M4-L4 Food Math

Food Math

ECO-SMART

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Intersecting objectives

Purpose/ Learning objective

Facilitation

Ideas for follow-up

Resources required

Source/The day of the lesson: Materials & Class prep.

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Implementation

Food Math

Annexes

ECOSMART CONCEPTUAL MAP

Annex 1: “Module 4 Lesson 4 annex 1”

You can either use the Excel provided or use a new one. Here are some instructions:

• Understanding the impact of everyday choices, like the food we are eating. The students will also learn how to use Excel to insert data and create graphic representations.

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Intersecting objectives

Purpose/ Learning objective

Facilitation

Ideas for follow-up

Resources required

Source/The day of the lesson: Materials & Class prep.

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Implementation

Food Math

Food Math

Annexes

ECOSMART CONCEPTUAL MAP

Annex 1: “Module 4 Lesson 4 annex 1”

You can either use the Excel provided or use a new one. Here are some instructions:

Annexes

ECOSMART CONCEPTUAL MAP

• Learners will be able to list strategies (at least 6) to reduce their own, peers’ and/or school’s carbon footprints.
• Learners will be able to describe why it is important to have as small a footprint as possible.
• Learners will be able to calculate and evaluate their carbon footprints.
• Learners will be able to appraise the sources and assumptions behind the footprint calculations.
• Learners will be able to collaborate with peers to share and establish action plans regarding carbon offset to reduce carbon footprints in their daily life.

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Intersecting objectives

Purpose/ Learning objective

Facilitation

Ideas for follow-up

Resources required

Source/The day of the lesson: Materials & Class prep.

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Implementation

Food Math

Food Math

Annex 1: “Module 4 Lesson 4 annex 1”

You can either use the Excel provided or use a new one. Here are some instructions:

Annexes

ECOSMART CONCEPTUAL MAP

Prepare/have the Excel sheet ready on your computer

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Intersecting objectives

Purpose/ Learning objective

Facilitation

Ideas for follow-up

Resources required

Source/The day of the lesson: Materials & Class prep.

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Implementation

Food Math

Food Math

Annex 1: “Module 4 Lesson 4 annex 1”

You can either use the Excel provided or use a new one. Here are some instructions:

Annexes

Split students into 4 groups and ask each group to design a vegan meal. During the next month, the students will cook one of these meals per week with their family and document the process. At the end of the month, they will present their photos and discuss their experience.

ECOSMART CONCEPTUAL MAP

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Intersecting objectives

Purpose/ Learning objective

Facilitation

Ideas for follow-up

Resources required

Source/The day of the lesson: Materials & Class prep.

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Implementation

Food Math

Food Math

Annex 1: “Module 4 Lesson 4 annex 1”

You can either use the Excel provided or use a new one. Here are some instructions:

Annexes

• Computers
• Excel

ECOSMART CONCEPTUAL MAP

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Intersecting objectives

Purpose/ Learning objective

Facilitation

Ideas for follow-up

Resources required

Source/The day of the lesson: Materials & Class prep.

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Implementation

Food Math

Food Math

Annex 1: “Module 4 Lesson 4 annex 1”

You can either use the Excel provided or use a new one. Here are some instructions:

Annexes

ECOSMART CONCEPTUAL MAP

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5

Intersecting objectives

Purpose/ Learning objective

Facilitation

Ideas for follow-up

Resources required

Source/The day of the lesson: Materials & Class prep.

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Implementation

Food Math

Food Math

Annex 1: “Module 4 Lesson 4 annex 1”

You can either use the Excel provided or use a new one. Here are some instructions:

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Annexes

10 min

ECOSMART CONCEPTUAL MAP

Step 1

Step 2

10 min

Step 3

10 min

Instructions step by step

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Intersecting objectives

Purpose/ Learning objective

Facilitation

Ideas for follow-up

Resources required

Source/The day of the lesson: Materials & Class prep.

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Implementation

The teacher will have the following data available and explained:

• Ask the students to research the nutritional guidelines for their age regarding the calories their lunch should contain (per average).
• Ask the students to describe a meal they think is balanced. Most teenagers will probably think of a meat, a vegetable and a grain source. Split the students into 3 groups: the 1st will create a dish containing beef, grains and vegetables. The 2nd group will use fish instead of beef and the 3rd group will use legumes instead of fish

Now the students, using the data for the average calories their lunch should have, create the proportions of their plate. The beef, fish and legumes must offer the same calories.

After the final plates are created, ask each group to insert their data into an Excel sheet. One column will contain the protein source (beef/fish/legumes), the grains and the vegetables. Create a 2nd column with the weight of each food. The 3rd column will contain the calories of each category. The 4th column will contain the carbon footprint of each food per calorie (use the data of the first image). Using the Excel tools, create a graphic design as following (check the Annex for template and instructions):

Compare the images of the 3 different plates. Is the protein sources’ difference big? Did you expect that? Why do you think beef has such a carbon footprint?

Discuss about the production of each protein source. What resources were used in each? i.e., cows have to eat large amounts of grains and drink a lot of water, fish need to be bred or caught in the wild, legumes must be watered.

What do they have in common? i.e. resources used in processing, packaging and transportation.

Annex 1: “Module 4 Lesson 4 annex 1”

You can either use the Excel provided or use a new one. Here are some instructions: