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Canadian Agriculture at a Glance Teacher's Kit > Lesson plans

Lesson: Fresh produce north of 60

View the article (PDF)
Introduction
Curriculum connections
Notes to teacher
Teaching and learning strategies
Assessment/evaluation strategies
Accommodation and enrichment strategies
Links to other activities
Suggestions for further research

Introduction

This activity looks at how greenhouses in the North are changing the ways in which people in more remote regions of the country have access to fresh produce for a longer part of the year.

Curriculum connections

Geography

  • demonstrates an understanding of the diversity of agricultural endeavours in Canada
  • identifies the human factors that affect food production.

Family Studies/Home Economics

  • identifies food supply and production industries in Canada
  • identifies factors that affect food supply in Canada
  • promotes an understanding of the links between agriculture and the consumer
  • describes the effect of economics on food production and supply and, ultimately, costs to consumers
  • describes the impact of consumer demand on food production.

 Science

  • demonstrates an understanding of how technological endeavours are influenced by human needs and the societal context of the time.

Notes to teacher

In this unit, which corresponds to the chapter "Farm Profiles" in the book, activities can be done co-operatively as a group. Students can be divided into groups of "experts" to learn about one of the farms profiled; they can then teach the rest of the class about their topic. (PDF)

The teacher will need to access maps of Canada in order to complete this lesson.

Teaching and learning strategies

  1. Students consider and discuss the requirements for plant growth.
  2. Students look at maps of Canada's agricultural ecumene (see the map on page 15 in "First you take an ecumene." in Canadian Agriculture at a Glance) and growing zones, then discuss the areas where growing conditions are ideal for plant growth.
  3. The teacher leads a discussion on how fresh produce can be provided in areas without ideal growing conditions, including a discussion on greenhouses and how they provide fresh produce in these areas.
  4. Students read the article "Fresh produce north of 60" on pages 73 to 77 in Canadian Agriculture at a Glance. (PDF)
  5. Based on the reading and the above discussion, students write a 200-word essay on community development projects in the North such as greenhouses.
  6. Students add terminology to their glossaries.

Assessment/evaluation strategies

  1. Evaluate essays.
  2. Assess glossaries for accuracy and completion.

Accommodation and enrichment strategies

  1. Some students may require assistance in order to complete written work.
  2. Students with special needs may work with a partner to complete a task.
  3. Templates for note-taking should be provided to students with special needs.
  4. Main ideas and/or new information should be mapped out and organized to meet the needs of all students.
  5. Wherever possible, vocabulary lists should be provided with a discussion of context clues and related vocabulary.
  6. For enrichment, students will investigate other initiatives to bring agriculture to the North.

Links to other activities

This activity is linked to:

Suggestions for further research

  • Students can investigate new types of business ventures operating in the North, such as agri-tourism and eco-tourism.
  • Students can use 2001 Census of Agriculture data in E-STAT for data analysis, graphing and mapping activities for specific geographic areas of local interest.

Please send comments or examples of how you used this lesson in your class to Learning Resources.


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