INTERNATIONAL YEAR OF PULSES 2016 EDUCATION PACK

Grade 6 - 10

Celebrating the contributions pulses make to health, nutrition and sustainability. INTERNATIONAL YEAR OF PULSES 2016

Contents

Lesson 5 Pulses around the world Page 2

Lesson 6 Food security Page 15

Lesson 7 Food Choices and Sustainability Page 24

Lesson 8 Food and Nutrition Page 32

Food Sustainability Infographic Page 36

Pulse on Pulses Infograhpic Page 37 LESSON PLAN 5 Page 2

5: Pulses around the world

Aims: To explore cultural contexts of pulses throughout history and in modern times.

Objectives: • Students will compare diets around the world and throughout history. People enjoy • Students will develop their understanding of how different pulses are used in different dishes around the world. pulses across • Students will consider how different countries / cultures use pulses to meet their dietary needs and the role the world. global trade plays in that process.

Resources: 1. World map (from teacher pack). 2. Diets through the ages fact sheet (from teacher pack). 3. Modern diets fact sheet (from teacher pack). 4. National dishes that use pulses fact sheet (from teacher pack). 5. Pulse import and export data fact sheet (from teacher pack).

Suggestions for further development: • Research how your own country uses pulses. Do they play a major part in your diet? Does your country grow more or less pulses than it needs? How does the trade in pulses affect your country? • For further reading: Hungry Planet, What The World Eats by Peter Menzel. LESSON PLAN 5 Page 3

5: Pulses around the world

TIME DETAILS TIME DETAILS

20mins Teacher will introduce the topic to the pupils by posing the question 30mins What were the diets of people 50,000 years ago? How and why “Over ten thousand years ago what did early humans eat?” (wild did people’s diets start to change 10,000 years ago? What about animals, wild grains, wild berries, root vegetables and nuts). in more modern times? How does the role of pulses compare in the How does this compare to the modern human diet? What do we still different regions and in modern diets? Looking at the list of national eat, and what do we eat that is ‘new’? (More simple carbohydrates: dishes (resource 4) are there any similarities or differences in the wheat, rice, processed sugars, oil and fat, pulses). Do you know dishes around the world that pupils can find? why our diets have changed? Does your idea of ‘cavemen’ include farming? Are modern diets the same all over the world? More pulses are consumed in some regions, and less so in others. 10mins Pupils will be given resource 5 and, using the information, discuss After the starter discussion, pupils can be shown a wall map of the the following questions. Can you say which countries consume world (resource 1), and tested on their geographical knowledge. more pulses than others? If a country consumes more pulses than They need to know where North America, Europe, Middle East, it can grow, what are the options for acquiring more? Some Asia, Latin America, Africa and Oceana (Australasia) are. In small countries grow more pulses than they consume, and trade these groups pupils will be given resources (resource 2 and 3) outlining with other countries. On the class map, link the countries that might the make-up of our diets today in the regions listed above and some trade in pulses, using arrows to show the direction the pulses take. national dishes from around the world. They must use the resources India, China and the USA are some of the biggest importers and to answer a series of questions. exporters of pulses. Can you calculate the net difference for these countries? Each group can present their findings to the class as though they are making a news report or mini-documentary. As they are doing so, pupils should consider the following questions: LESSON PLAN 5 Page 4

Resource 1 World map LESSON PLAN 5 Page 5

Resource 2a Diets through the ages

Before 10,000 BC After 10,000 BC

Palaeolithic Period Diet before Neolithic Period Diet after 10,000 BC 10,000 BC (before farming) (with the start of farming) 90% 10% 65% 35% plant animal plant animal

Wild: Farmed: Meats (e.g. gazelle, antelope, deer) Meats (e.g. sheep, cattle, pigs, goats) Grains Grains Berries Pulses / Fruit / Vegetables Roots Dairy LESSON PLAN 5 Page 6

Resource 2b Diets through the ages

60

50

40

30 % Daily Energy

20

10

0

Carbohydrate Added Sugar Protein Fat

Modern Diet

Ancestral Diet up to 200 years ago

Stone Age Diet 2.6 million to 12,000 years ago LESSON PLAN 5 Page 7

Resource 3 Modern diet fact sheets

North America 2014 Data

9% 1% 21% Cereals 21% Meat 12% Milk and dairy 10% 21% Sugar and sweeteners 17%

12% Starchy roots and pulses 4% Fruit and vegetables 5%

5% Vegetable oils and animal fats 21% 10% 4% Fish and seafood 1%

17% Other 9% LESSON PLAN 5 Page 8

Resource 3 Modern diet fact sheets

Africa 2014 Data

1% 2% 9% Cereals 51%

6% Meat 4% Milk and dairy 3% Sugar and sweeteners 6% 51% Starchy roots and pulses 18% 18% Fruit and vegetables 6% Vegetable oils and animal fats 9%

6% Fish and seafood 1% 3% 4% Other 2% LESSON PLAN 5 Page 9

Resource 3 Modern diet fact sheets

Asia 2014 Data

6% 1% Cereals 53% 10% Meat 8% Milk and dairy 3% 7% Sugar and sweeteners 6% Starchy roots and pulses 6% 6% 53% Fruit and vegetables 7% 6% Vegetable oils and animal fats 10% 3% Fish and seafood 1% 8% Other 6% LESSON PLAN 5 Page 10

Resource 3 Modern diet fact sheets

Latin America (including the Caribbean) 2014 Data

11% Cereals 33% 2% Meat 16% 8% 33% Milk and dairy 7%

4% Sugar and sweeteners 16%

3% Starchy roots and pulses 3% Fruit and vegetables 4% Vegetable oils and animal fats 8% 16% Fish and seafood 2% 16% 7% Other 11% LESSON PLAN 5 Page 11

Resource 3 Modern diet fact sheets

Oceana (Australasia) 2014 Data

4% 3% Cereals 37% 12% Meat 10% 37% Milk and dairy 3% 4% Sugar and sweeteners 10% Starchy roots and pulses 17% Fruit and vegetables 4% 17% Vegetable oils and animal fats 12% Fish and seafood 3% 10% 10% 3% Other 4% LESSON PLAN 5 Page 12

Resource 3 Modern diet fact sheets

Europe 2014 Data

9% 2% Cereals 28% 28% Meat 11% Milk and dairy 9% 19% Sugar and sweeteners 12% Starchy roots and pulses 5% Fruit and vegetables 5% 5% 11% Vegetable oils and animal fats 19%

5% Fish and seafood 2%

12% 9% Other 9% LESSON PLAN 5 Page 13

Resource 4 National dishes that use pulses People enjoy pulses in their meals and snacks right across the world. Take a look at the list of national dishes below all of which use pulses as an important ingredient. Can you spot the similarities in some of these dishes wherever they are being cooked across the world? Have you tried any of these dishes and what did you think of them?

Country Dish Description

Brazil Feijoada Slow-cooked stew with black beans, meat and sausages Costa Rica Gallo pinto Stir fried black beans and rice with spices Egypt Ful medames Slow-cooked stew of smashed fava beans England Baked beans Haricot bean stew in a tomato-based sauce Finland Hernekeitto Soup with ham and green peas France Cassoulet Slow cooked stew with meat, sausages and haricot beans Greece Fasolada Tomato-based soup with cannellini beans and olive oil India Dahl Slow-cooked stew of split peas, beans and spices Israel Falafel Deep fried ball of smashed chick peas, fava beans and spices Italy Minestrone Tomato-based soup with cannellini beans, vegetables and pasta Mexico Chili con carne Slow-cooked stew with beef, red kidney beans and spices Morocco Harira Tomato-based soup with lamb, lentils, chickpeas, yellow split peas and spices Nigeria Akara Deep fried ball of smashed black-eyed beans and spices Romania Fasole cu carnati Smoked sausage and haricot bean stew in a tomato-based sauce Uganda Mugoyo Smashed sweet potatoes and red kidney beans LESSON PLAN 5 Page 14

Resource 5 Pulse import export data fact sheets

Worlds biggest pulse importers (by metric ton) Worlds biggest pulse exporters (by metric ton)

1 India 3,418,356 1 Canada 4,393,035

2 Egypt 3,027,188 2 Australia 1,495,892

3 China 1,106,173 3 Myanmar 921,116

4 Pakistan 433,999 4 USA 869,743

5 Brazil 373,260 5 China 731,757

6 USA 351,625 6 India 652,766

7 Turkey 334,846 7 Russian Fed 551,531

8 Italy 296,094 8 France 344,948

9 Spain 275,548 9 Argentina 237,091

10 Algeria 264,030 10 Mexico 125,919

Import data for 136 countries available at http://agriexchange.apeda.gov.in/product_profile/Major_Imporing_Countries.aspx?categorycode=0305

Export data for 171 countries available at http://agriexchange.apeda.gov.in/product_profile/Major_Exporing_Countries.aspx?categorycode=0305 LESSON PLAN 6 Page 15

6: Food Security

Aims: Pulses can play To enable students to consider the availability of food resources, and how pulses can improve food an important security for communities. role in the food security of a Objectives: community. • Students will recognise that the availability of food varies across the world. • Students will develop an understanding of the UN WFP school feeding programme and discuss and evaluate the benefits of such a programme for hungry children. • Students will consider the role of pulses in improving the food security of a community.

Resources: 1. UN World Food Programme website ( http://www.wfp.org ) 2. UN WFP fact sheet (from teacher pack). 3. Template of box with UN WFP logo on it (from teacher pack). 4. UN WFP food basket (from teacher pack).

Suggestions for further development: • Students to consider if there are food security issues in their own communities. • A whole school or class initiative could be introduced with pupils asked to make and fill boxes at home with foods that meet the UN WFP food basket criteria. These could then be distributed to poverty stricken groups either by the school or local charity. LESSON PLAN 6 Page 16

6: Food Security

TIME DETAILS TIME DETAILS

15mins Pupils to explore why people in different countries do not all eat the Pupils will have to decide what food items they will put in their food basket box to help same food, using what they have learnt from previous lessons. Elicit ensure that children in need do not go hungry. key ideas: differences in cultural diets, religious restrictions, availability of foodstuffs, climates, etc. In modern times farming and The energy and protein that people need varies according to age, sex, body size, agriculture are resource intensive. What might happen to farming and physical activity and, to some extent, climate. On average, the body needs more than agricultural output when there are sudden changes in the economy, 2,100 kilocalories per day to allow a normal, healthy life. Extra energy is needed natural disasters, or changes in weather patterns? during pregnancy and while breast-feeding. What about the diets of children who live in countries that have been affected by economic or natural disasters? What do they eat? Where What foods should be included and why? What issues might need to be overcome does their food come from? Is their nutrition affected? in ensuring the food baskets reach those in need and are then able to help fulfill the dietary requirements (link to learning about Health and Nutrition in Lesson 2)? The UN has launched the ‘Zero Hunger Challenge’ to achieve the aim of eliminating hunger globally and promote everyone’s right Pupils will then compare the contents of their food baskets to the contents of the to adequate food. Discuss with the pupils why they think this is a example UN WFP food baskets (resource 4). Are there any significant differences, global challenge, and why everyone has a responsibility to meet and what reasons are there for including these items? the challenge. 15mins There is a small amount of space left in each food basket. What else could be included 30mins Introduce the concept of the UN World Food Programme (UN WFP). in the boxes to enable the people receiving them to re-establish and develop their own What are its aims? Why was it established? Teachers can refer to agriculture? the UN WFP website (resource 1) or fact sheet (resource 2) for information. Pupils to analyse why pulses would be a key component in allowing regions to develop their agriculture. How does this help with a region becoming food secure? People In small groups pupils will be given, or will have brought in, a shoebox- are considered food secure when they have, at all times, “access to sufficient, safe, sized box, or larger. More able pupils might like to make their own box nutritious food to maintain a healthy and active life”. Remind pupils of their learning using the template (resource 3), and logos are also provided that can from Lesson 2: Health and Nutrition. How does a lack of food security affect peoples’ be glued to the box, forming a UN WFP ‘food basket’ hopes of achieving a balanced and nutritional diet? LESSON PLAN 6 Page 17

Resource 1 www.wfp.org LESSON PLAN 6 Page 18

Resource 2 UN WFP fact sheet 1 - What is WFP? The World Food Programme (WFP) is the United Nations frontline agency mandated to combat global hunger, which afflicts one out of every seven people on earth. fight hunger? 2 - How does WFP In emergencies, WFP is on the frontline, delivering food to save the lives of victims war, civil conflict and natural disasters. After the cause of an emergency has passed, WFP uses food to help communities rebuild their shattered lives. 3 - What is WFP's vision? The vision of WFP is a world in which every man, woman and child has access at all times to the food needed for an active and healthy life. Without food, there can be no sustainable peace, no democracy and development. founded? 4 - When was WFP In November / December 1961, the Food and Agriculture Organization (FAO) and the UN General Assembly adopted parallel resolutions establishing WFP. AO) and the International What does WFP do to promote development? What does WFP When was WFP founded? When was WFP Where is WFP's headquarters located? Fund for Agricultural Development (IFAD)? Fund for 11. distribute its food? How does WFP 12. food ration? What is a WFP 13. What do the rations consist of? 14. 1. What is WFP? 2. fight hunger? How does WFP 3. What is WFP's vision? 4. 5. How many people work at WFP? 6. 7. and its food assistance? Who pays for WFP 8. work and who benefits? Where does WFP 9. get food to the hungry poor? How does WFP 10. How does WFP's work differ from that of the Agriculture United Nations Food and Organisation (F World Food Programme World Fighting Hunger Worldwide LESSON PLAN 6 Page 19

Resource 2 UN WFP fact sheet OPERATIONS 9 - How does WFP get food to the hungry poor? 9 - How does WFP WFP transports more food than any other international organisation. Moving food assistance, a bulk commodity, thousands of miles at a moment's notice, often into some of the world's most inhospitable places, is a skill which WFP has turned into a fine art. Ocean transport forms the backbone of WFP's transportation system, with some 90 percent of its food moved by ship. But as complex shipping arrangements can be, that's just the easy part. The hard bit lies in getting the food from ships to people who need it. To achieve this, WFP's transport officers stretch a logistical lifeline across deserts, mountains and rivers deep into the heart of world's poorest countries. If there are no roads or bridges, WFP builds them. Where there's no landing space for aircraft, it arranges an airdrop. The Programme even rehabilitates entire ports and railways. Once the supply line is secure, WFP brings in its emergency food supplies via wing, wheel and wagon. It uses whatever means are available: ships, barges, dug-out canoes; trucks and trains; planes, helicopters air drops; even the backs of donkeys, yaks and elephants. ? The three-year experimental programme was not due to enter into operation until January 1963. In reality it was up and running several months early, as an earthquake hit Iran, a hurricane swept through Thailand and newly independent Algeria was overwhelmed by five million returning refugees. Food assistance was needed urgently and WFP tasked to supply it 5 - How many people work at WFP? WFP employs roughly *12,000 staff, of whom 90 percent worked in the field delivering food and monitoring its use. *excludes temporary contracts of 11 months or less as those for short-term international professionals, consultants, general service, special service agreements, interns, author's contract, fellowship, WFP volunteers and casual labourers. 6 - Where is WFP's headquarters located? Ever since its foundation in 1963 and thanks to the generosity of the Italian government, WFP headquarters has been based in Rome, Italy. and its food assistance 7 - Who pays for WFP WFP relies entirely on voluntary contributions to run its humanitarian and development projects. Contributions are made either as cash, food or the basic items necessary to grow, store and cook food. None of the people who ate WFP food last year could have done so without the generosity of our donors. Governments are WFP's principal source of funds, but increasingly businesses and individuals are also making a vital contribution to WFP's mission. In an average year, more than 60 governments voluntarily provide funds for the humanitarian and development work of WFP. 8 - Where does WFP work and who benefits? fights hunger in least-developed and low-income countries where victims of natural disasters, refugees, displaced people and the hungry poor face severe food shortages. The frontline stretches from sub-Saharan Africa and the Middle East to Latin America and Asia Pacific. See the list of countries where we provide food assistance. LESSON PLAN 6 Page 20

Resource 2 UN WFP fact sheet WFP FOOD RATIONS 12 - What is a WFP food ration? 12 - What is a WFP Typical food rations in situations where no other is available consist of more than half a kilogramme food per person day (or 2,100 kilocalories). This amounts to 15 kilogrammes in food rations for one month, or 182.5 kilogrammes for a year. If you're trying to feed 100,000 hungry people, a relatively small caseload in an emergency situation, you need about 57 truckloads of food to feed them for just one month. 13 - What do the rations consist of? The rations themselves can consist of: • Cereals - wheat, maize, sorghum, rice • Pulses - beans, peas • Vegetable oil • Salt • Sugar • Cereal blends • High Energy biscuits • Bread do to promote development? 14 - What does WFP WFP's development activities aim to make communities food secure, so that they can devote time, attention and energy to escaping the poverty trap. Food-for-Assets projects give community members food in return for work on roads, schools, wells or irrigation systems. Food may also support them as they start small businesses or replant degraded forests. PARTNERS 10 - How does WFP's work differ from that of the Agriculture Organisation United Nations Food and Agricultural and the International Fund for (FAO) Development (IFAD)? Food security and agricultural development are major challenges facing the world today. The Rome-based agencies of the United Nations work together to meet them. The agencies have specific and complementary roles. WFP’s key mission is to deliver food into the hands of hungry poor. The agency steps in during emergencies and uses food to aid recovery after emergencies. Our longer term approaches to hunger help the transition from recovery to development. FAO is the world’s agricultural knowledge agency, providing policy and technical assistance to developing countries to promote food security, nutrition and sustainable agricultural production, particularly in rural areas. FAO also acts as a neutral forum where all nations meet equals to negotiate agreements and debate policy. IFAD, with its knowledge of rural poverty and exclusive focus on poor rural people, designs and implements programmes to help those people access the assets, services and opportunities they need to overcome poverty. The Rome-based agencies have many joint operational activities at the regional, country and local level. distribute its food? - How does WFP 11 WFP works with about 3,000 Non-Governmental Organisations (NGOs) to distribute its food. The grassroots and technical knowledge of these NGOs is invaluable when it comes to assessing how to deliver food the right people. LESSON PLAN 6 Page 21

Resource 3a A Box template WFP

A A

B

A A

Cut along the outer lines and fold along the inner (dash) lines. Stamp or embellish the outer sides as desired. Glue flaps “A” to the inside sides to create the bottom of the box. Flap B folds in.

Use a photocopier to enlarge A LESSON PLAN 6 Page 22

Resource 3b Box template WFP

Use a photocopier to enlarge LESSON PLAN 6 Page 23

Resource 4 UN WFP food basket The food that the World Food Programme (WFP) supplies to its beneficiaries depends on the needs of the groups covered and the objectives of the project.

In emergencies or refugee situations people may be totally dependent on WFP food. In this case, the key components of the WFP food basket are: a staple such as wheat flour or rice; lentils, chickpeas or other pulses; vegetable oil (fortified with vitamin A and D); sugar; iodized salt. Often these are complemented with special blended foods, such as a corn soya blend, that have been fortified with important micronutrients.

The photo below shows an example of a daily ration that provides the required 2,100 kilocalories (Kcal) of energy.

Ingredients 400g of cereal flour/rice/bulgur 60g of pulses 25g of oil (vit. A fortified) 50g of fortified blended foods (corn soya blend) 15g of sugar 5g of iodized salt

Nutritional value Energy 2,100 Kcal Protein 58g Fat 43g

Besides energy, protein and fat, an adequate food basket supplies micronutrients such as vitamin A, iron, iodine and zinc. The food basket serves to prevent micronutrient deficiencies and other forms of malnutrition or prevents them from deteriorating. Lesson 7 Page 24

Food Choices and Sustainability

Aims: Curriculum Connections: To examine the various factors that contribute to a sustainable food system and apply This lesson links to curriculum expectations in a variety of subjects in provinces critical thinking when making food choices. across Canada.

Objectives: ALBERTA • Students will identify the impacts humans have on the environment, including Grade 7 Science: Unit A: Interactions and Ecosystems; Unit B: Plants for Food and Fibre food choices and consumption patterns • Students will define the word sustainable SASKATCHEWAN Grade 7 Social Studies: RW7.2; RW7.3 • Students will assess the sustainability of a variety of food choices and Grade 8 Social Studies: RW8.2 identify actions they can take to minimize their environmental impact Grade 7 Health: USC7.6; DM7.8; DM7.9 Food Studies 10: Module 27: Current Food Issues Resources: 1. Food Sustainability Infographic MANITOBA 2. Appendix A: Major Factors in Sustainability (printed or displayed on Grade 7 Food and Nutrition: 7.2.3.7; 7.6.1.1; 7.6.3.1; 7.6.3.2 smartboard/projector) Grade 8 Food and Nutrition: 8.2.3.7; 8.6.1.1; 8.6.1.6; 8.6.3.1; 8.6.3.2 3. Appendix B: Food Choices and Sustainability (cards printed according to Grade 7 Social Studies: 7.4.2; 7.4.5 facilitation choice) Grade 10 Geography Food from the Land: KI – 005, S-103, S-402, VL-006

ONTARIO Grade 7 Geography: A2; B2; B3 Grade 7 Science: Understanding Life Systems: Overall Expectations 1; 2 Lesson 7 Page 25

Lesson Plan Length: 75 minutes

TIME DETAILS TIME DETAILS

15mins Introduction – Four Corners 15mins What Is Sustainable Food?

Conduct a four corners activity with students. Post a sign in Ask students if they have heard of the term ‘sustainable food’. Develop a each corner of the classroom: Strongly Agree, Agree, Disagree, draft definition. Other than environmental factors, what else would need to and Strongly Disagree. Inform students that they are going to be considered for a food to be sustainable? Provide assistance and guidance identify which actions they believe have a negative impact on the to students as required: What about the people who grow the food? Is food environment. Read the following statements and give students the ‘sustainable’ if the farmers aren’t paid fairly (economic)? Is food ‘sustainable’ if chance to move to the corner, which describes their thinking. consumers cannot access it (social)? Is food ‘sustainable’ if it is not healthy for the people who consume it (health/social)? Share Appendix A with students • Driving a car has a negative impact on the environment and highlight the various components of sustainability. As a class develop a • Watching TV has a negative impact on the environment final definition of sustainability. • Littering has a negative impact on the environment • Eating has a negative impact on the environment Differentiation: Have students explore the connections between sustainability and food security (availability, accessibility, adequacy, acceptability, Allow students to share their thoughts for each of the statements. Draw sustainability). Students could insert the food security terms into the attention to the last statement about eating and the environment. sustainability Venn diagram in Appendix A. Do food choices have an impact on the environment? Ask students to brainstorm ways that food choices may have an impact on the Go over Food Sustainability infographic with students. Discuss the information environment: transportation, fertilizer use, water use, packaging, presented. Ask students to provide some examples of food choices they could production methods, etc. make which would be more sustainable (e.g. eating pulses and legumes often; consuming local vegetables; looking for Fair Trade products, etc.) Lesson 7 Page 26

Lesson Plan Length: 75 minutes (cont’d)

TIME DETAILS TIME DETAILS

45mins Making Sustainable Choices* Come together and discuss. What was each student’s final choice? Does the + final choice meet all of the requirements of sustainability? Is it realistic for a homework Introduce activity outlined in Appendix B. Students will use information food choice to be ‘perfectly’ sustainable? How do they ‘prioritize’ the different time, if on the infographic, along with their own critical thinking skills to areas of sustainability when making their choices? Are they still happy with required make sustainable food choices. They are to consider factors related to their definition of sustainability? environment, health and economics. Discuss how there are many aspects of sustainability and that it can be hard There are a variety of ways to facilitate this activity, based on student to make food choices. What other factors influence the choices they make ability. Ideas include: (taste, convenience etc)? How important is making a sustainable food choice to them? Discuss why their choices matter. Have students identify some tips which • Break class into groups and assign each a scenario. they can use to keep sustainability top of mind when making their choices as • Do the activity as a class and have the students vote for their consumers. selections. • Set up as stations/graffiti where students rotate through all Differentiation: Have students identify questions they could ask in each of examples. the scenarios to help them acquire more information about the food product • Assign the scenarios to individual students and have them prepare a (e.g. asking a farmer at a farmers market what actions they take to protect the written or oral statement on their choices. environment; asking a grocery store manager if they deal with local producers, or wholesalers). Provide students with card 1, giving students their first piece of information about the choice they are asked to make. Have them Additional 2016 is International Year of Pulses (Check out: http://iyp2016.org/ and make their choice assuming all other factors are equal and have them Learning www.pulsecanada.com). Have students research the impact of pulses on justify their choice. Next hand card number 2 and have students health, environment and the economy. Students could be assigned a region of re-evaluate their choice. Next hand card number 3 and again have the world to focus their inquiry. Research findings can be presented to the class students re-evaluate and make their final decision. Remind students in the form of an oral report, poster, etc. that this activity is about using critical thinking and reasoning skills. There is no right or wrong answer. * This activity is adapted from Ontario Agri-Food Education’s Local Food Teacher Ambassador lesson. Lesson 7 Page 27

Appendix A Major Factors in Sustainability

Source: http://www.resilience.org/stories/2015-01-09/what-is-food-security# Lesson 7 Page 28

Appendix B Food Choices and Sustainability

Card #1 Card #2 Card #3 SWEET CORN SWEET CORN SWEET CORN

It is August and you are at your local Bob thanks you for asking about GM seed. The heirloom corn from Cindy costs $4 for farmers market. You see some stands with He says that his corn seed has a protein 6 cobs. sweet corn available. (from a naturally occurring soil bacteria) built into its DNA. This helps the corn The corn from Bob costs $6 for 1 dozen Cindy’s Corn is advertising as “Heirloom resist a pest (worm) that can damage the cobs (12 cobs). and GM-free” and Bob’s Cob’s says kernels. Because of this, Bob says he only “delicious and local”. You ask Bob if his had to spray pesticide on his crop once What is your final choice? corn is from Genetically Modified (GM) this summer. seed and he says yes. How sustainable is your choice in all three When you ask Cindy about her crop, she areas (health, environment, economy)? You know that both GM and non-GM says she chooses to grow an heirloom crops have the same nutrition. (heritage) variety which is GM-free, but she How do you prioritize the 3 areas of is not an organic farmer. She had some sustainability when making this choice? Which do you choose? issues with pests (worms) this summer and has had to spray pesticide 3 times.

Has your choice changed? Lesson 7 Page 29

Appendix B Food Choices and Sustainability

Card #1 Card #2 Card #3 BURGER BURGER BURGER

You are at your favourite local restaurant The restaurant has included the nutrition You read the description of each burger. with your friends. Today you feel like a summary for each of the burgers: burger. Lentil burger: “The lentils for this burger Beef Burger: were grown by a farmer in Saskatchewan. There is a beef burger option for $17 and Calories: 512 The farmer focuses on soil health by using a spicy lentil burger option for $12. Both Fat: 27g crop rotation and no-till (no cultivation). burgers are topped with veggies, ketchup Carbs: 40g The lentils are good for soil fertility and mustard and come with a choice of a Protein: 25g because they put nitrogen back in the soil.” side dish. Lentil Burger: Beef burger: “This beef comes from You are paying for the burger with money Calories: 200 Ontario where it is raised on pasture on a you earned at your after school job. Fat: 4.5g farm with an Environmental Farm Plan. It Carbs: 30g was brought to market weight in a feedlot Which do you choose? Protein: 11g with a grain diet (mostly corn).

Which do you choose? Has your decision changed? How sustainable is your choice in all three areas (health, environment, economy)? Lesson 7 Page 30

Appendix B Food Choices and Sustainability

Card #1 Card #2 Card #3 EGGS EGGS EGGS

You are making a choice between 2 You learn that the organic eggs, although The organic eggs cost $5.99 and the cartons of eggs. products of Canada, are laid by hens Omega-3 eggs cost $3.99. which are fed organic feed imported from The first carton is organic. Organic eggs China. Has your decision changed? mean that the chickens were only fed organic feed and the birds had access to The Omega-3 (non-organic) eggs are also Are there other questions which you have the outdoors. products of Canada and the hens are fed about the sustainability of the eggs? grain (including flax for the Omega-3), Where could you find that information? The other eggs have no mention of which is grown in Canada. organic, but are labelled as “Omega-3 How sustainable is your choice in all three enriched”. Which would you choose with this new areas (health, environment, economy)? information? Which one do you choose? How do you prioritize the 3 areas of sustainability when making this choice? Lesson 7 Page 31

Appendix B Food Choices and Sustainability

Card #1 Card #2 Card #3 FRUIT FRUIT FRUIT

You are packing your lunch for school and The apples are a local (Canadian) choice Both fruits are a healthy choice from the are trying to decide which fruit to include. but you don’t have any information about Fruit and Vegetable food group. the farm where they grew. You know Your parents went shopping the day before that many fruit farms in Canada bring in It is winter time in Canada, and you and there are bananas from the Dominican foreign workers to help with harvest. know that the apples were picked ripe in Republic and Canadian apples. the summer, stored in a cold room at the When you pick up the bananas, you see orchard and brought home to your fridge. What choice do you make? Which option that they have a Fair Trade sticker on is more sustainable? them. This means that the farmers receive The bananas were picked before they a minimum price for their fruit and workers were ripe and still look a little green. receive fair pay. Which fruit do you choose?

Is one choice more sustainable than the How sustainable is your choice in all three other? areas (health, environment, economy)? Lesson 8 Page 32

Pulses and Nutrition

Aims: Curriculum Connections: To introduce the role of pulses in maintaining a healthy, balanced diet. This lesson links to curriculum expectations in a variety of subjects in provinces across Canada. The curriculum links are in grades 7 through 12. Activities within this lesson can be differentiated Objectives: to meet the varying abilities of students within the class. • Students will identify examples of pulses produced in Canada • Students will examine the nutritional profile of pulses and compare to other food products ALBERTA FOD1010: Food Basics: 3.1; 3.2 • Students will apply knowledge of nutrition and Canada’s Food Guide to design a menu plan FOD1040: Meal Planning 1: 1.1; 1.3 for a specific lifestyle/dietary need FOD1080: Food & Nutrition Basics: 1.1; 1.3; 2.1; 3.2 FOD2130: Vegetarian Cuisine: 2.1; 2.4 Resources: OD2190: Grains, Legumes, Pulses, Nuts & Seeds: 1.2; 3.1; 3.2 1. Canada’s Food Guide 2. The Pulse on Pulses infographic SASKATCHEWAN 3. Case study, printed for students Food Studies 10,30: Modules 4, 10, 11, 17 4. Access to computers for research MANITOBA 5. Computer and projector OR Smartboard with internet access Food and Nutrition Grade 7: 7.2.1.3; 7.2.1.11; 7.2.3.8; 7.2.3.11 Food and Nutrition Grade 8: 8.2.1.3; 8.2.1.11; 8.2.1.12; 8.2.3.8

ONTARIO Food and Nutrition - HFN10/20: B1; B2; C1 Food and Culture - HFC3M/HFC3E: B2 Nutrition and Health HFA4U/HFA4C: B1; B2 Health and Physical Activity: Grade 8: C1.1; C2.1 Lesson 8 PULSES & NUTRITION Page 33

Lesson Plan Length: 75 minutes (plus one work period if required)

TIME DETAILS

10-15 Introduction All pulses mins are edible Have students identify the four food groups in Canada’s Food Guide. parts of a Tell students that in this lesson you are going to focus on the Meat and plant. Alternatives group. Ask students to brainstorm words which come to mind when they think about “Meat and Alternatives.” Do any of their words describe ‘alternatives’? Discuss examples of alternatives in this category.

Ask if anyone has heard of the term ‘pulses’? Provide the definition of a pulse: Pulses are part of the legume family (plants whose fruit is in a pod, e.g. peanut, soybean). Pulses are the dried seeds of the crop. Edible beans, lentils, chickpeas and dried peas are the most common varieties of pulses. Have students identify if any of their words from the brainstorm are a pulse. Students share examples of food they have consumed which includes pulses.

Ask students if pulses grow in Canada? Share the map of pulse growing regions with students: http://www.pulsecanada.com/ canadas-growing-regions. Is anyone surprised that pulses grow here in Canada? Are pulses a local food option in their region?

Inform students that 2016 is the International Year of the Pulse. Visit www.iyp2016.org to explore the goals and activities of International Year of the Pulse (optional). Lesson 8 PULSES & NUTRITION Page 34

Lesson Plan (cont’d)

TIME DETAILS TIME DETAILS

15-20 Health Claims Ask students to share any health claims they have heard about pulses. Go over mins Pulse on Pulses infographic. Discuss the health benefits of consuming pulses. Direct student’s attention to Canada’s Food Guide. Discuss the goal of Refer to the “Benefits of Pulses” in the infographic and ask students to identify the guide (helps show how much food to consume, what types of food which group of people (dietary concerns/restrictions) would benefit from the to consume). Ask students what are the benefits of following Canada’s following health claims: Food Guide (meeting needs for nutrients, reducing health risks). • Pulses can help manage blood sugar levels (people with diabetes) Differentiation: To make the activity easier, provide students with • Pulses contain about 2x as much protein as whole grain cereals (athletes, Canada’s Food Guide. To make activity harder, have students recall vegetarians) information. • Beans, peas, lentils and chickpeas are low in fat and saturated fat (people watching their weight) Ask students to think about the Meat & Alternatives food group. What statements have they heard about foods within that group? Think Pair Share: Have students record a health claim or statement they have Have students consider the meat and alternatives food group. What health heard about a Meat & Alternatives food product (e.g. red meat is claims have they heard about foods in that group? How do the health benefits high in iron; salmon contains Omega 3 fatty acids). Students share of pulses compare to meat, eggs, fish, nuts, etc.? with a partner and then discuss as a whole class.

Differentiation: To make activity harder, have students identify a health claim for a specific nutrient (e.g. macronutrient or micronutrient). Lesson 8 PULSES & NUTRITION Page 35

Lesson Plan (cont’d)

TIME DETAILS

50 mins Case Study Activity Answer Key for Case Study + work Health claims can help people with specific dietary concerns or 1. Health Canada, Canada’s Food Guide, Dietitians of Canada, Nutritionist, period if requirements make choices about their food consumption. Instruct etc. required students that they are going to apply their knowledge of nutrition 2. Protein. Protein deficiency. and use Canada’s Food Guide to plan a daily menu for someone, 3. Tofu, pulses (beans, lentils, peas, chickpeas), eggs, peanut butter, nuts and incorporating pulses. seeds 4. Benefits of pulses could be taken from the infographic or other sources: high Divide the class into small groups or pairs. Hand out the case study in protein, high in fibre, low fat, contain complex carbohydrates, reduce LDL document. Students may reference the Pulse on Pulses infographic, - cholesterol Canada’s Food Guide, and the websites listed on the case study. Provide access to additional resources to accommodate student needs. 5. Diet plan should meet requirements outlined.

Additional • Have students research, develop and/or prepare specific pulse Learning: recipes which would meet the requirements of the case study; Conduct a food lab to make one or several of the pulse recipes • Students develop a menu plan for a week based on the case study • Have students develop their own nutritional case study; exchange with other students and complete the activity. Complete a peer evaluation. Lesson 8 PULSES & NUTRITION Page 36

Case Study Avery arrived at the arena at 6:50am Saturday morning. The rest of her hockey team was already in the change room. She headed for an empty spot on the bench beside her friend Sarah. Sarah smiled at her and said “You better get dressed fast. Coach has been super strict now that we’re in the playoffs.” QUESTIONS 1. List at least two sources of reliable information that Avery could use to find out “I know,” replied Avery. “I hit the snooze button too many times. It seems like I have about the types and amount of food she should be eating as a vegetarian. /2 been so tired lately. And I’m exhausted after our practices and games.” 2. Avery is not eating meat and is tired. She may have low levels of which “Maybe you’re coming down with the flu. There were a bunch of people who macronutrient? /1 missed school last week.” 3. What are 3 meat alternatives which Avery could include in her diet? /3 Avery shook her head. “No, I don’t think that’s it. I don’t feel sick to my stomach. 4. Name 3 benefits of eating pulses which Avery should know about. /3 Just super tired.” 5. Develop a 1 day meal plan for Avery. Make sure it meets the following requirements: “Whenever I’m tired, my mom always asks me if I’m getting enough sleep. Or if I’m • Meets the recommendations of Canada’s Food Guide /6 eating enough. But I know you don’t want to hear that,” joked Sarah. “Maybe it’s your new no-meat thing?” • Includes at least one serving of pulses /1 • Meets the recommended intake of protein (46g) /2 “It’s funny you say that,” replied Avery. “Last month when I started being a • Meets the recommended intake of fibre (25g) /2 Total: /20 vegetarian I felt awesome and had tons of energy. But now it’s almost like no matter how many vegetables or pasta I eat, I’m still hungry and I’m dragging all the time. Do you think that my diet is part of the problem?” RESOURCES • Nutrition tables for pulses: “Could be. I’m not a nutritionist, but I know that it can be hard to balance your diet. http://pulsecanada.clickonce.ca/site_customs/nutrition/ My cousin is a vegetarian. He said it took him a while to figure out what to eat to make sure he was getting enough protein and fibre and stuff like that. Maybe you • Canada’s Food Guide: http://www.hc-sc.gc.ca/fn-an/alt_formats/hpfb-dgpsa/ should look up a vegetarian meal plan or something instead of only eating veggies, pdf/food-guide-aliment/view_eatwell_vue_bienmang-eng.pdf bread and pasta? Anyway, practice is about to start. See you out there.” Sarah • Nutritional Benefits of Pulses: grabbed her stick and headed out the door of the change room. http://www.pulsecanada.com/food-health/nutritional-benefits • International Year of the Pulse – Pulses and Nutrition: http://iyp2016.org/ Avery went back to lacing up her skates. Maybe Sarah was right. Was she eating resources/documents/factsheets/20-factsheet-pulses-and-nutrition/file a balanced diet? What could she eat that would help her to increase her energy levels? Food Sustainability Every day we eat. And every day we make choices about what food to consume. Your choices have an impact: on your health, the environment, and the economy. What choices will you make?

1. HEALTH 2. ENVIRONMENT 3. ECONOMY

Eating pulses (beans, dried peas, Meat production has higher Purchasing Fairtrade Certified* chickpeas and lentils) can help greenhouse gas emissions than grains, products helps farmers to have better manage blood glucose levels. This is produce and legumes. income and enables them to invest in important for people with diabetes. farming equipment and techniques.

A diet rich in vegetables and fruit Farmers use techniques like no-till, Every dollar spent on local food results can reduce the risk of heart disease, cover crops, and crop rotation to in $1.40 to $2.60 worth of impact on stroke, and some types of cancer. improve their soil. the local economy.

Protein is an essential part of a Plants like pulses pull nitrogen from Buying Canadian products supports healthy diet. Fish, eggs, lean meats, the air and need less nitrogen fertilizer the agri-food sector, which employs nuts, legumes, pulses, poultry and low- than other crops. 2.2 million Canadians and contributes fat dairy are good sources of protein. $100 billion to Canada’s GDP.

SOURCES Developed by: With funding from: http://iyp2016.org/resources/documents/factsheets/20-factsheet-pulses-and-nutrition/file http://iyp2016.org/resources/documents/factsheets/22-factsheet-pulses-and-sustainability/file http://www.pulsecanada.com/environment/sustainability/non-renewable-energy# http://www.heartandstroke.com/site/pp.aspx?c=ikIQLcMWJtE&b=8782773&printmode=1 httlp://sustainontario.com/2012/07/04/11208/news/multiplier-effect * ©Fairtrade Canada Mark appears on products http://fairtrade.ca/en-ca/what-is-fairtrade/the-impact-of-our-work/the-difference-that-fairtrade-makes which have been independently audited and adhere http://www.agr.gc.ca/eng/about-us/publications/we-grow-a-lot-more-than-you-may-think/?id=1251899760841 to international standards of Fairtrade. http://iyp2016.org/resources/photo-gallery The PULSE on PulsesPage

What is a pulse? CHICKPEAS DRIED PEAS DRIED BEANS LENTILS

CANADA’S FOOD GUIDE 1 serving of pulses = Pulses are in the Meat & Alternatives group. Canada’s Food Guide recommends having meat and alternatives like beans, ¾ CUP lentils and tofu often.

TION UTRI AL P N UN BENEFITS OF PULSES a CH ck ! a FIBRE p s Eating ½ cup of e pulses provides s l 7-17g of fibre u Pulses can help manage P blood sugar levels PROTEIN IRON 1 cup of cooked 1 cup of chickpeas lentils contains contain 28% of 22g of protein recommended Pulses contain about 2x as much daily intake protein as whole grain cereals

VITAMINS Pulses are low in fat and Pulses are abundant in saturated fat B vitamins like folate, thiamin and niacin

SOURCES Developed by: With funding from: http://iyp2016.org/resources/documents/factsheets/20 factsheets-pulses-and-nutrition/file http://www.pulsecanada.com/food-health/nutritional-benefits http://pulsecanada.clickonce.ca/site_customs/nutrition/