Food and Our Earth

Subject Area

This activity was designed to complement Unit 7, the Food Market (core unit) of the Food and Nutrition Science (NZD 3G1) curriculum. This material has been designed to explore objective “A” on page 74 of the Food and Nutrition Sciences Curriculum Guideline for the Senior Division, August 1988.

Learning Outcomes

Teaching, learning and evaluation will focus on the student’s ability to:

• Recognize and describe the limitations of the Earth’s capacity to provide food for its human population;
  
• Identify the variables that influence the world’s capacity to provide for humanity;
  
• Formulate strategies to make the best possible use of the Earth’s resources.

Classroom Development

1. Students working in small groups will complete the “Apple Exercise” to demonstrate the capacity of this planet to provide food.
   
2. In the same groups, have students brainstorm a list of factors that influence the world’s food supply. List ideas on the worksheet and share them with the class.
3. Have the class as a whole discuss strategies for making the best use of the Earth’s food production capability and food supply. List strategies on the attached worksheet.

Timing

One 75 min period should be necessary for students to complete this activity. Additional time would be required for extension activities.

Resources

Direction sheet for teacher to lead class in the apple exercise.

The Canadian Green Consumer Guide. Pages 30—33.
The Canadian Junior Green Consumer. Pages 59—61.
Design for a Livable Planet. Pages 210—211.
The Green Consumer. Pages 85—87.
The Green Lifestyle Handbook. Pages 111—117.
Green Future (Canadian statistics given). Pages 89—105.
Lappe, Frances Moore and Joseph Collins. World Hunger: Twelve Myths. Materials from the Institute for Food and Development Policy. New York: Grove Press, 1986.

Extension Activity

Students could investigate creating balcony containers or small gardens. A garden could be started at school as a class project. With the permission of the School and board, students may wish to produce food for the school.

Cross-disciplinary Links

History,—grade 9, 10—dust bowl.
Geography—Human Geography, grade 11, general—Unit I, Section C.

Apple Exercise

Organization

Students work in small groups.

Materials

Each student group will need:

• a cutting board
  
• a knife
  
• an apple

Directions

Guide students through the following steps:

1. Place the apple stem side up on the cutting board. Explain that this apple represents the whole planet earth.
   
2. Place the apple stem side up on the cutting board and cut it into four equal pieces—quarters.
   
3. Set aside three of the quarters (They represent the part of the planet covered by oceans.).
   
4. Place one of the quarters on the cutting board. It represents the dry land of this planet.
   
5. Cut the quarter into two equal pieces lengthwise to create two eighth pieces.
   
6. Set aside one of the eighths. This represents the land too cold, too high or too hot for humans to live.
   
7. Place the remaining eighth on the cutting board. This piece represents the land suitable for people to live.
   
8. Very carefully slice the eighth lengthwise into four equal pieces—four thirty-seconds.
   
9. Set aside three of the thirty-second pieces. They represent the land too wet, steep or cold for food crops.
   
10. The remaining thirty-second piece represents the land suitable for food production.
    
11. Carefully peel the skin from the last thirty-second piece. This represents the thin layer of topsoil that can support life.
    
12. Students divide the pieces equally, eat the whole earth and complete the student worksheet.
    
    This activity is adapted from Green Teacher.
    

Complete the following table:

Answers: