughout the duration of the video.
Teacher will pause video periodically to ask students for their answers to the outline questions. Teacher will
provide the class with correct answers if necessary. Teacher will conclude video by asking if students have
any questions or missed any information on their outlines. Teacher will ensure students have all the necessary
information recorded.
(0:55-0:65) APPLYING: Teacher will explain to students that their next task is to further inquire about
different types of agriculture that exist (subsistence vs. cash-crop farming, intensive vs. extensive agriculture).
Teacher will assign the reading of pages 267-269 out of the course text and students will be required to
complete question 2 on page 270 of the text as an exit slip on a blank piece of paper. Teacher will check off
the names of students that completed the readings and questions as they exit the classroom. Completion of
exit slips and other homework assignments will not only benefit students’ understanding of content, but will
also influence the marks they receive for classroom participation.
Assessment:
- Exit slip: Students will be required to answer question 2 on page 270 from the Geographic Issues of the 21st
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Century textbook on a blank piece of paper and hand it in before they leave for teacher to assess student
understanding and participation.
Required Materials:
- Video: Built on Agriculture – Part 3: The Farmers (26 min.)
https://www.youtube.com/watch?v=WYy9yZ3hVcs
- Built on Agriculture: Part 3 Worksheet (2A)
- Exit slip on a blank piece of paper (course text - pg. 270, question #2)
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DAY 3: Topic: “Three Sisters”
Focus Questions:
What is the cultural significance of the Three Sisters stories?
What is similar in the stories? What are different?
What are similar to the practices that we have previously discussed in class? What are different?
Why do these plants grow well together?
Lesson Objectives/Outcomes: Time

Needed:
Examples: soil conservation strategies, technological change…
65 minutes
Exploring indigenous perspectives and their way of crop production.
Lesson Outline:
(0:05 - 0:20) ACTIVATING: Teacher will take a few minutes to summarize what students discovered in the
video and textbook readings from the previous lesson (examples of how farming has changed in our province,
different reasons for farming, and different types of land use).
Teacher will briefly speak about how indigenous peoples had their own technicals and develop their own
ways of farming that were successful for the indigenous peoples. As well as their own legends that went along
with their practices.
(0:20- 0:50) ACQUIRING: Teacher will give the students a handout of the three different stories of the
Three Sisters (Appendix 3A) for the students to read on their own. Once students have finished reading the
stories the teacher will split the students into groups to discuss what they thought about the stories. Teacher
will put up the following guiding questions for the groups to keep their conversations on topic:
What is the cultural significance of the Three Sisters stories?
What is similar in the stories? What are different?
What are similar to the practices that we have previously discussed in class? What are different?
Why do these plants grow well together?
Students will record their answers to these questions on a hand out (Appendix 3B) that the teacher will give
out and students will be expected to choose one person to share their answers with the rest of the class.
(0:50- 0:65) APPLYING: Students will come back together as a class and teacher will share the background
(Appendix 3A) of the legends and companion planting with the three vegetables corn, beans, and squash.
Each group will share their answers and students will fill in information from the other groups and the teacher
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on to their assignment sheet.
Assessment:
- Students will be assessed on how the work together in a group to answer the questions provided on
the handout and how they discuss the topic in the larger group setting.
Required Materials:
All sourced from https://academics.nsuok.edu/Portals/39/Three%20Sisters%20Legend.pdf
- The 3 Sisters Legends (3A)
- The Background (3A)
- The handout (3B)
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DAY 4: Topic: Modern Agriculture in Canada
Focus Questions:
What types of machinery and technology are present in modern agriculture?
How do modern machinery and techniques benefit the growth of food and the manpower required to harvest
food?
What are the agricultural regions of Canada and what foods are primarily grown in these different regions?

Allotted:
KI-005 Identify human factors affecting the production and use of various types of food. 65 minutes
Examples: cultural, economic, political, environmental, marketing...
KE-045 Identify issues related to genetic modification of plants and animals
VL-006 Be willing to consider the environmental consequences of their food choices.
KL-023 Describe the impact of various agricultural practices on the physical environment.
Examples: soil erosion, water quality, soil fertility...
KG-038 Identify issues related to scarcity and distribution of food.
Lesson Procedure:
(0:05-0:35) ACTIVATING: Teacher will take a few minutes to summarize what students discovered about
indigenous practices and how it relates to how we are currently doing with food production. Teacher will ask
students to not only think about where their food has come from, but how did it come from there; who was
responsible for harvesting their food and what sort of machinery or techniques were used in the process?
ACQUIRING: Teacher will inform students that they will be watching two short videos featuring Rick
Mercer harvesting food with Canadian farmers. Teacher will write the following focus questions on the
whiteboard for students to complete on a blank piece of paper as they watch the videos:
What types of machinery and technology are present in the videos?

How do modern machinery and techniques benefit the growth of food and the manpower required to harvest
food?
(0:35-0:40) APPLYING: Following the two videos, teacher will ask students if anything they saw surprised
them or if they had any questions about the videos. Students will be randomly asked to share their answers to
the focus questions with the rest of the class. Teacher and students will briefly discuss answers as a class.
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(0:45- 0:65) - Teacher will explain how the video of Rick Mercer harvesting wheat was filmed in Alberta,
while the potatoes were harvested in Prince Edward Island; even though these foods are grown across Canada,
certain regions of Canada specialize in the growth of specific crops.
The agricultural regions of Canada will be the focus of a brief PowerPoint to finish the lesson. Teacher will
ask students to turn to page 290 of the course text where Canada’s agricultural regions are displayed on a map
and further explained. Teacher will display and explain the PowerPoint to students, which consists of images
depicting the different regions of agriculture in Canada. These images provide students with visuals of
different climate types and soils that vary across our country, enabling the growth of different foods. Students
will be required to take notes about the images and information presented to them. Students will be given the
opportunity to ask any questions they may have during this final portion of the lesson.
Assessment:
- Student understanding will be assessed through focus questions and class discussion.
Required Materials:
- Rick Harvests Wheat Video- https://www.youtube.com/watch?v=0i70ZUMz-2M

- Rick Harvesting Potatoes Video-- https://www.youtube.com/watch?v=H3gYLpar1ts –
- Agricultural Regions of Canada PowerPoint (In Google Drive)
- Students will be required to take notes
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DAY 5: Topic: Our Food Has a Story
Focus Questions:
What is the difference between conventional farming and organic farming?
What is a GMO?
What are pesticides?
Is buying local always the best environmental choice?
What is crop rotation?

Allotted:
KE-045 Identify issues related to genetic modification of plants and animals
Lesson Procedure:
(0:05-0:15) ACTIVATING: Teacher will begin lesson by displaying the learning outcomes on the projector
for students to read as they take their seats. Teacher will review content from previous lesson, ensuring that
students understand the wide-array of farming practices that exist across Canada and why this variety exists
(climate types, land quality & availability etc.).
ACQUIRING: To move the focus of the unit forward, teacher will state to students that throughout the
modern world different agricultural practices are used that both hurt and help the environment; gaining an
awareness of these practices and their impacts will now be the focus of the unit.
Teacher will conduct the Our Food Has a Story lesson plan found at:
http://aitc.mb.ca/images/uploads/content/Our_Food_Has_a_Story_Lesson_Plan.pdf
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(0:15-0:25) - Students will be required to complete the ‘Your Opinions’ (Appendix 5A) segment of the lesson.
This sheet was at the front of the room for students to collect as they entered. This sheet is for students to
provide their beliefs on the different farming practices listed. It is important to note to students that there are
no wrong answers; if students are stuck on a word, encourage them to take a guess. Students will be given 10
minutes to complete the opinion sheet. After students have filled out their sheets, teacher will play the short
video titled, ‘Our Food Has a Story with Farmer Will Bergmann’ (5 min). on the projector for the entire class
to sit and watch attentively.
(0:25-0:65) APPLYING: Students will be broken into groups of four by the teacher, who will simply count
1,2,3,4,1,2,3 etc. up and down the desk rows until all students have been assigned a number. Students will be
in a jigsaw group of four with their neighbours who have each been assigned different numbers. Teacher will
take all students to the computer lab for them to complete the online portion of this assignment. Students are
each responsible for a short section of questions that are pre-arranged into four sections under the link:
http://aitc.mb.ca/educational-resources/classroom-resources/food-facts-faq/. Students are to take down the
answers into their notebooks to bring back to their group members next class. Notes do not need to be copied
word for word, but should include all key information.
Assessment:
- Students will assess their own understanding of modern agriculture while completing the Your Opinions
worksheet.
Required Materials:
- Our Food has a Story Lesson Plan -

- Your Opinions Worksheet (Appendix 5A)
- Computer Lab
- Students will be required to take notes
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DAY 6: Topic: Our Food Has a Story
Focus Questions:
What is the difference between conventional farming and organic farming?
What is a GMO?
What are pesticides?
Is buying local always the best environmental choice?
What is crop rotation?
KL-023 Describe the impact of various agricultural practices on the physical

environment. Examples: soil erosion, water quality, soil fertility... 65 minutes
KI-005 Identify human factors affecting the production and use of various types of
food. Examples: cultural, economic, political, environmental, marketing...
KE-045 Identify issues related to genetic modification of plants and animals.
VL-005 Respect the Earth as a complex environment in which humans have
important responsibilities.
VP-010 Be willing to consider the economic and political influence of their food
choices. Examples: food fashions, food aid, food shortages...
Lesson Procedure:
(0:00- 0:05) - Teacher will take attendance and greet students.
(0:05- 0:35) ACQUIRING: Teacher will begin by instructing students to take down quality notes when they
are reunited with their jigsaw groups for the note-sharing portion of the ‘Our Food Has a Story’ activity.
Students will be given the first half of class to reconvene with their jigsaw groups and share the information
they gathered online for their individual sections of the assignment. Students will record summarized notes
from group members into their notebooks.
(0:35- 0:65) APPLYING: Students will now be required to work individually on the ‘What I Learned’
(Appendix 6A) portion of ‘Our Food Has a Story’. This worksheet re-addresses the same key words from the
‘Your Opinion’ sheet, but now with a wealth of information for students to apply. The ‘What I Learned’
section will be handed in for marks by the beginning of the next class. The assignment is worth 25 marks.
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Assessment:
- Students will be required to complete the ‘What I Learned’ (Appendix 5A) portion of this assignment to be
handed in for 25 marks.
Required Materials:
- Our Food Has a Story Lesson Plan -

- What I Learned Worksheet (6A)
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DAY 7: Topic: Food Choices and Sustainability
Focus Questions:
How could driving a car, watching tv, littering, or even eating have a negative impact on the environment?
Is food sustainable if the people who grow the food are paid unfairly?
Is food sustainable if consumers cannot access it?
Is food sustainable if it is not healthy for those who consume it?

Allotted:
KH-034 Give examples of ways in which food production has changed over time. Examples: 65
soil conservation strategies, technological change... minutes
VL-005 Respect the Earth as a complex environment in which humans
have important responsibilities.
VL-006 Be willing to consider the environmental consequences of their
food choices.
VP-010 Be willing to consider the economic and political influence of their
food choices. Examples: food fashions, food aid, food shortages...
production.
Lesson Procedure:
(0:05-0:30) ACTIVATING: The focus of the Food from the Land unit will now shift to the course’s
recurring theme of sustainability. Teacher will take the first 25 minutes of the class conducting a ‘four-
corners’ activity with students. Each of the classroom’s four walls will have a sign that either reads, “Agree”,
“Strongly Agree”, “Disagree”, or “Strongly Disagree”. Teacher will read four separate statements. After each
individual statement is read, students will be required to go to the wall that best represents their individual
opinions. Once students have taken their positions following each statements, a brief debate will be led by the
teacher. Teacher will call upon students from each wall to provide convincing reasons behind their opinions.
The following statements will be read; potential arguments are italicized:
● Driving a car has a negative impact on the environment.

- Biofuels? Electric-powered cars? Greenhouse gas emissions?
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● Watching TV has a negative impact on the environment.
- Manufacturers produce greenhouse gases? Transporting tv’s? Disposal of tv’s?
● Littering has a negative impact on the environment.
- Harmful to wildlife? Water pollution? Biodegradable?
● Eating has a negative impact on the environment.
- Transportation of foods? Use of fertilizers? Packaging? Production methods?
(0:30-0:55) ACQUIRING: Students will return to their desks following the four-corners activity. Teacher
will explain to students that even though the statements read out to them are difficult to avoid in everyday life
or necessary for survival, not all of the associated practices promote sustainability. The term “sustainable
food” will be introduced to students; teacher will explain how foods can only be considered sustainable if they
promote environmental health, economic vitality, as well as human health and social equity. Teacher will
display notes on whiteboard projector for students to copy into their notebooks (Appendix 7A). While
students write, teacher will elaborate with examples of the aforementioned three realms of food sustainability.
(0:55-0:65) APPLYING: Teacher will give students the remainder of the period to review the Food from the
Land unit notes they have been provided with up to this point. Teacher will ensure students are working
quietly at their desks until the end of the period.
Assessment:
- During the four-corners activity, students will be given an opportunity to express their opinions based off of
prior knowledge.
Required Materials:
- Signs for Four-Corners Activity

- Food Sustainability Notes (Appendix 7A)
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DAY 8: Topic: Food Choices and Sustainability
Focus Question:
Which components of a sustainable food do you value more than others?

Allotted:
KH-034 Give examples of ways in which food production has changed over time. Examples: 65
soil conservation strategies, technological change... minutes
VL-005 Respect the Earth as a complex environment in which humans
have important responsibilities.
VL-006 Be willing to consider the environmental consequences of their
food choices.
VP-010 Be willing to consider the economic and political influence of their
food choices. Examples: food fashions, food aid, food shortages...
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Lesson Procedure:
(0:05- 0:20) ACTIVATING: Teacher will begin lesson by reviewing the idea of food sustainability from
previous class. Teacher will inform students that they will be in the library today to conduct the planned Food
Choices and Sustainability activity (Appendix 8A). Before leaving the classroom, students will be asked to
arrange themselves into groups of four. Once student groups have been made, teacher will walk all students to
the library for further instruction.
(0:20- 0:60) ACQUIRING: The Food Choices and Sustainability activity will require students to rotate
around twelve stations set up in the library. Each station will have a piece of paper on the table with a
description of two foods of the same kind (either sweet corn, eggs, burger, or fruit) that have been grown
using methods either promoting or discouraging sustainability. Example: Two different kinds of corn; one
grown locally but with the use of conventional farming strategies vs. one which was imported but grown
organically. Four different foods will be analyzed; after the first four stations, students will have seen
information about each kind of food once. Each food will appear a total of three times throughout the activity,
with additional information about how the foods were grown included with each viewing.
APPLYING: After each station, students will record the provided information on their worksheet (8A).
Teacher will inform students that they will be using these notes as the basis for their Food Choices and
Sustainability Essays (Appendix 8B). After students have been through all twelve stations, their worksheets
will ask them to select one of each of the four foods based off of their knowledge of sustainability.
(0:60- 0:65) - Teacher will spend the last five minutes of class distributing the Food Choices and
Sustainability Essay outline (7B) to students. Teacher will go through the outline with the class and answer
any questions students may have about the essay. Essay will be due one week from today.
Assessment:
- Food Choices and Sustainability Essay will be used as a major piece of assessment for this unit. Library
activity will require students to provide themselves with enough information to successfully complete essay.
Required Materials:
- Food Choices and Sustainability Activity (Appendix 8A)

- Food Choices and Sustainability Essay Outline (Appendix 8B)
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DAY 9: Topic: Global Food Producing Regions
Focus Questions:
Which regions of the world import the most of particular foods?
Which regions of the world export the most of particular foods?
What factors are responsible for particular regions being major importers or exporters of particular foods?

Allotted:
KL-020 Identify the major food production areas on a map of the world and a map of
Canada. Examples: grains, oilseeds, fruit, vegetables, beverages, animal, fish, fowl... 65 minutes
Lesson Procedure:
(0:05-0:20) ACTIVATING: Students will collect the Global Food Producing Regions worksheet (Appendix
9A) as they enter the room. Teacher will begin lesson by reading the learning outcome for today’s class to
students. Teacher will continue by citing to students the importance of understanding which regions of the
world export the most of certain foods, as well as the factors that influence these trends; students will also be
studying the top importing regions of major foods in the world. Teacher will explain to students that the
Global Food Producing Regions worksheet they collected will be completed in the computer lab by browsing
www.worldmapper.org.
(0:20-0:65) ACQUIRING: Teacher will lead students to the computer lab to complete the Global Food
Producing Regions internet activity independently. It is important for students to first google ‘World
Mapper’, and then select ‘Map Categories’ under the search result subheadings. Students will select the
category of ‘Food’ once they are on the site.
APPLYING: Students will use information from the maps provided to determine the top 3 importing and
exporting world regions of several major food categories. This worksheet will be due next period and checked
for homework.
Assessment:
- Students will be required to complete the Global Food Producing Regions (Appendix 9A) worksheet for
homework check and discussion next class.
Required Materials:
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- Global Food Producing Regions Worksheet (Appendix 9A)
- Computer Lab
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DAY 10: Topic: Globalization and Food Production
Focus Question:
What goes into what we eat?
What global impact does our food have on our land?

Allotted:
KL-020 Identify the major food production areas on a map of the world and a map of
Canada. Examples: grains, oilseeds, fruit, vegetables, beverages, animal, fish, fowl...
KL-022 Explain ways in which natural and human-caused phenomena affect food
KE-044 Identify the stages involved in food production and distribution. Include: growing,
processing, transportation, and marketing.
Lesson Procedure:
(0:05- 0:20) - ACTIVATING: Teacher will begin class by checking for completion of the Global Food
Producing Regions internet activity (Appendix 9A) from previous period. Teacher will review the activity by
having students provide their answers. Teacher will ask students why they think certain regions import or
export particular foods. Teacher will elaborate on answers with examples from the answer key (9A).
(0:20- 0:35) ACQUIRING: Teacher will further the discussion with a video about “The Carbon Footprint of
a Sandwich” where they discuss the global impact of where the different ingredients of a sandwich comes
from and the carbon footprint of that food. Students will also be given a hand out chart of the “Top Ten Items
to Buy From Manitoba” (Appendix 10A) to illustrate the idea of different foods that can come from our local
environment. Teacher will conduct a brief discussion on the advantages and disadvantages of buying locally
vs. importing our food by asking the students what they think the advantages and disadvantages might be. To
direct the conversation, teacher could ask:
Why might people want to buy things that are not locally grown?
What about seasonal fruits and vegetables?
(0:35- 0:65) APPLYING: Students will then go to the computer lab to complete the “The Farm to Fork”
(Appendix 10B) activity where students will choose their favourite meal and then pick three ingredients from
that meal to analyze further. Students will be expected to find where these ingredients came from such as the
region or country, what distance that item might have travelled, what environmental impact that ingredient
might have had and if they can get it locally. Students will hand in their sheet at the end of the class for
completion marks as an exit slip, however, this activity could be used for their final project when they are
expected to dive deeper into a topic we have discussed over the duration of the course.
23
Assessment:
- Students will complete “The Farm to Fork” worksheet and hand in for completion marks.
Required Materials:
“The Carbon Footprint of a Sandwich” - https://www.youtube.com/watch?v=jRQEi-C5GDg
“Top Ten Items to Buy From Manitoba” from http://www.foodmattersmanitoba.ca/wp-
content/uploads/2015/06/MB-on-the-Menu_Toolkit_online.pdf (10A)
The Farm to Fork worksheet (10B)
24
DAY 11: Topic: Canada’s Fishing Industry
Focus Questions:
How are the East Coast, West Coast, and Freshwater Fisheries collapsing and what are their roles in the
Canadian economy?
Learning Outcome: Time Allotted:
KG-036 Describe issues related to freshwater and saltwater food resources.

65 minutes
Lesson Procedure:
(0:00-0:05) - Teacher will take attendance and greet students. Teacher will introduce the new topic for the
unit by explaining to students that our food not only comes from the land but the water as well.
(0:05-0:15) - ACTIVATING: Teacher will hand out Fishery Key Terms sheet (see attachment 11A) and
explain to the students the importance of familiarizing themselves with the definitions (i.e., sustainable yield
management since they are used during the lesson and the unit (need to know for the unit test)). Teacher will
instruct the students to pick 5 key terms out of the 12 that they find interesting or need further clarification on
and complete the three-point approach for words and concepts on the back side of the key terms sheet.
(0:15-0:40) - ACQUIRING: Teacher will direct teach using PowerPoint notes and lecturing as students take
notes. Teacher will begin the Fishery PowerPoint notes by going over the lesson objectives. The class will be
engaged throughout the PowerPoint notes through leading discussion questions such as: how does advanced
technology pose a threat to overfishing and what is the impact on the fisheries and the communities that
depend on fishing as their main source of income? Teacher will then proceed to assess students prior
knowledge by asking the students in an open classroom discussion about what they know about Canada’s
fishing industry (commercial fishing, environmental impact).
(0:40-0:65) - APPLYING: Teacher will assign the following questions from chapter 19 from the course
textbook to be done for the remainder of class and due for homework the next day at the beginning of class.
Students will use their PowerPoint notes and chapter 19 for contextual information and will work
independently. Teacher will explain the following instruction for the textbook questions:
-Questions 1-3 on page 247 can be answered from the PowerPoint notes or reading page 245-247.
-Questions 1, 3, 5a, 7a, 8 a i) ii) iii), 9 on page 252 can be answered from the PowerPoint notes and reading
page 248-252 but questions 8 and 9 are opinionated questions that need to be answered with reasoning
(Teacher will give contextual background for the Canadian territorial limits for question 8 and background on
the Spanish trawlers for question 9).
-Questions 1-3 on page 258 can be answered from the PowerPoint notes.
Students will be given the remainder of the period to complete. Questions will be due for homework and
checked at the beginning of the next class.
Assessment: Asking the class the focus question and asking lesson objectives as the students are learning
(checking understanding), and the assigned textbook questions for homework.
25
Required Materials:
- Fishery Key Terms Sheet (11A)
- Powerpoint (In Google Drive)
26
DAY 12: Topic: Canada’s Fishing Industry
Focus Questions:
- What are some conservation strategies used by members of the fishing industry to avoid over-exploiting our
aquatic resources?
KG-036 Describe issues related to freshwater and saltwater food resources. 65 minutes
Lesson Procedure:
(0:05-0:30) - ACTIVATING: Teacher will record completion of homework on Canada’s fishing industry
from previous lesson. Students will be required to display their completed work on top of their desks as the
teacher circulates the room and checks off the names of those who completed the homework. Completed
homework will benefit the participation marks of students at the end of each unit. Teacher will go over the
answers to the homework with students; students are once again encouraged to provide their answers and any
additional questions or pieces of information they may have. Teacher will ensure to elaborate on answers with
examples students can relate to or become engaged with.
(0:30-0:50) - ACQUIRING: Teacher will continue lesson by staying on the topic of Canada’s fishing
industry; a short-video will be shown to students to provide them with visual examples of the Canadian
fishing industry. In the video titled ‘Rick and Lobster Fishing’ (7 min.)
https://www.youtube.com/watch?v=8syXAjtnDic&index=27&list=RDkgEXpuKi4Uw, Rick Mercer joins a
group of lobster fishermen off the coast of New Brunswick to experience a day in the life of an inshore
fishing operation. Students will sit quietly for the duration of the video, which will be followed by a brief
discussion about conservation strategies or rules implemented to protect our aquatic resources.
(0:50-0:65) - APPLYING: Students will be given the remainder of the period to work on their Food Choices
and Sustainability essays or to study their notes independently.
*Remind students that the sustainability essay from lesson plan 8 is due next class.*
Assessment:
- Homework from previous lesson will be checked followed by a class discussion of the assigned questions.
Required Materials:
- Rick and Lobster Fishing (7 min.)
https://www.youtube.com/watch?v=8syXAjtnDic&index=27&list=RDkgEXpuKi4Uw
27
DAY 13: Topic: Global Food Crisis
Focus Question:
How can we as a people get the government to shift the focus from monetizing food production favouring the
large agriculture companies toward sustainable food production systems for the people?

Needed:
KG-038 Identify issues related to scarcity and distribution of food
production. 65 minutes
VL-005 Respect the Earth as a complex environment in which humans have important
responsibilities.
Lesson Outline:
(0:00-0:05) - Teacher will take attendance and greet students. Teacher will introduce the new topic for the
unit
(0:05-0:10) - ACTIVATING: Take in student’s sustainability essay from lesson plan 8 and then introduce the
next topic of the unit. Explain to the students that despite all of the strides made in increasing global food
production, there are still significant parts of the world that have severe problems feeding their populations.
Teacher will create a concept map on the whiteboard to field what students know about the Global Food
Crisis. Teacher will use leading questions to provoke meaningful answers for example, how do you think
global warming and climate change affect the Global Food Crisis? What effect does climate change have on
crops and how does that lead to less food production? Stress to students that the world food situation is far
worse than commonly known, and is now considered by government’s worldwide as a global crisis.
(0:10- 60:00) - ACQUIRING: Teacher will hand out the video question booklet (see attachment 13A,
Answer Key is attachment 13B) and explain to the students that we will further our understanding of the
Global Food Crisis by viewing and listening to the documentary The Future of the Global Food Supply at
Risk (https://www.youtube.com/watch?v=3IgAe2bdoAc ) and answering the questions in the booklet.
Teacher will read the questions out loud for the student, to prime them for what they will expect to answer
during the video. Teacher will instruct students that questions 1-10 are to be done while watching the video
where the students can plug the answers in when they hear it in the video. Teacher will either stop the video
or say leading questions and statements during the video such as “That seems important that big companies
patent seed varieties to ensure that farmers buy from them year-round to not get fined” (relates to question 3
on attachment 13A) to guide the students along (the video is 43 minutes long and an extra 7 minutes has been
allotted for stopping the video to answer question and to guide students).
(0:40-0:65) - APPLYING: Students will apply what they have learned about the global food crisis and
answer the 6 critical thinking questions in the Global Food Crisis response booklet (attachment 13A questions
11-16, Answer Key attachment 13B). The questions are to provoke meaningful answers from the class about
the growing concerns of the global food supply. The global food supply relies on large companies and
scientists who are out to make a profit on seeds and chemical fertilizers at the expense of the people and
farmers leading to less biodiverse crops, crop failure, bankruptcy, and high food prices resulting in the global
food crisis. Moreover, during the critical thinking questions, students are to answer in depth and develop their
28
stance on the Global Food Crisis.
Assessment: Students will be record their answers for question 1- 10 in the Global Food Crisis booklet as
they watch the video and will have to answer questions the critical thinking questions 11 -16 for homework
(due at the beginning of next class).
Required Materials:
- The Future of the Global Food Supply at Risk video
- Global Food Crisis Response Booklet (13A)
29
DAY 14: Topic: Challenging Conditions
Focus Question: In developing countries that are in food crisis what challenges do
subsistence farmers face?
Lesson Objectives/Outcomes: Time Needed:
KG-038 Identify issues related to scarcity and distribution of food

production.
VL-005 Respect the Earth as a complex environment in which humans have important
responsibilities.
Lesson Outline:
(0:00-0:05) - Teacher will take attendance and greet students. The Teacher will also take in the Global Food
Crisis Response booklet from last class.
(0:05-0:20) - ACTIVATING: Introduce the next topic of the unit. Relate what we learned last class about the
global food crisis and how that is affecting farmers and the people in Canada. Explain to the students that in
the developing world, subsistence farmers consistently deal with a food crisis due to various, often non-
economic reasons (climate change, conflicts such as civil war, and epidemics). Student’s will be given a
Challenge Conditions vocabulary sheet they will they will complete to help them familiarize and comprehend
key terms in activity today (see attachment 14A).
(0:20- 0:45) - ACQUIRING: For the following activity, the teacher will create table groups for the students
to work together and answer questions in a character analysis packet. The purpose of this activity is to have
students discover what the quality of life is like for subsistence farmers in developing countries and how
climate change, conflicts, epidemics, land, and local food prices all affect how people survive in developing
countries. There are 8 character analysis packets with a character biography and questions for the students to
answer (The character information is from https://www.foodgrainsbank.ca/wp-
content/uploads/2015/03/cc_booklet_web.ap15.pdf) (see attachment 14.2 in the google Drive for character
sheet from foodgrainbank). Once the groups are formed the teacher will hand out the character bios to the
class, and the students will work in groups to read and answer the questions in the packet (see attachment 14B
for questions and see attachment 14C for the answer key). Each student will receive their own question sheet
about their character (they will need this for their assessment later on). The majority of the characters are
subsistence farmers, and the only one who is not a subsistence farmer is a farm labourer on a farm where she
is abused and makes very little to feed her family. The questions range from questions about what the land is
like in their region such as, how the drought in India makes it nearly impossible for farmers to grow any food
and that some families are forced to move to find work. As the students are working in groups (reading and
discussing what they have learned and recording their answers), the teacher will circulate through the class to
make sure students are on task, see how they are progressing, and answer any questions the students may
have. Once the students are finished and have recorded their answers, the teacher will debrief the students by
asking questions in an open discussion format about the character's quality of life. During the debrief the
30
teacher will ask if what they read shocked about the quality of life of a farmer living in developing countries
shocked them. The teacher can also ask the following questions from the lesson plan in
https://www.foodgrainsbank.ca/wp-content/uploads/2015/03/cc_booklet_web.ap15.pdf. The questions being
asked will relate to the majority of the characters so the teacher should ask questions and have the students
raise their hands to see how many characters were affected by similar circumstances. An example of this
“[Ask for a show of hands] Which of your characters’ communities are not in conflict and not affected by a
conflict in a neighbouring region? (Abasi, Jean-Jacques, Itzel) Which anticipate that there may be a conflict?
(Nakili, Radhika) Which are affected by conflict in another region (i.e. refugees or people escaping violence)?
(Monjila, Samira) Which of your characters’ communities are presently in conflict? (Raj)” (taken from the
Foodgrainsbank pdf, page 6). The teacher should then ask critical thinking questions to provoke meaningful
answers from the students, such as “Do you think that climate change has an impact on your character and
his/her family? On the production of food? (Many do not know when to plant because of the uncertain
weather patterns, flooding of seawater onto crops, drought)” (Foodgrainsbank pdf, page 6). The teacher
should then connect what the students learned last day from the Global Food Crisis video and response to
what they have learned from today by having the students compare the two and answer questions. A question
can be phrased like, Subsistence farmers in developing countries and commercial farmers in developed
countries both have livelihoods they grow, what problems they both face, even though their method of
farming is different?
(0:45-0:65) - APPLYING: After debriefing the activity, the teacher will hand out the Challenging Conditions
Reflection booklet (see attachment 14D). The teacher will read out loud the assignment reflection question
and then read out the grading rubric at the end of the booklet for students to understand the expectations of
their reflection. The students will be graded on focus (thoughtfulness), organization (structure), content
(reference to character sheet), and their writing skills (mechanics). The students will use the remaining class
time to work on their reflection response.
Assessment: The reflection response will be for homework if not finished during class time.
Required Materials:
Challenging Conditions Key Terms sheet (14A)
Printed Character Bios from the Canadian Foodgrains Bank lesson activity (In the google Drive)
Character Analysis questions (14B)
Challenging Conditions Reflection Response Booklet (14D).
31
DAY 15: Topic: Unit Review
Focus Question: None

Display what the students know about the topics related to the upcoming unit Needed:
test.
65 minutes
Lesson Outline:
(0:05- 0:15) - Teacher will hand out a unit review page (Appendix 15A) and a jigsaw page (Appendix 15B) to
students and conduct a jigsaw activity for students’ to review material for their upcoming unit test. Students
will be broken into “home groups” for review.
(0:15- 0:35) - Home groups will have 5-6 terms that they will be assigned to look up and find definitions for
and more information about that term/idea on the unit review page.
(0:35- 0:55) - Students will then have one member from each home group break off into new groups making
sure that every term/idea is covered in the new groups. Students will then share what they found from their
home group with their new group to collaborate and make sure that everyone has all the definitions and
information.
(0:55- 0:65) - Students will then come back to their home groups and discuss what they learnt from their new
jigsaw group.
Assessment:
None
Required Materials:
Unit Review (15A)
Jigsaw Page (15B)
32
DAY 16: Topic: Unit Test
Focus Question: None

Needed:
Demonstration of learned knowledge from the duration of the course
65
minutes
Lesson Outline:
(0:05- 0:15) Teacher will allow time for students to review their notes and materials for the unit test.
(0:15- 0:65) Teacher will distribute and conduct the Food From The Land unit test. Allow the period to
complete.
Assessment:
- Food From the Land Unit Test
Required Materials:
- Food From the Land Unit Test (16A)
33
DAY 17-21: Topic: Final Project
Focus Question: What else would you like to know?

Demonstration of learned knowledge from the duration of the course Needed:
Dive deeper into one of the four subtopic areas; Areas and Conditions for
Food Growth, Food Production Processes, How to Protect Our Food Supply, 65 minutes
Contemporary Issues of Food Production
Lesson Outline:
(0:05 - 0:20) Teacher will handout the final project sheet (Appendix 17A) and explain what is expected from
students for the next couple of days and answer questions about the project. Teacher can help students narrow
down their topic if they need. The project is an inquiry based activity to invoke a deeper understanding for a
topic that the student found interesting throughout the course of the unit.
(0:25- 0:65) Students will have the remaining time to work on their project in the computer lab.
Assessment:
Final Project
Required Materials:
- Computer lab
- Final Project Sheet (17A)
34
Appendix
For full versions of powerpoints/ appendix items see link below.

Google Drive Folder -
https://drive.google.com/open?id=1eY2gYrRxysDIdksotYhhX5nuWNjxI0gU
35
1A: KWL Chart
36
1B: Textbook Questions: Physical Environment on Agricultural Production
37
38
2A: Built on Agriculture Video Outline
39
40
Built on Agriculture Video Outline Answer Key
41
3A: Three Sisters Legends/ Background
42
43
3B: The Three Sisters Worksheet
44
5A: Your Opinion
Sourced from: http://aitc.mb.ca/images/uploads/content/Our_Food_Has_a_Story_Lesson_Plan.pdf
45
6A: “What I Learned”
Sourced from: http://aitc.mb.ca/images/uploads/content/Our_Food_Has_a_Story_Lesson_Plan.pdf
46
7A: Sustainability Notes
47
8A: Sustainability Activity
48
49
50
51
8B: Sustainability Essay Outline
52
9A: Global Food Producing Region
53
54
55
10A: Top Ten Items to Buy From Manitoba
56
10B: From Farm to Fork
57
11A: Fishery Key Terms
58
59
11B: Textbook Answer Key
60
61
62
63
13A: Global Food Crisis Video Booklet
64
65
66
67
68
69
13B: Global Food Crisis Video Booklet Answer Key
70
71
72
73
14A: Challenging Conditions Definitions
74
75
14B: Challenging Conditions Character Sheet Sample - (Rest of the character sheets are in the
Google Drive)
76
77
14C: Challenging Conditions Character Sheet Answer Key Sample - (Rest of the character sheets
are in the Google Drive)
78
14D: Challenging Conditions Response
79
80
81
15A: Unit Review
82
15B: Unit Review Jigsaw
83
84
85
16A: Unit Test
86
87
88
89
17A: Final Project
90

Food From The Land: Grade 10 Geography Duration of Unit: 21 Days

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Food From The Land: Grade 10 Geography Duration of Unit: 21 Days

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Food From the Land

Lydia Gibbs, Meghan Oliver, Joel Schreyer

• Food Growth in Canadian Regions and their Environment

Focus Questions for the Unit:

Attitude: Social Participation:

Learning Outcomes: Time Allotted:

(0:00-0:05) - Teacher will take attendance and greet students.

Questions asked to students throughout discussion will include:

Learning Outcomes: Time

(0:00-0:05) - Teacher will take attendance and greet students.

What is similar in the stories? What are different?

Why do these plants grow well together?

Lesson Objectives/Outcomes: Time

Exploring indigenous perspectives and their way of crop production.

(0:00-0:05) - Teacher will take attendance and greet students.

- The handout (3B)

Learning Outcomes: Time

What types of machinery and technology are present in the videos?

- Rick Harvests Wheat Video- https://www.youtube.com/watch?v=0i70ZUMz-2M

What are pesticides?

Is buying local always the best environmental choice?

What is crop rotation?

Learning Outcomes: Time

(0:00-0:05) - Teacher will take attendance and greet students.

- Our Food has a Story Lesson Plan -

What are pesticides?

Is buying local always the best environmental choice?

What is crop rotation?

Learning Outcomes: Time Allotted:

KL-023 Describe the impact of various agricultural practices on the physical

(0:00- 0:05) - Teacher will take attendance and greet students.

- Our Food Has a Story Lesson Plan -

Is food sustainable if consumers cannot access it?

Is food sustainable if it is not healthy for those who consume it?

Learning Outcomes: Time

(0:00-0:05) - Teacher will take attendance and greet students.

● Driving a car has a negative impact on the environment.

- Signs for Four-Corners Activity

Which components of a sustainable food do you value more than others?

Learning Outcomes: Time

(0:00- 0:05) - Teacher will take attendance and greet students.

- Food Choices and Sustainability Activity (Appendix 8A)

Which regions of the world import the most of particular foods?

Which regions of the world export the most of particular foods?

Learning Outcomes: Time

(0:00-0:05) - Teacher will take attendance and greet students.

What goes into what we eat?

What global impact does our food have on our land?

Learning Outcomes: Time

(0:00- 0:05) - Teacher will take attendance and greet students.

Learning Outcome: Time Allotted:

KG-036 Describe issues related to freshwater and saltwater food resources.

Learning Outcomes: Time Allotted:

(0:00-0:05) - Teacher will take attendance and greet students.

Lesson Objectives/Outcomes: Time

Lesson Objectives/Outcomes: Time Needed:

KG-038 Identify issues related to scarcity and distribution of food

Focus Question: None

Lesson Objectives/Outcomes: Time

(0:00- 0:05) - Teacher will take attendance and greet students.

Focus Question: None

Lesson Objectives/Outcomes: Time

(0:00-0:05) - Teacher will take attendance and greet students.