Community Based Project

Health Care Grade 10

Community Based Project Description: Meatless Monday - a campaign to raise awareness

of the environmental impacts of beef production and how to make healthier meal choices

How will the following global competencies be covered in your community based project?

- Critical Thinking and Problem Solving

- Students will demonstrate an understanding of healthy, unhealthy and
alternative food choices
- Innovation, Creativity, and Entrepreneurship
- Students will design and plan a school wide awareness campaign to promote
Meatless Mondays
- Collaboration
- Students will work with teachers and peers to promote campaign
- Communication
- Students will prepare and deliver school wide announcements (morning
announcements, posters) that help to promote the Meatless Mondays campaign
- Global Citizenship
- Students will take a leadership role to make a positive impact on the
environment and promote healthier and sustainable lives
- Connection to Learning skills
- Students will collaborate with teachers and peers
- Students will organize schedules for announcements and meet deadlines to put
campaign into action
- Learning to Learn/Self-Aware & Self-Directed Learning
- Students will take initiative to create a timeline with goals/tasks and use
planning, organizing and communication skills to gather research, share ideas
and create a plan

How would you implement lessons leading up to the community based project? What do
you need to teach your students before this project will be successful?

- Healthy/unhealthy eating habits

- Effects of beef on the environment
- Alternative food options
- Meal planning
- Raising awareness
What are some things you must consider while implementing these lessons?

- Barriers students may face

- Cultural eating habits
- Understanding the nutritional needs of children and adolescents
- Effects of poor nutrition

Community Based Project Reflection

What was the rationale behind the project you chose?

● To have a school wide initiative

● Students to learn ways they can benefit the environment through health-related choices
● Students to be global citizens
● Students will have an understanding of the Canada Food Guide

● Students will demonstrate an understanding of the nutritional needs of children and

adolescents

● Students will demonstrate knowledge of alternative food choices

What is the curriculum connection? List overall and specific expectations.

A2. describe factors that affect personal health and well-being;

A2.2 demonstrate an understanding of the nutritional needs of children and adolescents and
describe the health effects of poor nutrition (e.g., obesity, diabetes, retarded growth, reduced
physical and mental efficiency);

A2.8 explain how lifestyle choices can have an impact on an individual’s health and
well-being (e.g., sleep habits; nutrition; work/life balance; use of tobacco, alcohol, prescrip

A2.10 develop a personal health plan that promotes healthier lifestyle choices and habits.

B3. demonstrate an understanding of and apply sound nutritional practices, as described

in Canada’s Food Guide;

B3.1 identify the major topics covered by Canada’s Food Guide (e.g., food groupings, food
guide servings, nutritional labeling information), and describe the information that can be
obtained from the guide and related resources (e.g., Eating Well with Canada’s Food Guide;
Eating Well with Canada’s Food Guide: First Nations, Inuit and Métis; cultural adaptations of
Canada’s Food Guide available from the Ontario Public Health Association);

B3.2 perform a personal dietary analysis and suggest changes to personal dietary habits, using
criteria presented in Canada’s Food Guide (e.g., portion size and caloric intake);

B3.3 design a menu that is suited to the needs of children or adolescents at a particular stage of
development, that uses foods from the four food groups of Canada’s Food Guide, and that is
appropriate to the needs of a specific cultural group.

C1. demonstrate an understanding of environmental issues related to health care and personal
well-being;

C1.2 describe the impact of health-related choices on the environment, and create a plan for
improving personal health and fitness that also benefits the environment (e.g., walking or
biking rather than driving; eating more locally produced fruits and vegetables and less meat
and processed food).

Why is that community project relevant to today’s society?

- Healthy eating habits

- How to prevent health conditions related to unhealthy food choices
- Climate change
- Getting students involved in environmental issues and having student voices heard
inorder to promote environmental sustainability

List additional resources you utilized outside of the ones provided?

Meatless Monday

Canada Food Guide

Kids.org

aboutkidshealth.ca
Video Beef and the Environment https://www.youtube.com/watch?v=DD3sS743XHw
Would you implement this project in your class?

Absolutely. Giving students the opportunity to be involved in a global action would only
empower them and allow them to make meaningful connections to the world around them.
Learning goes beyond the classroom.

What challenges might you possibly face in implementing this project?

- Student may be hesitant to try food with alternative protein options that they may not
be accustomed to
- Gaining buy in from other tech teachers
- Ensure students involved could be excused from some of their classes to participate
- Cross curricular scheduling