Page 191 - Social Sciences Humanities - The Ontario Curriculum Grades 9 to 12 - 2013

D2.2 explain the effects of various agricultural methods (e.g., crop rotation, integrated pest man­ agement, fallow fields, intercropping, no tillage) on local and/or global food production and yields
Teacher prompts: “Why might some farmers rotate between growing soybeans and corn on the same field?” “Why might regular tillage of soil decrease crop yields?” “How can leaving a field fallow for a season lead to increases in crop yields in future years? How often does a field need to be left fallow in order to ensure good crop yields?”
D2.3 analyse the relationship between various economic, social, and political factors and food supply and production in a particular region or regions (e.g., debt-repayment requirements, demand for cash crops, oil prices, free-trade agree­ ments, trade embargos or bans, controls on fishing and hunting, import-export restrictions to prevent or control outbreaks of disease)
Teacher prompts: “How do a country’s debt- repayment obligations affect its ability to produce its own food for its citizens?” “How does the production of cash crops affect the people of the exporting country and the importing country?”
D2.4 analyse the effect of various trends in agri­ culture and aquaculture (e.g., organic farming, use of antibiotics, fish farming, genetic engineering, greenhouse food production) on local and global food supply and production
Teacher prompt: “In what ways do different interest groups and communities differ in their opinions about the risks and benefits of organic farming? What are some reasons for the differing opinions?”
By the end of this course, students will:
D3.1 explain how consumer food choices affect the environment, locally and globally (e.g., demand for imported food increases the amount of energy used in transportation; choice of overpackaged products increases the volume
of waste going to landfills; demand for fair-trade products supports sustainable farming practices and small-scale farmers but may cause farmers to grow cash crops, such as cocoa and coffee, rather than food; demand for local produce supports farmers’ markets, reduces the use of preservatives, and lowers transportation costs)
Teacher prompts: “How can one person’s decision to purchase fair-trade chocolate have an impact on environmental conditions in a different part of the world?” “What is the envi­ ronmental impact of purchasing bottled water?”
D3.2 analyse the effect on the environment of various agricultural trends (e.g., growing crops for biofuels) and food production technologies (e.g., types of farm equipment, types of energy sources, climate-control techniques, genetic engineering of foods)
Teacher prompt: “What are some positive and negative environmental effects of using land for biofuel production rather than food production?”
D3.3 analyse the effects of various environmental protection laws and regulations on food supply and production (e.g., policies related to forest preservation, fuel emission standards, pesticide use)
Teacher prompt: “How might regulations
to limit pesticide use affect food production and consumption?”
D3.4 demonstrate an understanding of health, safety, and environmental issues related to food supply and production (e.g., risks associated with the bioaccumulation of pesticides and hormones, risks of contamination during food production), and describe key aspects of legislation that is designed to protect Canadian consumers (e.g., Canadian Agricultural Products Act, Food and Drugs Act)
Teacher prompts: “How can consumer awareness of the food-production process benefit food producers, consumers, and the environment?” “What evidence was used to support the Government of Canada’s decision to reduce the use of bisphenol A in some
food packaging?”
D3. Food Production and the Environment
LOCAL AND GLOBAL ISSUES
189
Nutrition and Health
HFA4U