Ontario curriculum links - The Critical Thinking … · ledge base on the Canadian agri-food system ... agribusiness, gluten development) • demonstrate the ... n preparation for

Ontario Family Studies Leadership Council 2 The Critical Thinking Consortium

Ontario curriculum links

Grade 9/10 Food and Nutrition Grade 12 Food and Nutrition

Self and others Overall expectations• identify the various reasons for the choices people make about food

Specific expectations• categorize the reasons why people eat the foods they eat (e.g., cultural, emotional, environmental, nutritional, religious, social)• explain how families, peers, and the media influence an individual’s food choices and habits

Overall expectations• identify the social, psychological, economic, emotional, cultural, religious, and physical factors that affect food choices

Specific expectations• identify the ways in which physical factors influence food choices (e.g., geographical location, regional growing seasons, availability of food markets, home storage capacity)

Personal andsocialresponsibilities

Overall expectations• identify consumer responsibility in the investigation of current food issues

Specific expectations• produce an investigation of current food marketing techniques directed at different age groups• describe the influence of marketing and advertising on personal food choices• examine the relationship between consumer awareness and food marketing

Social science research skills

Overall expectations• use appropriate social science research methods in the investigation of food-related issues• correctly use terminology associated with food and nutrition• communicate the results of their inquiries effectively

Specific expectations• correctly use food and nutrition terminology (e.g., nutrients, food security, vegetarian, food additives)• identify the process involved in social science research• demonstrate data-collecting skills, including the use of questionnaires and interviews• demonstrate effective speaking and listening skills in a small group• demonstrate an ability to perform a variety of roles in small groups (e.g., chair, recorder)• demonstrate collaborative problem-solving, conflict resolution, and planning skills (e.g., relating to division of labour, time management, equal participation, taking responsibility for one’s component of the group’s activity), and be able to explain the need for these skills by referring to organizational theory• use a variety of print or electronic reference tools and telecommunications tools to build a knowledge base on the Canadian agri-food system

Overall expectations• use appropriate social science research methods in the investigation of food-related issues• correctly use terminology associated with food and nutrition• communicate the results of their inquiries effectively

Specific expectations• correctly use the terminology of food and nutrition sciences (e.g., nutrient deficiencies, food security, vegetarianism, cuisine, agribusiness, gluten development)• demonstrate the effective use of data collection skills and methods, including questionnaires, interviews, and surveys• summarize and interpret articles on food and nutrition found in newspapers, magazines, and selected research literature, as well as on the Internet• evaluate print and electronic sources on food and nutrition for bias, accuracy, validity, authority, and relevance• effectively communicate the results of their inquiries, using a variety of methods and forms (e.g., graphs, charts, diagrams, oral presentations, written reports, videos)

Thinking critically about local food

Suggested Activities


Ontario Family Studies Leadership Council

11

The Critical Thinking Consortium

1 Growing closer to home: local foods

Buy Local. Eat Local. Grow your own. You’ve probably

heard these phrases in restaurants, family-owned grocery

stores and on celebrity chef TV shows. You may start to

hear even more about this trend from your child: These

days, the “eat local” mindset is making its way into Ontario

classrooms and beyond. With so many high-quality fruits, vegetables, meats, dairy

and soy products grown right here in Ontario, parents and

families are now realizing how vitally important “buying

local” really is. “The trend [toward Westerners choosing

to eat more local foods] is not insignifi cant or fl eeting…

increased knowledge on climate change and food miles

illustrates the challenges of eating more locally but also

the general public’s desire to know more,” says Jennifer

Story, Program Manager for the Friends of the Greenbelt

Foundation. “There’s really no logic to Ontarians eating

carrots from California,” she adds.

Decreasing our carbon footprint is one of the most important

reasons to buy local. Simply put, buying local reduces the

amount of pollution that would otherwise be produced from

shipping products long distances. Where we shop, how

we travel, what we buy, how often we recycle, and what

we eat all make a difference to the earth. Carbon footprint

calculators are available for those interested in personal (and

family) estimates. These calculators illustrate the amount of

greenhouse gases we use in our day-to-day lives.

Of course, there are other benefi ts to buying and eating

locally. “[Buying Ontario foods] supports local farmers

and thereby supports the protection of the Greenbelt and

other important agriculture lands…” says Lea Ann Mallett,

Executive Director for EcoSource, a charitable organization

which supports local foods. Other benefi ts of eating and

buying local include: • Increased health and nutrition from eating fresher fruits,

vegetables, dairy products, meats and soy products;

• Boosting local economies both directly and indirectly;

• A possible decrease in childhood diabetes and obesity

resulting from education on growing, producing and

processing foods. How do organizations like EcoSource and Local Food Plus

help students, consumers and families across the province?

The Youth and Local Food Program created by EcoSource,

focuses on “hands-on local food education . . . and increasing

the amount of local, sustainable and Greenbelt foods that go

into local schools,” says Mallett. Specifi cally, EcoSource

offers farm visits to youth and community members.

They also provide local healthy snacks (like the new Go

Ontario! granola bar) to schools and deliver interactive food

workshops for students. Likewise, Local Food Plus links farmers and processors

together with local purchasers. This organization also offers

workshops on local sustainability issues in classrooms and

communities. If you’re interested in learning more about

their programs, click on the links above to contact the

organizations directly. The trend to buy and eat locally has taken the world by

storm and it makes sense when the advantages are examined.

Supporting community farmers and teaching our children

about the benefi ts of growing or buying local foods will

make an impact on our health and on our economy. Jennifer

Story agrees: “[Supporting local economies] is the fl ipside of

globalization. We yearn for a connection to our community.

We may not have it with our own neighbours [but we can

achieve it] by supporting local growers and food-related

businesses.”More Information on Local Foods

and on the Greenbelt: Do you know that garlic, canola, soybeans, ginseng, and

cabbage are also grown in our fair province? You can visit

GrowOurFarms.ca for a complete list of locally grown food

and drink. For more information on Greenbelt activities,

programs and contests, check out Greenbelt Adventures

on TVOKids.com. To learn more about family camping

in and around the Greenbelt, check out this comprehensive

feature: Family Camping in Ontario. For more on earth-

friendly programs in classrooms and communities, read

Earth Day 2009. http://www.tvo.org/cfmx/tvoorg/tvoparents/index.cfm?page_id=145&article_

title_url=GrowingClosertoHomeLocalFoods&article_id=5339&action=article.

Accessed July 2009

Greenbelt“Ontario’s Greenbelt is an area of permanently protected green space,

farmland, vibrant communities, forests, wetlands, and watersheds.

The area stretches 325 kilometres from Rice Lake in Northumberland

County to the Niagara River and is about 80 kilometers wide at its

widest point. Ontario’s Greenbelt is an area of permanently protected

green space, farmland, vibrant communities, forests, wetlands, and

watersheds. The Greenbelt was created by legislation in February of

2005. The purpose of the Greenbelt is to protect key environmentally

sensitive land and farmlands from urban development and sprawl”.

Greenbelt. http://www.greenbelt.ca/greenbelt/about-the-ontario-

greenbelt. Accessed July, 2009


12


2 � e bene� ts of local food

�

Why consumers should buy and eat

more locally produced food

© James Jackson, June 21, 2009 The past few years has seen a dramatic explosion in the

availability, and the popularity, of local foods. What are the

benefi ts of eating more local?Given the farm crisis of the late 1980’s, and more recent

struggles in the farm sector, such as globally declining

commodity prices and foreign competition, the local food

movement has emerged as a response to lower farm incomes

and increased costs of business.Primary Benefi ts of The Local Food Movement

Proponents of the local food movement advocate that local

foods are a benefi t along four primary sectors: Environmental,

social, economic, and human:• Environmental: Avoids extensive fossil fuel use, reduced

food miles and non-industrially processed foods (fewer

chemicals used and large machinery less necessary);

Biodiversity encouraged through increases in organic

production • Social: Helps build community vibrancy and retain local

traditions; Aids tourism and associated regional identity

formation; people want more locally grown foods

• Economic: Short supply chains and farmers’ markets keep

income and employment in locality; Fosters tourism and

niche markets. • Human: Fosters fresh, seasonal food intake; higher content

of vital water-soluble vitamins (ie. no transcontinental

shipping); Increased fi bre and lower fat, sugar and salt

content of non-industrially processed foods.

Long-Term Sustainable, Environmental Farming

A sustainable local food system will increase the sustainability

of farms in the region. It will also shrink the ecological

footprint of food and will in turn ensure the security of the

regional food supply.In some studies, researchers have found that of the foods

purchased at a farmers’ market in Toronto, consisting of

locally produced food, averaged 0.0795 tonnes of Green

House Gas emissions per kilometre of transport.

In contrast, the products from the supermarket nearby, mostly

consisting non-local foods, had Green House Gas emissions

of 3.853 tonnes per kilometre. This is just one example of

a long list of comparisons between local and conventional

food miles.Social Benefi ts of Local Foods

There have been very few studies done to illustrate the social

benefi ts to farmers and other producers. However, a recent

study conducted by Local Food Plus has found that consumers

are increasingly moving towards buying local foods: “86

percent of Canadians recognize the importance of local food

and 46 percent will buy local foods fi rst”.

The fact is clear; consumers want a greater voice in

determining the source of their food. Sweden has recently

announced plans to create a new label for ‘climate-friendly’

foods. Consumers will be able to choose food according to

the impact its production and transportation methods have on

the climate, and the UK grocery chain Tesco has also started

to put ‘carbon labels’ on its products.

Economic Benefi ts of Local Food

Finally, Canada is a net importer of agricultural goods which,

especially in these harsh economic times, can be a drain on

our hard-earned money. Between 1990 and 2001 agricultural

exports increased by 50%, but imports increased by over 70%

over the same period.Yet, if Canadians were better informed about the benefi ts of

local food initiatives in their region, Canada could reduce

its reliance on food imports and could reduce scarcity in the

food system.Ontario accounted for 57.5% of the Canadian agricultural

imports in 2002 (representing a $3.7 billion agricultural trade

defi cit). This defi cit could be dramatically reduced using local

food system programs.The benefi ts of local food movements are enormous, but

perhaps the point most important to parents and families,

is that local foods are nutritious and healthier for the

environment.• Bentley, S. and Barker, R. (2005). Fighting Global Warming at the Farmers’

Market: The Role of Local Food Systems in Reducing Greenhouse Gas

Emissions. A Foodshare Research in Action Report, Second Edition. pp.

1-14. • Holt, G. (2007). From local food to localised food. Anthropology of Food,

Issue 2, March 2007. • Marsden et al. (1999). Sustainable Agriculture, Food Supply Chains, and

Regional Development: Editorial Introduction. International Planning

Studies, Issue 4, No. 3. pp 295-301.

Used with the author’s permission.

http://cookingresources.suite101.com/article.cfm/why_choose_local_foods

Pre-planning

➤ In preparation for this three-part critical challenge, assemble the following resources:

• various samples of advertising in different media (e.g., print, radio, television);

• materials students might need to create an effective advertisement (e.g., web programs, video cameras, art supplies, still cameras);

• an assortment of local food promotion samples (e.g., the local maps and agricultural guides, Farmers’ Markets Ontario promotions, Foodland Ontario, brochures from provincial marketing boards).

Session One

➤ Inform students that they will be asked to create an effective public service announcement using a medium of their choice to convince a particular target market of the benefits and importance of buying local foods, when possible.

Remind students that the focus issue for this challenge is the promotion of local foods. If stu-dents have not completed Local food: Myth or reality— a previous Critical Challenge in this collection—discuss or review the concept of local foods. More specifically, explore with students the parameters for determining whether or not food is local (e.g., distance from field to consumer, if processed, how far the food travelled from field to processing plant, how many “food miles” involved, size of carbon footprint). De-velop students’ understanding of the concept of local food by reviewing the materials in the previous Critical Challenge or by providing students with copies of Growing closer to home: Local foods (Blackline Master #1) and The benefits of local food (Blackline Master #2).

Assemble resources

Set up the challenge

understand concept of local

food

Thinking critically about local food 4 The Critical Thinking Consortium

➤ Inform students that an effective promotional message must appeal to a specific group or audience. To achieve this goal, a promoter must un-derstand the specific consumer group and its interests and needs. This audience is called the “target market.”

A target market is the group or groups most likely to take interest in and buy a particular product. A target market is the group of indi-viduals at whom you aim your marketing or advertising.

www.waarhaus.com/InternetMarketingTermsABCpages/InternetMarketingTermsT.htm, (accessed July, 2009)

Stress the importance of understanding the target market when selecting an effective method of advertising. Various audiences respond differently to different types of promotional methods. Personal factors (such as age and gender), psychological factors (such as status and personality) and media preferences (such as print, television or radio) often impact how customers respond to advertising. Discuss other reasons why it is impor-tant to identify the intended target market before designing a promotion. Record student suggestions on the board.

➤ Introduce students to the idea of a public service announcement (PSA). PSA’s can be defined as community-interest advertisements “for which no charge is made” (http://www.northwestern.edu/ipr/publications/papers/wp0107.pdf, 2009). However, in the audience’s eyes, a PSA is essentially a commercial. Explain that students will be asked to work in groups of three or four to create a PSA on buying local foods. Guide students in forming working groups. Remind students they must reach consensus in their group to begin planning the PSA. Provide students with a copy of Developing a public service announcement (Blackline Master #3). Encourage students to keep these guidelines in mind when creating their PSA.


13


3 Developing a public service announcement

The goal of a public service announcement (PSA) is to

create the desire in individuals to take a specifi c action.

Keep the following in mind when creating an effective PSA that makes individuals feel

compelled to act:� Make sure the subject matter is important enough to make a PSA

� Identify the target audience of the PSA

� Be clear and precise and use simple language

� Appeal to the audience’s emotions and relate the message to their personal lives

� Deliver one core message� Use music and sound effects (only if it is effective)

� Motivate the audience to act!

Adapted from: www.kab.net/KABAdditionalInformation/.../Downloads_GetFile.aspx

Introduce the idea of a PSA

Introduce the concept of “target market”

understand target market/audience

purposes for PSAs


➤ Invite each group to brainstorm possible target markets for a local food campaign, keeping in mind that everyone consumes food. Explain that their task is to identify groups of people who share characteristics (e.g., teens, parents, the elderly, business owners, schools personnel) and who may be potential target markets for the promotion of local food. Encour-age students to consider the following criteria when thinking of possible markets:

• has influence in decisions about the purchase of the featured prod-uct,

• has income to purchase the product,

• purchases the product on behalf of others.

Once students have brainstormed an initial list of potential target groups, challenge them to reduce their list to the two most promising target mar-kets. Remind students to listen attentively, participate in the discussion, remain open-minded and weigh all arguments when arriving at their decision. Invite students to share their decision regarding the two prime target markets, and the reasons for this decision. Record the identified target groups on the board.

➤ Explain to students that effective promotions are designed to appeal to an identified target group(s). Provide pairs of students with a copy Who am I? (Blackline Master #4) and Asparagus growers’ brochure (Blackline Master #5). Invite students to examine the sample brochure carefully, and identify the specific target audience(s) and the features used to reach that audience. Encourage each pair of students to use the questions on Blackline Master #4 to guide its analysis of the brochure and to record its answers in the space provided. Alternatively, display the sample brochure and complete the chart as a class.

Once students have worked through the asparagus brochure invite them to work with a partner to select several memorable promo-tional materials from magazines, or to recall radio, television or bill-board promotions. Ask students to sort them according to target audience. Remind students to provide evidence to support their sorting.

The 100-Mile Diet

14


4 Who am I? Decoding the

Evidence from the promotion material

target market

Who is the target market?

(consider gender, age, demographic, status)

Where is the target market

located?

What is important to the target

market? (consider priorities,

beliefs, values, needs)Why are these things

important?

Description of target audience:

Features of the promotionWhat information would

the target audience fi nd

most useful or appealing? What would be an appropriate location to

display this promotion? Why was this particular

medium chosen?

Other aspects of this promotion that would

reach the target audience. Ways to improve the promotional material for the target audience.

criteria for a prime target audience

Identify the target markets

open mindedness

Explore reaching the target market

The 100-Mile Diet

15


5 Asparagus growers’ brochureFrom the tipWhen buying fresh asparagus, look for crisp,

straight, bright green stalks with compact

tips. One pound (500 g) of fresh asparagus

will make 4 servings.Store fresh asparagus by wrapping the bottom

of the stalks in a damp paper towel, putting

them in a plastic bag and refrigerating. Plan

to use within 2 days.Prepare fresh asparagus by first breaking off

the butt end of each spear where it snaps

easily. Save the woody bases for soup stock,

if desired.

Wash in cold running water to remove sand

or grit. To keep nutrients, flavour and crisp

texture, don’t overcook. Asparagus is a source of Vitamin C and

Vitamin A and an excellent source of folacin.

One-half cup (125 mL) of cooked asparagus

contains 24 calories. Recipes

Ontario Asparagus and Potato SaladPreparation Time: 30 minutes Cooking Time: 15 minutes Yield: 12 servings

3 cupscut (1-inch/2.5 cm pieces)

750 mL

Ontario asparagus

3 lbnew potatoes (unpeeled), scrubbed

1.5 kg

1/3 cupextra-virgin olive oil

75 mL

1/4 cupfreshly squeezed lemon juice

50 mL

1 tspfinely grated lemon zest

5 mL

2cloves garlic, minced

2

2 tbsp coarse-grained Dijon mustard

25 mL

1 tspsalt

5 mL

1/2 tspfreshly ground pepper

2 mL

2roasted red peppers,

2

cut in 1/4-inch (5 mm) dice

1bunch green onions

1

(white and pale green parts only),

cut in 1/4-inch (5 mm) thick slices

1/4 cup fresh dill, finely chopped

50 mL

2 tbsp finely chopped fresh chives

25 mL

Steam asparagus until tender-crisp, 3 to 5 minutes.

Refresh under cold running water. Set aside. Cut potatoes

into 1-inch (2.5 cm) cubes; steam until just tender, 8 to

10 minutes. Drain well and place in large bowl. Whisk

together oil, lemon juice, zest, garlic, mustard, salt

and pepper; add about two-thirds to hot potatoes and

toss gently to coat well. Let cool to room temperature.

Add red peppers, green onions and dill along with

remaining dressing; toss gently to mix well. Garnish with

chives. Serve at room temperature.Nutritional Information

(for 1 serving)

Protein

3.1 g

Fat

6.4 g

Carbohydrates

22.2 g

Calories

152

Featuring Ontario Asparagus

Cooking tipsTo cook asparagus, add enough water to

saucepan to just cover asparagus plus 1 tsp (5 mL)

salt. Bring to a boil, reduce heat and simmer

until tender-crisp, 2 to 4 minutes depending

on thickness. To serve hot, use immediately.

To serve cold or use in a recipe, rinse with cold

tap water to stop the cooking process.

Other Cooking Methods:Steaming: tightly covered over boiling water

for 4 to 8 minutes.Oven-roasting: drizzled with oil at 450ºF

(230ºC) for 8 to 10 minutes.Microwaving: covered with 2 tbsp (25 mL)

water on HIGH for 4 to 6 minutes.

Stir-frying: cut into 1-inch (2.5 cm) pieces

in oil in hot wok or frypan for 5 to 7 minutes.

Grilling: brushed with oil, directly over

medium heat for 8 to 10 minutes, turning

once halfway through cooking.

ontario asparagus growers’

marketing board

ontario asparagus growers’

marketing board191 Queensway West, Unit 2, Simcoe, ON N2Y 2M8

phone: 519 426 7529 fax: 519 426 9087

email: [email protected]; www.asparagus.on.ca

Grilled Asparagus with Lemon Aioli

1 lb Ontario asparagus, trimmed

500 g

1 tbsp vinegar

15 mL

8 eggs

8

2 tbsp unsalted butter, melted

25 mL

2 tbsp fresh lemon juice

25 mL

8 slices prosciutto

8 slices

Freshly ground pepper

1/2 cup freshly grated Parmesan cheese

125 mL

Preheat oven to 450°F (230°C).

Steam or simmer asparagus just until tender-crisp,

3 to 5 minutes; drain well.Fill large skillet with water. Add vinegar and bring to simmer

over medium heat. Slip eggs, one at a time, into simmering

water; cook until whites are firm and yolks are just set.

Remove eggs with slotted spoon and carefully blot dry

with paper towel. (Eggs may be poached several hours in

advance; transfer to bowl and cover with cold water. Drain

well before proceeding.)Divide butter among 4 gratin dishes. Divide asparagus among

dishes; drizzle with lemon juice. Drape prosciutto over top.

Arrange 2 eggs on top of each prosciutto. Season with pepper

to taste. Sprinkle cheese over top. Bake for 3 to 4 minutes

or just until cheese melts. Serve immediately.

Asparagus in Bed

LEMON AIOLI1head garlic, cloves separated and peeled

1

Pinchsaffron (optional)

Pinch

2 – 3 tbsp fresh lemon juice

25 – 45 mL

1 tbspfinely grated lemon zest

15 mL

1 cup mayonnaise

250 mL

Salt and pepper GRILLED ASPARAGUS1 lb

Ontario asparagus, trimmed

500 g

2 tbsp extra-virgin olive oil

25 mL

1 – 2 tbsp balsamic vinegar

15 – 25 mL

Salt and pepperLemon Aioli: In small saucepan, cover garlic with water;

bring to boil. Reduce heat to simmer; cover and cook until

very soft, 30 to 40 minutes. Drain and pat dry.

For more recipes and cooking ideas go to

www.asparagus.on.ca

Ginger Asparagus Salad

Nutritional Information(for 1 serving)

Protein

4.1 g

Fat

15.3 g

Carbohydrates

12.6 g

Calories

192

Fresh as spring

Nutritional Information(for 1 serving)

Protein

22.2 g

Fat

20.8 g

Carbohydrates

5.4 g

Calories

297

1 lbOntario asparagus, trimmed

500 g

1/3 cup unseasoned rice vinegar

75 mL

1 tbspgranulated sugar

15 mL

3cloves garlic, minced

3

3 tbspminced sushi ginger

45 mL

2 tbsp sesame oil

25 mL

2 tbsp canola oil

25 mL

1 tbspsoy sauce

15 mL

3 tbsp finely chopped fresh coriander

45 mL

2 oz mesclun salad mix

60 g

1 small head radicchio, separated

1

1 tbspsesame seeds, toasted

15 mL

Steam or simmer asparagus until tender-crisp, 3 to 5 minutes.

Place in colander and refresh under cold running water; drain

well and pat dry with paper towels. (Asparagus may be cooked

several hours in advance.) Arrange in shallow dish large enough

to hold it in single layer. In small bowl, whisk together vinegar and sugar until sugar

dissolves. Add garlic and ginger; combine well. Slowly whisk

in sesame and canola oils and soy sauce; whisk in coriander.

(Dressing may be made ahead and refrigerated for up to

3 days.) Pour over asparagus and turn gently to coat well.

Line serving platter with mesclun; arrange radicchio leaves

around edge. Pile asparagus over top. Drizzle with any

dressing left in dish. Sprinkle with sesame seeds. Serve within

30 minutes or asparagus will discolour.

Nutritional Information (for 1 of 8 servings)

Protein

1.7 g

Fat

25.5 g

Carbohydrates

4.5 g

Calories

250

If using, stir saffron into lemon juice; set aside to

dissolve, about 5 minutes. In food processor, process

garlic and lemon zest to form purée. Add mayonnaise

and lemon juice mixture; process until well blended.

Season to taste with salt and pepper. Cover and

refrigerate until ready to serve.Grilled Asparagus: Brush asparagus with oil; grill until

tender-crisp (see Tips on back panel), about 3 minutes

per side. Brush with vinegar; season to taste with salt

and pepper. Serve immediately with Lemon Aioli as dip

or as drizzle.

Preparation Time: 20 minutes Cooking Time: 5 minutes Yield 4 servings

Preparation time: 1 hour Cooking Time: 10 minutes Yield: 4 - 8 servings

Preparation Time: 20 minutes Cooking Time: 3 – 4 minutes Yield: 4 servings


Session Two

➤ Invite students to recall a promotional campaign that convinced them to change their behaviour or take a certain course of action (e.g., buying a particular item of clothing or purchasing a cell phone package). Ask students to explain what made the advertising so convincing. Explain that advertisers use specific methods to promote their product. Provide students with a copy of Persuasive techniques in advertising (Blackline Master #6). Review the sheet and invite students to find examples of each technique using the promotional materials examined in the previous session. Alternatively, invite students to identify specific persuasive techniques of convinc-ing advertisements that you have accessed from the internet.

➤ Remind students that we are constantly bombarded by media promotions from many sources. Some messages stay with us throughout the years while others will not be remembered nor have any impact. Invite students to brainstorm some of the jingles and ads that stand out for them (e.g., McDonalds: ”You deserve a break today;” Mazda: ”zoom, zoom, zoom;” KFC: a picture of the Colonel).

Ask students “What makes these promotions more effective than others? Do memorable advertisements convince people to buy the promoted product?” Record student ideas on the board. Ask students to select three advertisements/promotions from the brainstormed list, magazines or the internet. Invite students to rank order the three promotions in terms of their effectiveness. As a class, identify the attributes of the most effective promotions. Based on this discussion, introduce the following criteria for an effective promotion:

• catchy

• appealing to the target audience

• relevant message

• advertised in the right places.

The 100-Mile Diet

16


6 Persuasive techniques in advertising

Technique

Example

Appeal to emotions- provoke empathy

- use storytelling to “paint a visual picture for

readers”- suggest to readers that following the course of

action you suggest will help them belong or be

part of a group Comparisons - use similes, metaphors or analogies to help the

reader understand what something is like or to

connect an abstract concept to their personal

experiences

Show proof of authority or evidence

- convince the reader by providing proof of your

own authority on the issue

- convince the reader by providing facts, statistics,

quotations from experts, testimonials or referrals

from others

Predict consequences- provide readers with a glimpse into the future

- convince readers what the future will look like if

they follow the course of action you suggest (or if

they don’t)

Repetition - drive your point home by repeating important

terms, or a particular metaphor or a vivid image

Sentence structure - use a particular sentence structure at various

points of the text (e.g., imperative, interrogative,

exclamatory; or use of short, simple sentences vs.

long, complex sentences)

aware of various persuasive techniques

Teach techniques of persuasion

Identify and apply criteria for an effective

promotioncriteria for effective

promotion


➤ OPTIONAL: If students need further practise in analysing promotions, use one or more of the following activities with a variety of teacher- or student-selected examples:• Provide students with a copy of Interrogate the promotion (Blackline

Master #7). Review the strategy and invite students to analyze the three promotions ranked earlier in this session.

• Provide students with a copy of Remember me? (Blackline Master #8). Invite students to judge the effectiveness of a variety of promotions using this chart.

• Invite students to select a promotion they judge to be less than effec-tive. Provide students with a copy of Critique the ad (Blackline Master #9). Ask students to critique the promotion in light of the criteria for an effective promotion.

Session Three

➤ Review with students what they have learned about effective PSAs. In order to more accurately create a profile of the target market for their PSA, invite students to conduct a survey of that group’s needs and values. Inform students that an effective ad campaign appeals directly to the needs of its target audience. Consequently, the promoter must understand the target market, identify its greatest need and direct the campaign towards the fulfillment of that need. In the business world, this is called develop-ing a consumer profile.

➤ Invite the class to develop several hypotheses about why people buy local food. Provide stu-dents with a copy of Why eat local? (Blackline Master #10). Use this information to add to the brainstormed hypotheses.

➤ Explain to students that the class collectively will develop a questionnaire to survey re-spondents on their food buying needs in general and their buying of local foods in particular. The questionnaire should have a minimum of 8 to 10 relevant questions. Provide students with a copy of Sample surveys (Blackline Master #11) and review this information with students. Remind students that the purpose of the survey is to create a profile of their target audience. Invite students to brainstorm in-formation they need to find out in order to create an accurate profile of their target market and the market’s needs. As a class, brainstorm a list of survey questions and select those that provide the most useful consumer informa-tion.

Analyze other promotions

Prepare survey of target market

read around/into/beyond


20


10 Why eat local?1. Taste the difference.

At a farmers’ market, most local produce has been picked

inside of 24 hours. It comes to you ripe, fresh, and with its

full fl avor, unlike supermarket food that may have been

picked weeks or months before. Close-to-home foods

can also be bred for taste, rather than withstanding the

abuse of shipping or industrial harvesting. Many of the

foods we ate on the 100-Mile Diet were the best we’d

ever had.2. Know what you’re eating.

Buying food today is complicated. What pesticides

were used? Is that corn genetically modifi ed? Was that

chicken free range or did it grow up in a box? People

who eat locally fi nd it easier to get answers. Many build

relationships with farmers whom they trust. And when

in doubt, they can drive out to the farms and see for

themselves.3. Meet your neighbors. Local eating is social. Studies show that people shopping

at farmers’ markets have 10 times more conversations

than their counterparts at the supermarket. Join a

community garden and you’ll actually meet the people

you pass on the street.4. Get in touch with the seasons.

When you eat locally, you eat what’s in season. You’ll

remember that cherries are the taste of summer. Even

in winter, comfort foods like squash soup and pancakes

just make sense–a lot more sense than fl avorless cherries

from the other side of the world.

5. Discover new fl avors. Ever tried sunchokes? How about purslane, quail eggs,

yerba mora, or tayberries? These are just a few of the new

(to us) fl avors we sampled over a year of local eating. Our

local spot prawns, we learned, are tastier than popular

tiger prawns. Even familiar foods were more interesting.

Count the types of pear on offer at your supermarket.

Maybe three? Small farms are keeping alive nearly 300

other varieties–while more than 2,000 more have been

lost in our rush to sameness.6. Explore your home.

Visiting local farms is a way to be a tourist on your own

home turf, with plenty of stops for snacks.

7. Save the world. A study in Iowa found that a regional diet consumed

17 times less oil and gas than a typical diet based on

food shipped across the country. The ingredients for a

typical British meal, sourced locally, traveled 66 times

fewer “food miles.” Or we can just keep burning those

fossil fuels and learn to live with global climate change,

the fi ercest hurricane seasons in history, wars over

resources…8. Support small farms. We discovered that many people from all walks of life

dream of working the land–maybe you do too. In areas

with strong local markets, the family farm is reviving.

That’s a whole lot better than the jobs at Wal-Mart and

fast-food outlets that the globalized economy offers in

North American towns.9. Give back to the local economy.

A British study tracked how much of the money spent

at a local food business stayed in the local economy,

and how many times it was reinvested. The total value

was almost twice the contribution of a dollar spent at a

supermarket chain.10. Be healthy. Everyone wants to know whether the 100-Mile Diet

worked as a weight-loss program. Well, yes, we lost a few

pounds apiece. More importantly, though, we felt better

than ever. We ate more vegetables and fewer processed

products, sampled a wider variety of foods, and ate more

fresh food at its nutritional peak. Eating from farmers’

markets and cooking from scratch, we never felt a need

to count calories.11. Create memories. A friend of ours has a theory that a night spent making

jam–or in his case, perogies – with friends will always

be better a time than the latest Hollywood blockbuster.

We’re convinced.12. Have more fun while traveling.

Once you’re addicted to local eating, you’ll want to

explore it wherever you go. On a trip to Mexico, earth-

baked corn and hot-spiced sour oranges led us away from

the resorts and into the small towns. Somewhere along

the line, a mute magician gave us a free show over bowls

of lime soup in a little cantina.

http://100milediet.org/why-eat-local. Used with permission.


21


11A Sample surveysWhat is a survey?• used to obtain information about the thoughts or behaviour of a limited sample of people (sample) who

represent a larger group (population)

• researchers ask a fairly “limited” number of individuals who represent a larger group

• then they draw conclusions about the larger group

• these responses represent a general trend of the larger population

• tool used to gather information is usually a questionnaire

• questionnaires often use closed-ended questions where a person completing the questionnaire chooses

from limited number of possible answers that are provided for each question. The results from closed-

ended questions are easier to tabulate; however, they do not allow people to explain their answers or to

provide answers that the researcher did not anticipate.

Sample size• large enough to include a range of characteristics that might affect the result

• this would be a range of people representing various aspects of the population with regard to age, sex,

occupation, region, culture and other characteristics

• based on these factors, researchers then generalize their conclusions to the population which they

sampled (e.g., all Ontarians, young urban Ontarians, single men).

Planning a survey• identify the problem: fi rst focus on your main question (for example, “Do university students understand

the benefi ts of buying local food?”)

• develop a hypothesis: develop a hypothesis to guide your research (for example, “University students

generally don’t understand the benefi ts of buying local food.”)

• prepare the questionnaire: formulate questions that will allow you to collect enough evidence to test the

hypothesis. Use closed-ended questions wherever possible.

Creating survey questions• phrase questions so there is no doubt about the answer. Use questions that will help quantify your data.

EXAMPLES1. Do you do any of the food shopping for your family?

a. Yes b. No2. Do you make any choices regarding the food that is eaten by your family?

a. Yes b. No3. How many times a week do you shop for food?

a. Neverb. Once a weekc. Two to four times a week

d. More than fi ve times a week

• don’t ask questions that can be interpreted in different ways.

• don’t ask questions that are not needed to test the hypothesis.

EXAMPLES1. Do you do any of the food shopping for your family and then make choices regarding the food

that is eaten by your family?

2. Do you shop for food a few times or lots of times during a week?

3. Do you own energy star appliances?


Opportunities for differentiation: Invite students in pairs or threesomes to create a questionnaire. Each team of students will then administer its survey to approximately 20 respondents.

➤ Encourage each student to survey approximately eight people in their target group. Point out that this will lead to a survey of over 200 people, which will provides a reasonable sampling of the local population. Refer students to the information about selecting a sample group found at the end of Blackline Master #11, and explain to students how to record the data from their surveys.

Instruct students to tally their survey findings prior to bringing the results to class. Guide students, as a class, in creating a grid sheet (a master sur-vey form) that lists all of the questions, and a column for the data from the survey findings. Organize the data using the master survey form to combine all of the information. As a class, discuss the merits and limita-tions of various means of analyzing the data (e.g., What should be done with outliers? Should the data be viewed holistically or should individual questions be interpreted? Should results be communicated in terms of ratios or percentages?). Based on this discussion, brainstorm how the data could be analyzed. Encourage students to examine the survey results and prepare a list of perceived needs for their target audience that will guide the development of their PSA.

Session Four

➤ Remind students that their group task is to create their own public service announce-ment on local foods, in general, or on a local food product. Encourage students to create promotional material in a medium that they have experience with or that they may want to learn more about.

➤ Provide students with a copy of Public service announcement procedures (Blackline Master #12). Review the steps with students and remind students of available resources, including Developing a public service announcement (Black-line Master #3) and Persua-sive techniques in advertising (Blackline Master #6).

➤ Provide students with a copy of Assessing the learning expecta-tions (Blackline Master #13) and review the criteria as a class.

Carry out and interpret the survey

Create an effective PSA


23


12 Public service announcement procedures

Task: Using everything you have learned about local foods, work in groups of 2-3 to create a Public Service

Announcement promoting either local foods or a specifi c locally produced product. The commercial/announcement

should be between 30 to 60 seconds long.

Previous knowledge- purpose of commercials - the role of Public Service Announcement (PSA).

- advertising techniques.Purpose- discover and promote eating locally.

Instructions1. Review the perceived needs of your target group based on the survey fi ndings.

2. If you are promoting a locally produced product, check with the teacher about the product chosen.

3. Contact a local producer/grower and learn about their product. Some of the things to learn about might be:

• background information on the product (where grown, growing season, varieties etc)

• nutritional information• background information on producer (how long in business, size of operation, where product is sold, exported,

co-op membership etc)• obtain any written literature that the producer may have available

• recipes using the product• merits of local product versus non-local

4. Create a written summary that includes the following information:

• Who is the target market?• What are the perceived needs of that market?

• How will/does the PSA address those needs?

Steps in creating your PSA1. Decide what you want to say about local foods.

2. Decide on the specifi c message of your PSA.

3. Identify specifi c techniques that will appeal to your target audience.

4. Develop an idea or story for your commercial—the way you will convey your message to the audience.

5. You may want to make a storyboard.

6. Decide exactly what the viewer will see and hear.

7. Choose the shots carefully!8. Choose shots that will be most effective at conveying your message.


24


13 Assessing the learning expectationsLevel 1

Level 2

Level 3

Level 4

Knowledgeidentify the personal reasons and social factors that infl uence the choices people

make about food

Analyses of agri-food materials show limited

understanding of the range of factors

affecting decisions about local foods

Analyses of agri-food materials show some



Analyses of agri-food materials show a gener-

ally accurate and clear understanding of the

range of factors affect-ing decisions about

local foods

Analyses of agri-food materials show highly

accurate and thorough



Communicationcorrectly use terminology associated with food and nutrition

Makes limited use in oral and written

assignments of appropriate vocabulary

to discuss the issues associated with local

foods

Is somewhat effective in oral and written

assignments in using appropriate vocabulary


foods

Is generally effective in oral and written

assignments in using a range of appropriate

vocabulary to discuss the issues associated

with local foods

Is very effective in oral and written

assignments in using a wide range of

appropriate vocabulary


foods

Thinking/inquiryuse appropriate social science research methods in the

investigation of food-related issues

Can analyze agri-food promotional materials

to uncover only a few details about the

nature of the targeted audiences and identify

the only most basic persuasive techniques

used to infl uence consumer marketsWith limited effectiveness, designed

a questionnaire and interpreted the results

to learn about a selected target market

Can analyze agri-food promotional materials

to uncover various details about the

nature of the targeted audiences and identify

some of the persuasive techniques used to

infl uence consumer markets

Is somewhat effective in designing a questionnaire and

interpreting the results


Is generally effective in analyzing agri-food

promotional materials to uncover details

about the nature of the

targeted audiences and

the types of persuasive techniques used to


Is generally effective in designing a questionnaire and



Is highly effective in analyzing agri-food

promotional materials to uncover details

about the nature of the

targeted audiences and

the types of persuasive techniques used to


Is highly effective in designing a questionnaire and



Applicationapplies what was learned to create

an effective PSA campaign on local foods

With limited effectiveness, produces

and promotes a personal service

announcement for the target audience

Is somewhat effective in producing and

promoting a personal service announcement

for the target audience

Produces and promotes

a generally effective personal service


Produces and promotes

a highly effective personal service



Opportunities for differentiation: Suggest to students that they create a podcast about local foods for posting on YouTube. Direct students to follow the same criteria as for the PSA assignment. Con-tact the Communication Technology department within your school to find out if there are other readily accessible forms of technology available to students that can be used as methods of posting PSA’s.• Allow students to re-work promotional material examined in class

to make it more effective, or re-work it for a different target audi-ence.

• Invite students to create a blog or a webpage on local foods. Stu-dents may also create a webpage or blog for a specific producer in the area, following the same criteria as for the PSA assignment.

• Invite students to create a full page newspaper advertisement or a FactSheet on a local food or on local foods in general, using the same criteria as for the PSA assignment.

➤ Invite students to peer assess each others’ PSA using the criteria they developed for effective promotional material (e.g., catchy, appropriate, relevant, advertised in right places). Provide students with Assess the PSA’s effectiveness (Blackline Master #14). Remind students of the criteria for an effective peer critique:

• Respectful: never condescending or insult-ing

• Warranted: comments are not trivial, address important aspects of the work

• Specific: comments are clear and directed to a particular aspect of the work and are not vague or too gen-eral

• Constructive: comments provide guidance on how to improve the quality of the work.

As each group shares its PSA, consider asking another group to critique the ad and a different group to critique the critique. Rotate the responsibility for critiquing the PSA and the cri-tique so all students will have an oppor-tunity to provide feedback on a PSA and all students will be asked to listen carefully to how feedback is provided.


25


14 Assess the PSA’s e� ectivenessRating scale

2

1

0

Factor exhibited

Factor exhibited

Factor exhibited

very strongly

moderately

minimally

Factors Rating

Reason for rating

Is it memorable? 2 1 0

Is it appropriate 2 1 0

for the intended audience?

Is it relevant? 2 1 0

Is it promoted in 2 1 0

the right places?

Share PSAs


References

Foodland Ontario. Ontario Foods definition (2008). Retrieved July, 2009 from http://www.foodland.gov.on.ca/english/industry/ind-definitions.html.

Greenbelt. Ontario’s Greenbelt. Retrieved July, 2009 from http://www.greenbelt.ca/greenbelt/about-the-ontario-greenbelt.

Idris, I., Yajid, M., Khatibi, A. Personal and psychological factors: Does it impact the choice of advertising medium? Journal of Social Sci-ences 5(2): 104-111, 2009. Retrieved July 2009 from www.waarhaus.com/InternetMarketingTermsABCpages/InternetMarketingTermsT.htm

Kansas Association of Broadcasters. How to write a public service announcement. Retrieved July 2009 from www.kab.net/KABAd-ditionalInformation/.../Downloads_GetFile.aspx

LaMay, C. Public service announcements, broadcasters, and the public interest: Regulatory background and the digital future. Retrieved July, 2009 from http://www.northwestern.edu/ipr/publications/pa-pers/wp0107.pdf.


1 Growing closer to home: local foodsBuy Local. Eat Local. Grow your own. You’ve probably heard these phrases in restaurants, family-owned grocery stores and on celebrity chef TV shows. You may start to hear even more about this trend from your child: These days, the “eat local” mindset is making its way into Ontario classrooms and beyond.

With so many high-quality fruits, vegetables, meats, dairy and soy products grown right here in Ontario, parents and families are now realizing how vitally important “buying local” really is. “The trend [toward Westerners choosing to eat more local foods] is not insignificant or fleeting…increased knowledge on climate change and food miles illustrates the challenges of eating more locally but also the general public’s desire to know more,” says Jennifer Story, Program Manager for the Friends of the Greenbelt Foundation. “There’s really no logic to Ontarians eating carrots from California,” she adds.

Decreasing our carbon footprint is one of the most important reasons to buy local. Simply put, buying local reduces the amount of pollution that would otherwise be produced from shipping products long distances. Where we shop, how we travel, what we buy, how often we recycle, and what we eat all make a difference to the earth. Carbon footprint calculators are available for those interested in personal (and family) estimates. These calculators illustrate the amount of greenhouse gases we use in our day-to-day lives.

Of course, there are other benefits to buying and eating locally. “[Buying Ontario foods] supports local farmers and thereby supports the protection of the Greenbelt and other important agriculture lands…” says Lea Ann Mallett, Executive Director for EcoSource, a charitable organization which supports local foods. Other benefits of eating and buying local include:

• Increased health and nutrition from eating fresher fruits, vegetables, dairy products, meats and soy products;

• Boosting local economies both directly and indirectly;

• A possible decrease in childhood diabetes and obesity resulting from education on growing, producing and processing foods.

How do organizations like EcoSource and Local Food Plus help students, consumers and families across the province? The Youth and Local Food Program created by EcoSource, focuses on “hands-on local food education . . . and increasing the amount of local, sustainable and Greenbelt foods that go into local schools,” says Mallett. Specifically, EcoSource

offers farm visits to youth and community members. They also provide local healthy snacks (like the new Go Ontario! granola bar) to schools and deliver interactive food workshops for students.

Likewise, Local Food Plus links farmers and processors together with local purchasers. This organization also offers workshops on local sustainability issues in classrooms and communities. If you’re interested in learning more about their programs, click on the links above to contact the organizations directly.

The trend to buy and eat locally has taken the world by storm and it makes sense when the advantages are examined. Supporting community farmers and teaching our children about the benefits of growing or buying local foods will make an impact on our health and on our economy. Jennifer Story agrees: “[Supporting local economies] is the flipside of globalization. We yearn for a connection to our community. We may not have it with our own neighbours [but we can achieve it] by supporting local growers and food-related businesses.”

More Information on Local Foods and on the Greenbelt: Do you know that garlic, canola, soybeans, ginseng, and cabbage are also grown in our fair province? You can visit GrowOurFarms.ca for a complete list of locally grown food and drink. For more information on Greenbelt activities, programs and contests, check out Greenbelt Adventures on TVOKids.com. To learn more about family camping in and around the Greenbelt, check out this comprehensive feature: Family Camping in Ontario. For more on earth-friendly programs in classrooms and communities, read Earth Day 2009.

http://www.tvo.org/cfmx/tvoorg/tvoparents/index.cfm?page_id=145&article_title_url=GrowingClosertoHomeLocalFoods&article_id=5339&action=article. Accessed July 2009

Greenbelt“Ontario’s Greenbelt is an area of permanently protected green space, farmland, vibrant communities, forests, wetlands, and watersheds. The area stretches 325 kilometres from Rice Lake in Northumberland County to the Niagara River and is about 80 kilometers wide at its widest point. Ontario’s Greenbelt is an area of permanently protected green space, farmland, vibrant communities, forests, wetlands, and watersheds. The Greenbelt was created by legislation in February of 2005. The purpose of the Greenbelt is to protect key environmentally sensitive land and farmlands from urban development and sprawl”.

Greenbelt. http://www.greenbelt.ca/greenbelt/about-the-ontario-greenbelt. Accessed July, 2009


2 The benefits of local food

Why consumers should buy and eat more locally produced food

© James Jackson, June 21, 2009

The past few years has seen a dramatic explosion in the availability, and the popularity, of local foods. What are the benefits of eating more local?

Given the farm crisis of the late 1980’s, and more recent struggles in the farm sector, such as globally declining commodity prices and foreign competition, the local food movement has emerged as a response to lower farm incomes and increased costs of business.

Primary Benefits of The Local Food MovementProponents of the local food movement advocate that local foods are a benefit along four primary sectors: Environmental, social, economic, and human:• Environmental: Avoids extensive fossil fuel use, reduced

food miles and non-industrially processed foods (fewer chemicals used and large machinery less necessary); Biodiversity encouraged through increases in organic production

• Social: Helps build community vibrancy and retain local traditions; Aids tourism and associated regional identity formation; people want more locally grown foods

• Economic: Short supply chains and farmers’ markets keep income and employment in locality; Fosters tourism and niche markets.

• Human: Fosters fresh, seasonal food intake; higher content of vital water-soluble vitamins (ie. no transcontinental shipping); Increased fibre and lower fat, sugar and salt content of non-industrially processed foods.

Long-Term Sustainable, Environmental FarmingA sustainable local food system will increase the sustainability of farms in the region. It will also shrink the ecological footprint of food and will in turn ensure the security of the regional food supply.

In some studies, researchers have found that of the foods purchased at a farmers’ market in Toronto, consisting of locally produced food, averaged 0.0795 tonnes of Green House Gas emissions per kilometre of transport.

In contrast, the products from the supermarket nearby, mostly consisting non-local foods, had Green House Gas emissions of 3.853 tonnes per kilometre. This is just one example of

a long list of comparisons between local and conventional food miles.

Social Benefits of Local FoodsThere have been very few studies done to illustrate the social benefits to farmers and other producers. However, a recent study conducted by Local Food Plus has found that consumers are increasingly moving towards buying local foods: “86 percent of Canadians recognize the importance of local food and 46 percent will buy local foods first”.

The fact is clear; consumers want a greater voice in determining the source of their food. Sweden has recently announced plans to create a new label for ‘climate-friendly’ foods. Consumers will be able to choose food according to the impact its production and transportation methods have on the climate, and the UK grocery chain Tesco has also started to put ‘carbon labels’ on its products.

Economic Benefits of Local FoodFinally, Canada is a net importer of agricultural goods which, especially in these harsh economic times, can be a drain on our hard-earned money. Between 1990 and 2001 agricultural exports increased by 50%, but imports increased by over 70% over the same period.

Yet, if Canadians were better informed about the benefits of local food initiatives in their region, Canada could reduce its reliance on food imports and could reduce scarcity in the food system.

Ontario accounted for 57.5% of the Canadian agricultural imports in 2002 (representing a $3.7 billion agricultural trade deficit). This deficit could be dramatically reduced using local food system programs.

The benefits of local food movements are enormous, but perhaps the point most important to parents and families, is that local foods are nutritious and healthier for the environment.• Bentley, S. and Barker, R. (2005). Fighting Global Warming at the Farmers’

Market: The Role of Local Food Systems in Reducing Greenhouse Gas Emissions. A Foodshare Research in Action Report, Second Edition. pp. 1-14.

• Holt, G. (2007). From local food to localised food. Anthropology of Food, Issue 2, March 2007.

• Marsden et al. (1999). Sustainable Agriculture, Food Supply Chains, and Regional Development: Editorial Introduction. International Planning Studies, Issue 4, No. 3. pp 295-301.

Used with the author’s permission.

http://cookingresources.suite101.com/article.cfm/why_choose_local_foods


3 Developing a public service announcementThe goal of a public service announcement (PSA) is to

create the desire in individuals to take a specific action.

Keep the following in mind when creating an effective PSA that makes individuals feel compelled to act:

o Make sure the subject matter is important enough to make a PSA

o Identify the target audience of the PSA

o Be clear and precise and use simple language

o Appeal to the audience’s emotions and relate the message to their personal lives

o Deliver one core message

o Use music and sound effects (only if it is effective)

o Motivate the audience to act!

Adapted from: www.kab.net/KABAdditionalInformation/.../Downloads_GetFile.aspx


4 Who am I? Decoding the Evidence from the promotion material target market

Who is the target market? (consider gender, age, demographic, status)

Where is the target market located?

What is important to the target market? (consider priorities, beliefs, values, needs)

Why are these things important?

Description of target audience:

Features of the promotion

What information would the target audience find most useful or appealing?

What would be an appropriate location to display this promotion?

Why was this particular medium chosen?

Other aspects of this promotion that would reach the target audience.

Ways to improve the promotional material for the target audience.


5 Asparagus growers’ brochure

From the tipWhen buying fresh asparagus, look for crisp,straight, bright green stalks with compacttips. One pound (500 g) of fresh asparaguswill make 4 servings.

Store fresh asparagus by wrapping the bottomof the stalks in a damp paper towel, puttingthem in a plastic bag and refrigerating. Planto use within 2 days.

Prepare fresh asparagus by first breaking offthe butt end of each spear where it snaps easily. Save the woody bases for soup stock, if desired.

Wash in cold running water to remove sandor grit. To keep nutrients, flavour and crisptexture, don’t overcook.

Asparagus is a source of Vitamin C andVitamin A and an excellent source of folacin.One-half cup (125 mL) of cooked asparaguscontains 24 calories.

Recipes

Ontario Asparagus and Potato Salad

Preparation Time: 30 minutes Cooking Time: 15 minutes Yield: 12 servings

3 cups cut (1-inch/2.5 cm pieces) 750 mLOntario asparagus

3 lb new potatoes (unpeeled), scrubbed 1.5 kg1/3 cup extra-virgin olive oil 75 mL1/4 cup freshly squeezed lemon juice 50 mL1 tsp finely grated lemon zest 5 mL2 cloves garlic, minced 22 tbsp coarse-grained Dijon mustard 25 mL1 tsp salt 5 mL1/2 tsp freshly ground pepper 2 mL2 roasted red peppers, 2

cut in 1/4-inch (5 mm) dice1 bunch green onions 1

(white and pale green parts only),cut in 1/4-inch (5 mm) thick slices

1/4 cup fresh dill, finely chopped 50 mL2 tbsp finely chopped fresh chives 25 mL

Steam asparagus until tender-crisp, 3 to 5 minutes. Refresh under cold running water. Set aside. Cut potatoes into 1-inch (2.5 cm) cubes; steam until just tender, 8 to 10 minutes. Drain well and place in large bowl. Whisk together oil, lemon juice, zest, garlic, mustard, salt and pepper; add about two-thirds to hot potatoes and toss gently to coat well. Let cool to room temperature.

Add red peppers, green onions and dill along with remaining dressing; toss gently to mix well. Garnish withchives. Serve at room temperature.

Nutritional Information (for 1 serving)Protein 3.1 gFat 6.4 gCarbohydrates 22.2 gCalories 152

Featuring Ontario Asparagus

Cooking tipsTo cook asparagus, add enough water tosaucepan to just cover asparagus plus 1 tsp (5 mL)salt. Bring to a boil, reduce heat and simmeruntil tender-crisp, 2 to 4 minutes depending on thickness. To serve hot, use immediately. To serve cold or use in a recipe, rinse with coldtap water to stop the cooking process.

Other Cooking Methods:

Steaming: tightly covered over boiling water for 4 to 8 minutes.

Oven-roasting: drizzled with oil at 450ºF (230ºC) for 8 to 10 minutes.

Microwaving: covered with 2 tbsp (25 mL) water on HIGH for 4 to 6 minutes.

Stir-frying: cut into 1-inch (2.5 cm) pieces in oil in hot wok or frypan for 5 to 7 minutes.

Grilling: brushed with oil, directly over medium heat for 8 to 10 minutes, turning once halfway through cooking.

ontario asparagus growers’marketing board

ontario asparagus growers’marketing board

191 Queensway West, Unit 2, Simcoe, ON N2Y 2M8

phone: 519 426 7529 fax: 519 426 9087

email: [email protected]; www.asparagus.on.ca

http://www.asparagus.on.ca/pdfs/RecipeBrochure2005.pdf , July 2009’ Used with permission.

Grilled Asparagus with Lemon Aioli

1 lb Ontario asparagus, trimmed 500 g1 tbsp vinegar 15 mL8 eggs 82 tbsp unsalted butter, melted 25 mL2 tbsp fresh lemon juice 25 mL8 slices prosciutto 8 slices

Freshly ground pepper1/2 cup freshly grated Parmesan cheese 125 mL

Preheat oven to 450°F (230°C).

Steam or simmer asparagus just until tender-crisp, 3 to 5 minutes; drain well.

Fill large skillet with water. Add vinegar and bring to simmerover medium heat. Slip eggs, one at a time, into simmeringwater; cook until whites are firm and yolks are just set.Remove eggs with slotted spoon and carefully blot dry with paper towel. (Eggs may be poached several hours inadvance; transfer to bowl and cover with cold water. Drainwell before proceeding.)

Divide butter among 4 gratin dishes. Divide asparagus amongdishes; drizzle with lemon juice. Drape prosciutto over top.Arrange 2 eggs on top of each prosciutto. Season with pepperto taste. Sprinkle cheese over top. Bake for 3 to 4 minutes or just until cheese melts. Serve immediately.

Asparagus in Bed

LEMON AIOLI1 head garlic, cloves separated and peeled 1Pinch saffron (optional) Pinch2 – 3 tbsp fresh lemon juice 25 – 45 mL1 tbsp finely grated lemon zest 15 mL1 cup mayonnaise 250 mL

Salt and pepper

GRILLED ASPARAGUS1 lb Ontario asparagus, trimmed 500 g2 tbsp extra-virgin olive oil 25 mL1 – 2 tbsp balsamic vinegar 15 – 25 mL

Salt and pepper

Lemon Aioli: In small saucepan, cover garlic with water;bring to boil. Reduce heat to simmer; cover and cook untilvery soft, 30 to 40 minutes. Drain and pat dry.

For more recipes and cooking ideas go to www.asparagus.on.ca

Ginger Asparagus Salad

Nutritional Information (for 1 serving)Protein 4.1 gFat 15.3 gCarbohydrates 12.6 gCalories 192

Fresh as spring

Nutritional Information (for 1 serving)Protein 22.2 gFat 20.8 gCarbohydrates 5.4 g Calories 297

1 lb Ontario asparagus, trimmed 500 g1/3 cup unseasoned rice vinegar 75 mL1 tbsp granulated sugar 15 mL3 cloves garlic, minced 33 tbsp minced sushi ginger 45 mL2 tbsp sesame oil 25 mL2 tbsp canola oil 25 mL1 tbsp soy sauce 15 mL3 tbsp finely chopped fresh coriander 45 mL2 oz mesclun salad mix 60 g1 small head radicchio, separated 11 tbsp sesame seeds, toasted 15 mL

Steam or simmer asparagus until tender-crisp, 3 to 5 minutes.Place in colander and refresh under cold running water; drainwell and pat dry with paper towels. (Asparagus may be cookedseveral hours in advance.) Arrange in shallow dish large enoughto hold it in single layer.

In small bowl, whisk together vinegar and sugar until sugar dissolves. Add garlic and ginger; combine well. Slowly whisk in sesame and canola oils and soy sauce; whisk in coriander.(Dressing may be made ahead and refrigerated for up to 3 days.) Pour over asparagus and turn gently to coat well.

Line serving platter with mesclun; arrange radicchio leavesaround edge. Pile asparagus over top. Drizzle with any dressing left in dish. Sprinkle with sesame seeds. Serve within 30 minutes or asparagus will discolour.

Nutritional Information (for 1 of 8 servings)Protein 1.7 gFat 25.5 gCarbohydrates 4.5 gCalories 250

If using, stir saffron into lemon juice; set aside to dissolve, about 5 minutes. In food processor, processgarlic and lemon zest to form purée. Add mayonnaiseand lemon juice mixture; process until well blended.Season to taste with salt and pepper. Cover and refrigerate until ready to serve.

Grilled Asparagus: Brush asparagus with oil; grill untiltender-crisp (see Tips on back panel), about 3 minutesper side. Brush with vinegar; season to taste with saltand pepper. Serve immediately with Lemon Aioli as dipor as drizzle.

Preparation Time: 20 minutes Cooking Time: 5 minutes Yield 4 servings

Preparation time: 1 hour Cooking Time: 10 minutes Yield: 4 - 8 servings

Preparation Time: 20 minutes Cooking Time: 3 – 4 minutes Yield: 4 servings


6 Persuasive techniques in advertising Technique Example

Appeal to emotions- provoke empathy - use storytelling to “paint a visual picture for

readers”- suggest to readers that following the course of

action you suggest will help them belong or be part of a group

Comparisons - use similes, metaphors or analogies to help the

reader understand what something is like or to connect an abstract concept to their personal experiences

Show proof of authority or evidence - convince the reader by providing proof of your

own authority on the issue- convince the reader by providing facts, statistics,

quotations from experts, testimonials or referrals from others

Predict consequences- provide readers with a glimpse into the future- convince readers what the future will look like if

they follow the course of action you suggest (or if they don’t)

Repetition - drive your point home by repeating important

terms, or a particular metaphor or a vivid image

Sentence structure - use a particular sentence structure at various

points of the text (e.g., imperative, interrogative, exclamatory; or use of short, simple sentences vs. long, complex sentences)


7 Interrogate the promotionAdvertisement Read around the ad Read around the ad Read around the ad

What medium is used? What techniques of What is suggested about What product or service is persuasion are used? audience needs, wants, or being addressed? desires? What issues are being addressed?


8 Remember me?Determine the effectiveness of techniques used in the ads.

Ad Distinguishing features Techniques used Overall effectiveness

o Limited o Somewhat o Highly

Reasons:


Reasons:


Reasons:

Which is the most effective ad and why?


9 Critique the ad

Ad: ____________________________________________________________________________________________________________________________

Positive aspects of the ad

Areas for improvement

Explanation Suggested modification

1.

2.

3.


10 Why eat local?1. Taste the difference. At a farmers’ market, most local produce has been picked

inside of 24 hours. It comes to you ripe, fresh, and with its full flavor, unlike supermarket food that may have been picked weeks or months before. Close-to-home foods can also be bred for taste, rather than withstanding the abuse of shipping or industrial harvesting. Many of the foods we ate on the 100-Mile Diet were the best we’d ever had.

2. Know what you’re eating. Buying food today is complicated. What pesticides

were used? Is that corn genetically modified? Was that chicken free range or did it grow up in a box? People who eat locally find it easier to get answers. Many build relationships with farmers whom they trust. And when in doubt, they can drive out to the farms and see for themselves.

3. Meet your neighbors. Local eating is social. Studies show that people shopping

at farmers’ markets have 10 times more conversations than their counterparts at the supermarket. Join a community garden and you’ll actually meet the people you pass on the street.

4. Get in touch with the seasons. When you eat locally, you eat what’s in season. You’ll

remember that cherries are the taste of summer. Even in winter, comfort foods like squash soup and pancakes just make sense–a lot more sense than flavorless cherries from the other side of the world.

5. Discover new flavors. Ever tried sunchokes? How about purslane, quail eggs,

yerba mora, or tayberries? These are just a few of the new (to us) flavors we sampled over a year of local eating. Our local spot prawns, we learned, are tastier than popular tiger prawns. Even familiar foods were more interesting. Count the types of pear on offer at your supermarket. Maybe three? Small farms are keeping alive nearly 300 other varieties–while more than 2,000 more have been lost in our rush to sameness.

6. Explore your home. Visiting local farms is a way to be a tourist on your own

home turf, with plenty of stops for snacks.

7. Save the world. A study in Iowa found that a regional diet consumed

17 times less oil and gas than a typical diet based on food shipped across the country. The ingredients for a typical British meal, sourced locally, traveled 66 times fewer “food miles.” Or we can just keep burning those fossil fuels and learn to live with global climate change, the fiercest hurricane seasons in history, wars over resources…

8. Support small farms. We discovered that many people from all walks of life

dream of working the land–maybe you do too. In areas with strong local markets, the family farm is reviving. That’s a whole lot better than the jobs at Wal-Mart and fast-food outlets that the globalized economy offers in North American towns.

9. Give back to the local economy. A British study tracked how much of the money spent

at a local food business stayed in the local economy, and how many times it was reinvested. The total value was almost twice the contribution of a dollar spent at a supermarket chain.

10. Be healthy. Everyone wants to know whether the 100-Mile Diet

worked as a weight-loss program. Well, yes, we lost a few pounds apiece. More importantly, though, we felt better than ever. We ate more vegetables and fewer processed products, sampled a wider variety of foods, and ate more fresh food at its nutritional peak. Eating from farmers’ markets and cooking from scratch, we never felt a need to count calories.

11. Create memories. A friend of ours has a theory that a night spent making

jam–or in his case, perogies – with friends will always be better a time than the latest Hollywood blockbuster. We’re convinced.

12. Have more fun while traveling. Once you’re addicted to local eating, you’ll want to

explore it wherever you go. On a trip to Mexico, earth-baked corn and hot-spiced sour oranges led us away from the resorts and into the small towns. Somewhere along the line, a mute magician gave us a free show over bowls of lime soup in a little cantina.

http://100milediet.org/why-eat-local. Used with permission.


11A Sample surveysWhat is a survey?

• usedtoobtaininformationaboutthethoughtsorbehaviourofalimitedsampleofpeople(sample)whorepresent a larger group (population)

• researchersaskafairly“limited”numberofindividualswhorepresentalargergroup

• thentheydrawconclusionsaboutthelargergroup

• theseresponsesrepresentageneraltrendofthelargerpopulation

• toolusedtogatherinformationisusuallyaquestionnaire

• questionnairesoftenuseclosed-endedquestionswhereapersoncompletingthequestionnairechoosesfromlimitednumberofpossibleanswersthatareprovidedforeachquestion.Theresultsfromclosed-ended questions are easier to tabulate; however, they do not allow people to explain their answers or to provide answers that the researcher did not anticipate.

Sample size

• largeenoughtoincludearangeofcharacteristicsthatmightaffecttheresult

• thiswouldbearangeofpeoplerepresentingvariousaspectsofthepopulationwithregardtoage,sex,occupation, region, culture and other characteristics

• basedonthesefactors,researchersthengeneralizetheirconclusionstothepopulationwhichtheysampled (e.g., all Ontarians, young urban Ontarians, single men).

Planning a survey

• identifytheproblem:firstfocusonyourmainquestion(forexample,“Douniversitystudentsunderstandthebenefitsofbuyinglocalfood?”)

• developahypothesis:developahypothesistoguideyourresearch(forexample,“Universitystudentsgenerallydon’tunderstandthebenefitsofbuyinglocalfood.”)

• preparethequestionnaire:formulatequestionsthatwillallowyoutocollectenoughevidencetotestthehypothesis.Useclosed-endedquestionswhereverpossible.

Creating survey questions

• phrasequestionssothereisnodoubtabouttheanswer.Usequestionsthatwillhelpquantifyyourdata.

EXAMPLES

1. Do you do any of the food shopping for your family?a. Yes b. No

2. Do you make any choices regarding the food that is eaten by your family?a. Yes b. No

3. How many times a week do you shop for food?a. Neverb. Once a weekc. Two to four times a weekd. More than five times a week

• don’taskquestionsthatcanbeinterpretedindifferentways.

• don’taskquestionsthatarenotneededtotestthehypothesis.

EXAMPLES

1. Do you do any of the food shopping for your family and then make choices regarding the food that is eaten by your family?

2. Do you shop for food a few times or lots of times during a week?

3. Do you own energy star appliances?


The sample group

Decidethesizeofthesampleyouneedtogetameaningfulresultandwhowillcompleteyourquestionnaire.The people you actually select to respond to your questionnaire are called your sample group. If your respondents are chosen by chance, you have what is called a random sample. For example, to get a random sample of students in your school, you could put everyone’s name in a hat and pull out a certain number of names.

Analyzing data

Usingablankquestionnaire,recordthenumberofresponsestoeachquestion.Converttherawscoretopercentages. For example, in the following situation the student gathered information from 50 people. On question#1,33peoplesaid“yes”tothequestion.Thismeansthat66%(or2/3ofthegroup)contributetobuying food for the family.

EXAMPLE

SizeofSample:50

1. Do you do any of the food shopping for your family?a. Yes33/50=66%b. No17/50=34%

Looking at the data, draw conclusions from the answers given by the respondents. From this, focus your work based on these numbers and draw conclusions about your hypothesis. For example, the results from the example discussed above suggest that the role of buying food is shared broadly within a family, and any efforts to change buying patterns would require directing efforts to a range of family members.

11B


12 Public service announcement procedures

Task: Using everything you have learned about local foods, work in groups of 2-3 to create a Public Service Announcement promoting either local foods or a specific locally produced product. The commercial/announcement should be between 30 to 60 seconds long.

Previous knowledge- purpose of commercials - the role of Public Service Announcement (PSA). - advertising techniques.

Purpose- discover and promote eating locally.

Instructions1. Review the perceived needs of your target group based on the survey findings.2. If you are promoting a locally produced product, check with the teacher about the product chosen. 3. Contact a local producer/grower and learn about their product. Some of the things to learn about might be:

• background information on the product (where grown, growing season, varieties etc)• nutritional information• background information on producer (how long in business, size of operation, where product is sold, exported,

co-op membership etc)• obtain any written literature that the producer may have available • recipes using the product• merits of local product versus non-local

4. Create a written summary that includes the following information:• Who is the target market?• What are the perceived needs of that market?• How will/does the PSA address those needs?

Steps in creating your PSA1. Decide what you want to say about local foods.2. Decide on the specific message of your PSA.3. Identify specific techniques that will appeal to your target audience.4. Develop an idea or story for your commercial—the way you will convey your message to the audience. 5. You may want to make a storyboard.6. Decide exactly what the viewer will see and hear.7. Choose the shots carefully!8. Choose shots that will be most effective at conveying your message.


13 Assessing the learning expectations

Level 1 Level 2 Level 3 Level 4

Knowledgeidentify the personal reasons and social factors that influence the choices people make about food

Analysesofagri-foodmaterials show limited understanding of the range of factors affecting decisions about local foods

Analysesofagri-foodmaterials show some understanding of the range of factors affecting decisions about local foods

Analysesofagri-foodmaterials show a gener-ally accurate and clear understanding of the range of factors affect-ing decisions about local foods

Analysesofagri-foodmaterials show highly accurate and thorough understanding of the range of factors affecting decisions about local foods

Communicationcorrectly use terminology associated with food and nutrition

Makes limited use in oral and written assignments of appropriate vocabulary to discuss the issues associated with local foods

Is somewhat effective in oral and written assignments in using appropriate vocabulary to discuss the issues associated with local foods

Is generally effective in oral and written assignments in using a range of appropriate vocabulary to discuss the issues associated with local foods

Is very effective in oral and written assignments in using a wide range of appropriate vocabulary to discuss the issues associated with local foods

Thinking/inquiryuse appropriate social science research methods in the investigation offood-relatedissues

Cananalyzeagri-foodpromotional materials to uncover only a few details about the nature of the targeted audiences and identify the only most basic persuasive techniques used to influence consumer markets

With limited effectiveness, designed a questionnaire and interpreted the results to learn about a selected target market

Cananalyzeagri-foodpromotional materials to uncover various details about the nature of the targeted audiences and identify some of the persuasive techniques used to influence consumer markets

Is somewhat effective in designing a questionnaire and interpreting the results to learn about a selected target market

Is generally effective inanalyzingagri-foodpromotional materials to uncover details about the nature of the targeted audiences and the types of persuasive techniques used to influence consumer markets

Is generally effective in designing a questionnaire and interpreting the results to learn about a selected target market

Is highly effective in analyzingagri-foodpromotional materials to uncover details about the nature of the targeted audiences and the types of persuasive techniques used to influence consumer markets

Is highly effective in designing a questionnaire and interpreting the results to learn about a selected target market

Applicationapplies what was learned to create an effective PSA campaign on local foods

With limited effectiveness, produces and promotes a personal service announcement for the target audience

Is somewhat effective in producing and promoting a personal service announcement for the target audience

Produces and promotes a generally effective personal service announcement for the target audience

Produces and promotes a highly effective personal service announcement for the target audience


14 Assess the PSA’s effectivenessRating scale

2 1 0 Factor exhibited Factor exhibited Factor exhibited very strongly moderately minimally

Factors Rating Reason for rating

Is it memorable? 2 1 0

Is it appropriate 2 1 0for the intended audience?

Is it relevant? 2 1 0

Is it promoted in 2 1 0the right places?

Documents

Ontario curriculum links - The Critical Thinking … · ledge base on the Canadian agri-food system ... agribusiness, gluten development) • demonstrate the ... n preparation for